Pickerington Schools Technology Presentation

all right good afternoon everybody so as most of you know um one of my parts um one of my thoughts for taking over um as technology director dor instructional technology director was to create um a plan for technology something that we could take a look at and know in a couple years down the road that this was going to happen or that was going to happen because in previous years that hadn't happened and we were almost kind of shooting at the hip a little bit trying to figure out what computer lab was going to get upgraded or what student devices were going to get upgraded so I just want to let you know over the last year um or so that we've been in this position um as you know we've restructured the department uh things have been working working far more smoothly uh than what they have had in the past um we have um gotten down to help dust tickets of about 50 help Des tickets in the system at any given time which in previous years that number was in the hundreds um so things have been going very well with that side um and then uh in addition to that as you guys know we've really worked on the infrastructure we've got our bandwidth up to where we need to we've got our access points where we need to we've got the projectors all now and the sound systems all in there um and then the biggest thing that Whitney and myself have been working on is the adoption of 21st century digital tools and looking at those tools that can help our teachers in the classroom and fit nicely with our um curriculum and what the department of teaching and learning has been doing and then the biggest thing this year with Whitney coming on board we've really been able to increase our staff capacity Whitney um about 85% of her job has been out in the buildings um really working with our teachers uh to be able to build capacity and I think if you asked any of our building principles here uh she's been a great asset um out the out into the building Brian before you go any further could you introduce yourself to our viewing audience um I always forget about that because I'm the one that usually behind the camera hi uh Brian Seymour director of instructional technology very good thank you thank you so one of the biggest things that I wanted to do moving forward was say okay now that we have the infrastructure built in and we've got the tools what's next so we developed a uh technology committee and we actually developed two technology committees one of them is the executive technology Committee in which we have 10 uh members on and then the general technology Committee in which we have 29 members on and basically the mission of that was to support the implementation of the technology plan by ongoing review modification creation and support and support of the district instructional technology plans and procedures so with that um we have created the document that I gave to you um about two weeks ago to look over uh we've had some conversations since then and what I'd like to do now is present our plan going forward of what that plan is the biggest difference that I think that we've taken in this um time over previous times is we really looked at it with the um the idea of teaching and learning first and I think that was kind of the point of moving me over from being in the curriculum Department into technology is to merge those two departments together so they're working together and the technolog is not doing something that's independent of what's going on in teaching and learning so that was really the first three months of our conversation was what do we want technology to be able to do for teaching and learning we didn't talk about devices we didn't talk about iPads or Chromebooks or anything like that we talked about technology as a whole how can it improve what we're doing in the classroom and with that we developed uh the plan that you have in front of you which uh has a vision and mission statement for technology future implementation plans roles of the educator uh professional development and uh Community interactions as well so basically the vision of Technology we went directly off of the vision statement that the school district created last year and said now how can Technology support that uh mission statement so we're looking at showing Mastery in all content areas as we start moving our way up through Mastery based uh learning increasing the skills in critical thinking collaboration and communication uh be prepared for the next level of education and successfully attaining the skills and proficiencies required of today's Workforce um so in addition to that we've also started to adopt a model called Blended learning which we'll talk a little bit more here in a minute the biggest thing was that connection with teaching and learning how does technology work with the curriculum and how does the curriculum work with the technology and I've worked really closely with Sharon and Julie and everybody else up in the tech in the curriculum office as well on this and there's a few questions that we wanted teachers to start asking before they did anything with technology and the biggest one of those was regardless of Technology what's the essential outcome of the lesson that's the end all be goal what do we want students to learn from what it is that we're doing in this lesson how are Technologies how are these technology tools enhancing the curriculum we want to make sure that we're doing something with the technology not just replicating what we've done in the past what will students do with these tools during and after class we also wanted to make sure that these were tools that kids were learning how to use later on in life and it wasn't just I learned it here I used it in school and I never used it ever again am