GPS Digital Learning Environment (DLE) Update September 10, 2015 - PowerPoint PPT Presentation

GPS Digital Learning Environment (DLE) Update September 10, 2015

Agenda ¤ Major Accomplishments Clearly communicated DLE goals, desired shifts in practice, resources, and supports to appx 900 ¤ educational staff members and all community members Statistically significant shifts in practice with promising examples of student work ¤ Deployed over 9,000 devices and dramatically upgraded the infrastructure to support simultaneous use ¤ Centralized curriculum online ¤ Designed and implementing DLE Phase III PL Plan ¤ ¤ Lessons Learned/Challenges Change in practice is difficult – did not achieve all expected shifts in practice ¤ Implementation of CAS is critical to program evaluation ¤ ¤ Strategic Adjustments Accelerated, refocused professional learning ¤ Conducting program evaluation with improved data ¤

Before and After Full DLE Implementation Scope Area Before After % Increase Devices Approx. 3200 Approx. 2,800 300% desktop clients, desktop clients, 1000 mobile 9700 DLE devices devices (through Title 1) Network 1 gbps 20 gbps 2000% % of Curriculum 0 100% 100% Documented in One Place Online Schoology Log- 0% 93.7% 93.7% Ins IT Support 62 63.5 2% Personnel

The Model: Same Vision, Focused Goals e Hub: DLE Educational Goals* 1. Students will demonstrate critical thinking of online content 2. Students as self-regulators of their learning 3. Students will receive quality feedback on their work 4. Learning will be more personalized for students lease see Exhibit 2 for all goals and sub-goals

Change in Student Outcomes: ¤ Initial (Years 1-5) ¤ The DLE is focused on fidelity of implementation ¤ The DLE model realizes a change in teacher practice ¤ Long Term (> Year 5) ¤ Change in student achievement data ¤ Signs of change may become evident in Year 3 of Phase I DLE

Students in DLE Schools Have Greater Access to Digital Tools Digital'Tools'Students'in'Grades'335'Report'Using'in'Reading/Wri:ng'' (Phase'III'Elementary'Schools'vs.'Hamilton'Ave'and'Riverside)' 100%$ 90%$ 80%$ 70%$ 57%$ 60%$ 46%$ 50%$ 41%$ 37%$ 40%$ 30%$ 30%$ 16%$ 16%$ 20%$ 10%$ 10%$ 9%$ 8%$ 6%$ 3%$ 10%$ 1%$ 0%$ Chrome$ Google$Drive$ Google$Docs,$Sheets,$PresentaBon$ Safari$ RazEKids$ iPad$Camera$ Gmail$ Schoology$ Skype$ Google$Earth$ Google$Maps$ EducreaBons$ NearPod$ Screenchomp$$ Phase'III'Elementary'Schools' Ham'Ave' Riverside'

Critical Thinking of Online Content Sub$Goal(s),with,Statistically, Sample,Student,Work, Digital,Tools, Significant,Shift(s),In, (Exhibit,8), Practice, Communicate,Information:, ! Riverside,4th,Grade,Social,Responsibility,Unit, iMovie,,Touchcast,,Podcasts,, Sketchpad,,Pixlr !! ! Communicate! ! Students!created!a!one!minute!public!service!announcement!(PSA)!to! information!to!specific! The!use!of!digital!tools! convince!viewers!to!ban!smoking!at!Greenwich!public!beaches.!!Students! audiences!in!an!effective! increases!the!cognitive! researched!oceanography!using!quality!online!resources!from!subscription! and!coherent!manner!!! complexity!of!expression!by! databases,!discovery!video,!selected!print!and!eBooks.!!Students!wrote!their! Use!multiple!means!of! adding!choice!of!multiple! script!using!Google!Docs!collaboratively!F!getting!feedback!from!teachers!and! representation!such!as! variables!to!express!thought! peers.!!Students!communicated!their!findings!by!choosing!the!best!medium! audio,!video,!image!and! including,!color,!movement,! for!the!message,!in!this!case,!synthesizing!information!into!a!multimedia,! text!! sound,!pictures,!and! persuasive!video.! font/typeface! , ! http://bit.ly/18N8rax! • , ! http://bit.ly/18N8rax

Digital Portfolios – Dogs Rejoice YAY!

Self-Regulated Learning - Digital Portfolio

This school year, how many pieces of work have you saved online such as in Google Drive or Schoology? Number'of'Pieces'of'Work'Students'in'Grades'375'Report'Saving'Online,'' such'as'In'Google'Drive'or'Schoology'(SY''147'15)' Cos#Cob# Glenville# More#than# 10# Hamilton#Avenue# InternaEonal#School# 6#to#10# at#Dundee# Julian#CurEss# 3#to#5# New#Lebanon# One#or#two# North#Mianus# None# North#Street# Old#Greenwich# Parkway# Riverside# 0%# 20%# 40%# 60%# 80%# 100%#

Personalized Learning - IXL

Quality Feedback

Google Docs Study – Dr. Fiona Hollands During Opinion Writing unit, four teachers each spent an average of 16 1/3 hrs providing written and verbal feedback to students – ave. 42 mins per student Most feedback was encouragement (26%), addressed writing structure (22%), or basic writing errors (21%). For a sample of 20 students, each student received, on ave. ¤ 12 ¼ feedback comments on mid-year essay (paper-based feedback) ¤ 6 ¼ feedback comments on end-of-year essay (using Google Docs/Schoology). Possible reasons for drop in quantity of feedback: ¤ Teachers focused less on writing mechanics and more on conceptual issues ¤ Easier to mark up paper by circling, underlining, arrows, checkmarks etc. ¤ Progress in writing skills required fewer comments

Program Evaluation - Overview Technology 1 Infrastructure 8 Technical Support 2 Mobile Device Management The Secret to Success: (MDM) Implementation Fidelity Strategic Plan ∆ Teacher Practice + SIP nications 3 LMS TEPL/SLO ∆ Student Results (Schoology) Student Outcomes People Process 6 Prof. 4 Program Learning Evaluation (PL) 5 Project Management

Instruction - Change in Practice ver half of Phase I and II school teachers are regularly performing (once per day or week) at least e DLE goal by the end of their first year of participation in the DLE (Year 2 of the DLE). As of June 2015 (End of Year 2 of DLE Implementation) DLE Phase I and II DLE Phase III

Strategy Adjustments fessional Learning and Support Delivery of DLE professional Learning Plan accelerated to support Phase III Redesigned LMS program to provide improved school-based professional learning and support More focus on documenting and tracking district-wide DLE PL activities DLE best practices shared among principals through Leadership Council and teachers through Schoology Shared Folders, and professional learning for Early Adopters gram Evaluation: Principals required to conduct classroom walkthroughs and share best practices CAS will provide student outcome data without the need to administer additional assessments School Data Teams will analyze data to assess progress towards goals and how the DLE can support goal attainment District standardized use of IXL which enables district-wide assessment of effectiveness of this supplemental math tool District piloting an array of literacy tools (e.g., e-libraries, Newsela). Phase III program evaluation will identify the most effective tools.

Conclusion ¤ Implemented Phase II on-time and on-budget ¤ Greatly benefited from gradual phase-in process as many lessons learned ¤ DLE Year 2 program evaluation highlighted the difficulty of “bridging the chasm” to achieve measurable shifts in teacher practice for all teachers ¤ Strategies developed to “bridge the chasm” for Year 3 ¤ Continued process to evaluate impact of DLE on teacher practice and student outcomes for Year 3

Thank You GPS Digital Learning Environment (DLE) Update September 10, 2015