1:1 Monitoring Report Raj Adusumilli, Bridget Loft, Sarah Putnam, - - PowerPoint PPT Presentation

1:1 Monitoring Report

Raj Adusumilli, Bridget Loft, Sarah Putnam, Darryl Joyner 2/20/20

Presentation Overview

Phase 2 of Digital Learning Study Impact of Devices on Student Learning Professional Learning for Staff Current Model & Bright Spots Operational Impacts What We Learned/Moving Forward Opportunities for Improvement

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Online vs. Offline

In Use (Classroom Time), 62% In Use (School Day), 54% In Use (Classrooms), 43% Offline, 38% Offline, 46% Offline, 57% TEACHER REPORTED STUDENT REPORTED OBSERVED

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Additional device use findings…

• Middle and high school students use devices to help keep track of

assignments and grades. – Helps to “...keep track of what’s next and what you have to do.” – One group noted “...there’s no barrier between school and home now.”

• Devices used at home for both academic and non-academic purposes.

– All noted value of home access to instructional materials and resources. – Parents expressed concerns about the use of devices for non-academic purposes.

• Use of devices for deeper analysis and problem solving likely occurs less

frequently than more routine or rote activities.

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Student Outcomes: Overall Findings

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Teacher Reported 1:1 PD Needs

64% 63% 61% 59% 52% 52% 46% 46% 43%

Creativity Personalization Other Research-based practices Locate resources Classroom management Student feedback Performance-based assessment Data analysis

% Agreement

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APS Strategic Plan

Core Value – Equity: Eliminate opportunity gaps and achieve excellence by providing access to schools, resources, and learning opportunities according to each student’s unique needs.

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Vision for 1:1

• Address the opportunity gap
• Transform instruction
• Support personalized learning
• Prepare students for current and

future workforce needs

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Student Success

How Is Student Learning Affected by Devices?

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Student Success

How Is Student Learning Affected by Devices?

“The tools that are available on the devices allow my students to choose the ways to access, engage with, and express their learning that works best for them. For instance, last year, one of my second graders created a movie trailer to show their learning about a famous American of their choice. Another second grader decided to build a website complete with tabs, information, and embedded images to express their learning. They learn that their communication will look and sound different depending on the medium they are using, and that they need to adjust their work based on the tool or format they are using.” – Elementary Teacher “The most valuable aspect of having a device is having access to content online to enhance the classroom curriculum” – Elementary Parent

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Student Success

How Is Student Learning Affected by Devices?

“I think it's been helpful for our teachers for collecting data because our kids are able to get online. They're taking quizzes online, tests online, whether they're doing it through like a Google form and where the answers are just populating a spreadsheet,

• r they're doing it through Canvas, they're able to quickly access the results and if

they need to adjust their teaching... so, I think that's been really helpful, as far as productivity for teachers, and getting quick feedback.” – Secondary Principal “If they're engaged, and they're interested, then they're accessing the learning – I think that that's the goal. That's what we want. We want kids to see the relevance in what they're doing, and if that device is helping them in doing that in any way, I think that's okay ... Yes, there are downsides, but I think for me, I see a more positive impact than negative.” – Secondary Principal

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Student Success

How Is Student Learning Affected by Devices?

Heidi Smith, Principal of Hoffman Boston Elementary School Ellen Smith, Principal of Dorothy Hamm Middle School

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Engaged Workforce

Personalized Learning Design Teams

The purpose of the Design Teams is to define what personalized learning looks like in Arlington Public Schools across various content areas and grade levels. Guiding Questions

• What does personalized

learning look like in the classroom?

• How can you show others

what personalized learning is?

• What do other teachers need

to know and do to successfully implement personalized learning? Participation

• Application based

with principal recommendation

• 183 APS educators
• ver three cohorts

have participated

• Those educators

represent 33 schools and programs

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Student Success

Personalized Learning Design Teams

Participants that have participated in the Personalized Learning Design Team cohorts have shown an increase in:

• Identifying purpose for learning, so the learner realizes

who he or she is as a learner based on interest and goals.

• Helping learners establish learning goals based on

strengths and challenges and provided feedback.

• Creating a learning environment for individual and

group work that has a choice of learning activities, resources, and tools.

• Consistently providing differentiated opportunities

based on individual learner’s level of content mastery, strengths, and challenges

• Learner engagement from being ritualistically engaged

to being more authentically engaged in the learning process.

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Engaged Workforce

Professional Learning

Courses Offered

• Foundations of Personalized Learning
• Personalized Learning Through the

UDL Lens

• Student Reflection and Goal Setting
• Recording and Documenting Learning

with Technology

• Using a Learning Management

System: Canvas

Completion of Courses

• Over 1400 APS educators have

completed one or more of these courses.

• Offered Face to Face and Online

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Student Success

Current Model

• Supports Universal Design for Learning Principles of:

○ Access: Supports student access to curriculum in various ways ○ Engagement: Increases opportunities for student choice and learning preferences ○ Expression: Allows for variety in student demonstration of mastery ○ Representation: Allows content to be multi-modal

• Addresses the opportunity gap
• Extends learning beyond the classroom
• Increases instructional efficiency
• Eliminates shortage model

K-2 shared iPads 3-8 iPads 9-12 MacBook Airs

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Student Success

Results from Middle School Keyboarding Pilot

The pilot was deployed to two MS English classrooms: 7th Grade Swanson MS 8th Grade Dorothy Hamm MS 84% of students reported using their iPad for keyboarding on a daily basis

Pre-Survey Results

• 95% rated their keyboarding ability

as acceptable or better

• 46% reported having difficulty using

the iPad virtual keyboard

• 34% reported that the virtual

keyboard has a negative impact on the quality of their writing

• 35% reported that the virtual

keyboard has a negative effect on the length of their writing Post-Survey Results

• 90% rated their keyboarding ability

as acceptable or better

• 54% reported that having the

physical keyboard made it easier to write on the iPad

• 41% reported that the physical

keyboard has a positive effect on the quality of their writing

• 42% reported that the physical

keyboard has a positive effect on the length of their writing

• 64% reported a preference for

using the iPad with physical keyboard over the virtual keyboard 38

Operational Excellence

Operational Excellence

Budget Information Worksession in May 2019 presented includes budget projections

• Breakdown of costs at each level (Elementary, Middle & High)
• Cost of alternate models for Middle School

Device break-fix / Turn around time

• Loaner Program in all Middle and High Schools
• Turn around in 1 day

Safety and Student Data Protection

• CyberSecurity Policy – May 2020

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What We Learned/Moving Forward

• Shared vision & input
• Professional learning needs
• Support from Instructional Technology

Coordinators

• Appropriate use (safe, flexible, on task)

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Opportunities for Improvement

• Provide ongoing support for students’ digital literacy.
• Incorporate strategies for balancing screen use with non-

screen time into instruction.

■ Recently passed VA legislation creates guidelines for use of digital devices in public schools. Requires VDOE to develop and implement health and safety best practice guidelines for the use of digital devices in public schools no later than the 2021-2022 school year.

• Systematize expectations for students’ use of devices.

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Moving Forward

• Honor that students and teachers value the impact of

devices on student learning by supporting consistent and sustainable implementation practices.

• Provide time for teachers to practice applying

professional learning to their use of devices in instruction.

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“We need technology in every classroom and in every student’s and teacher’s hands because it is the pen and paper of our time, and it is the lens through which we experience much of the world.”

• David Warlick

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1:1 Monitoring Report

Raj Adusumilli, Bridget Loft, Sarah Putnam, Darryl Joyner 2/20/20