I using technology in a powerful way this is one of our biggest pieces we don't want technology to be a direct substitution for what we've done for the last 20 years I've had a worksheet I've now taken that worksheet can put it online that's not using technology in powerful ways so this is going to be probably the one that's going to take us the longest time to get those teachers um and administrators uh to uh to start using technology in powerful ways the other question is how will I you how will the use of this technology improve my teaching and the big thing that we came away from here is it's not about the technology it's about the teaching and learning and the technology should be a tool to give us to those outcomes there are going to be some outcomes that we're going to be able to reach because of the technology that we couldn't reach if we didn't have the technology this is one of our biggest instructional models that we're going to start adopting and this is called the samur model and Whitney's already been doing quite a bit with this out into the school districts but I talked about um how to use technology in powerful ways well this is a chart that kind of shows technology integration and if we look here substitution this is the bottom of the chart we work our our way up substitution would be like I said we've got a worksheet and now I put that worksheet online as we work our way up through these different ranks um we start to get to more and more complex more and more higher levels of critical thinking communication collaboration and starting to use technology in powerful ways really once we get above that line that line is where technology really changes the instructional model and we've actually done some surveys on this which I'll show you some results at the end um and uh right now the grand majority of our teachers are at that substitution level so we've got a lot of work to do so talking about infrastructure because that's the biggest thing before we say hey we want more devices or we want more digital technology in the classrooms we've got to have an infrastructure and I think we've done a very good job with that we've got the highspeed connectivity to schools we've got the high-speed Wi-Fi throughout our schools and actually this is kind of comical if we look over the last couple years years this is where we've been since fall of 2013 we were at 10 megabytes just uh a little less than uh three years ago so we're now at 1.5 gigs and the biggest thing that we're going to need with our infrastructure moving forward is that to be continually improved upon to add on to it and the cost for that Ryan's working with some vendors right now it's not a huge cost to start adding in additional um gigs or half gigs um we've done good with data and privacy um as well as we've got quite a few quality uh digital content resources um out there for teachers to use there are three things that we need to work on continually going forward and the biggest one is with our kids with the digital citizenship with the world of social media and the world of internet and things being permanent um these are things and skills that kids definitely need to know and this is going to be one of the biggest parts that we're going to ramp up in our instruction is working with with kids um in digital citizenship feces the other part to this is home access and one of the things with this we did a survey of our kids and about 92% of our kids actually have um internet access at home now those numbers may be skewed a little bit because possibly the people that don't have internet at home didn't answer the survey since it was an online survey so we're probably somewhere in the 88 to 90% rate actually have internet at home so how do we support those kids um outside uh of school and then the other one is the high quality lowcost devices how can we get quality devices in the hands of our kids so here is quite a few of the different apps and uh software pieces that we've used over the last couple of years and as we move into using more and more technology we want to go into a Blended learning environment so a blended learning environment is taking the best of the traditional environment and the best of a digital environment and putting them together um Bob attended a blended learning conference earlier this year and there's a lot of different definitions out out there about Blended learning and a lot of them said well if you put technology in front of kids that's Blended learning that's not Blended learning Blended learning is the idea of sometimes they're on a device sometimes they're not on a device and as we started looking at that we decided that there were seven different gears that we needed to focus in on and in the uh in the plan it gives you a lot more detail and look fors that we're going to start working with our administrators so they know what they're looking for uh when they walk into classrooms but as you go through these These are support instructional support and infrastructural support if the device doesn't work we can't do the instruction if the teachers don't know how to use it for instruction it's not going to make an impactful way and then instruction comes along with that we're going to have to train and some of the kidss the kids are going to come far a lot a lot quicker than what our staff will and they're a little bit more willing to try things the other piece to this is we're going to Rebrand all of our professional development as Pickerington U uh professional development sort of has a a bad name I guess you could say to it um and we're really going to work on this we've hired uh we're going to hire a company um basically to come in and be able to do relevant personalized uh professional development because we know that we've got teachers some of them are afraid to turn a computer on and some of them are okay get out of my way let me have as much technology as you can give me um the other piece to this and obviously the most important there in the middle is the student learning we want to make sure that the technology is improving what we're doing in student learning I've seen research studies that um obviously academic achievement we're hoping is going to improve we're also looking at um hopefully discipline referrals along with the idea of PBIS um hopefully those will go down because kids um are a little bit more engaged with the technology um in addition to that we're also looking at learning environments and this is something that I'm working with Vince on is if we want to do anything different in our school buildings how can buildings and classrooms look different do they have to be classrooms in rows um Kevin Honeycut that we brought in uh for the January 15th PD um said basically that the idea of rows and and chairs were there for custodian purposes so the custodian can get the mop in the broom room is that what we really want in instruction so Blended learning has a big piece with this as well the other one is engage communities how can we let our parents know what's going on how can we let our business owners know uh how can we let other stakeholders that don't have kids or a business and then the biggest piece to this is the idea of going one to one a device in the hands of every one of our kids to really truly be able to do digit digal learning the way that it should be done so once again the goal of Blended learning is to combine the best teaching practices from a traditional classroom to those of a digital classroom the teaching strategies and tools should align to the goals of the learning objective does this mean that we need a kid to use a device 24/7 when they're in the building no if it's the correct tool then that's what they should be using but we want to make sure that we have this for every kid whenever it is that they've needed so this is our definition of Blended learning or we're kind of also calling it tradigital uh learning blending OFA of traditional and digital so how are we going to get here and what are some implications uh implementation plans so here is just as a reminder some of our um strategic plans that technology had written as far as the uh plsd strategic plan and this plan basically talks about every single one of these in one way or another so when we started doing this and we started looking at this from the technology committee standpoint we looked at these things once again as the eye on instruction first so we asked the group of of teachers and administrators that were on the committee what are you currently using technology for what are the struggles you and your students face when using technology what would you like technology to do that it currently cannot if every student had access to a device how would that change your teaching and what are the parts and functionalities that would be needed of a device to make it to be used more effectively in the classroom and from those questions we were then able to start developing this plan of how can we help support our teachers uh in the classroom and and get our kids um where the teachers believe they should be with technology so we did a survey and we said uh one of the questions was how important in your own classroom is it that a student have a device anytime they need it so obviously almost 70% very important do you feel that your building currently has enough technology to properly be used in learning and do you feel that you could be more effective if your students have access to a device 247 so almost 50% definitely so we took a look at a couple different devices and like I said the device was the absolute last step and we have decided that our goal is to have the entire District be one to one in six years this will be kind of a rollout type model and with this we also started thinking well does the entire District have to be using the same device and the answer was no we need to have the best device at those certain grade levels so at grades um prek through 2 we've adopted the iPad mini and grades 3 and four the iPad Air and at grades 5 through 12 the D Chromebook 11 now these plans will look a little differently like I said we do want to go to one: one model and at the elementary schools the model would be that the devices stay in the building so each teacher would have a cart of devices and those devices would then be able to be used at any point in time during the day uh currently about every fifth teacher every five teachers has to share a cart at the elementary school so now every teacher would be able to have one um the Del Chromebook 11 would be a device in which the kids would actually be able to take home so they would have this 247 and our goals with some of that is to extend the learning outside of our classroom and be able to have learning be an anytime anywhere um environment so I got two little quick videos here for you real quick this is the Dell Chromebook 11 and I think Keith and La see this thank so this is the device that we're going to go with for grades 5 through 12 and just a little intro video here this is um this is a uh 4 gbt of ram 32 GB solid state hard drive it's got an 11.6 in touchscreen um and then it's Wi-Fi and Bluetooth capable so if you think back to when we had the devices at ridg viw and Lakefield um those devices were first generation Chromebooks they had 1 gab of ram they had no internal hard drive they were not a uh um touchcreen um basically they were not a very good device uh for students to be using this device if you take a look at it is far more rugged far more capable um I used it solely for an entire week and I only had to go to my MacBook twice to be able to do things that I as Tech director have to do that couldn't be done on that we gave that device also to a Junior High kid that has destroyed four of the old Chromebooks um I figured if it would survive with him it would be able to survive anybody and it came back looking almost brand new so I'm very confident with this device so here's just a little intro video on the D Chromebook LEL encourage students to investigate their interests inside and out outside of the classroom with the school tough Dell Chromebook 11 engineered to excel in any learning environment this Chromebook offers Superior spill and drop protection for a student laptop thanks to Dell's rubberized trim and fully sealed keyboard and touchpad the fourth generation Intel Core processor boots up in less than 8 seconds and instantly loads web pages with the Chrome OS and Chrome browser students can stay in touch with teachers collaborate with classmates and access learning resources from the cloud with the full Suite of Google productivity apps such as docs drive and Google Hangouts with a 180° hinge students can easily adjust their screen to enhance group work two USB 3.0 ports HDMI and an SD media card reader slot lets students connect to various external devices to share content and projects the first Chromebook with an interactive LED light system facilitates learning engagement with easy to ous Chrome software tools teachers can conduct at verbal polls and be easily informed when students want to raise questions or provide answers best-in-class battery life ensures students are powered up from the first Bell to the last the Dell Chromebook 11 laptop designed for Collaborative Learning so one of the biggest things that when we actually did start talking about the device was that they wanted something that was very rugged that kids obviously wouldn't break wouldn't damage there's a video out there and I can't find it unfortunately that a tech director actually took one of these and threw it off a third story window um and uh threw it on the parking lot and it survived um this that may happen yeah you never know you never know give it to the kid it's also got a fully 180 Dee um point to it so that kids could actually collaborate around it and be able to see um as they go through it the other part that I really really liked is you cannot pick the keys off um I'm sure everybody knows that the keys thank you okay the KE like to take the keys off the Mac desktops and uh rearrange them these can't come off and the other part to this yeah they like to spell naughty words in the keys withag that so so the other thing with this is that it's completely waterproof U not waterproof water resistant I guess I should say there's a small drainage hole on the bottom of this that actually allows and I'll show you the video here that actually allows 11 has thick rubber going all around the sides the optional touch screen is super tough gorilla a glass this was designed specifically to resist cracking if kids put their pencils on the keyboard and then close the lid which you know they're going to do dell also expects kids to spill stuff you see this little drainage hole on the bottom you could pour 16 o of water on the keyboard wait 10 seconds drain the water and the laptop would survive so obviously when we introduce this to the kids this will not be a video we'll be showing them exactly right but just to know that it does resist that water and we won't have to worry about those spills which are going to happen um is a very uh good selling point for this device it's also got a bit that's interactive so this front piece here um actually allows the kids to control the color so if I as a teacher I'm walking around and I said hey you know if you're at a point where you can't move on put your red light up then what this does is this avoids the teacher hearing Mr Seymour Mr Seymour Mr Seymour from 8,000 kids as you're trying to help in individual kids you can just have the red light you can also use it as polling software all kinds of different pieces that this device allows that others did not so how's this going to work okay so like I said this is going to be a six-year process and it's going to be a rollout model so in our first year starting next year we're going to do two elementary schools and grades five and six we've decided to do the elementary schools a little bit different than the grade levels just because it's going to be easier for us with so many elementary schools to work with individual elementary schools on the professional development level um than what it would be for us to work with all of the kindergarteners teachers spread across you know um seven buildings so those buildings would be getting new um iPads and then the fifth and sixth graders would be getting Chromebooks as we move through the following year we'll then do an additional Elementary School and fifth grade grade again so every fifth grade year they'll be getting devices and then those devices will work their way up with students so our expectations are that these Chromebooks will last the kids four years and that the iPads will last five years um we're also going to do shared carts at the high school um they'll need some um new technology in there as well in there as well and this will be a way for them to start to get some exposure uh to those Chromebooks before you've got kids that have four years worth of Chromebook experience getting up into the high school the following year year three of the plan we'll do two more elementary schools and then once again fifth grade so then we'll have fifth sixth 7th 8th and the high school shared carts and what we'll do during this time is we'll take the current technology the current iPads that are in those buildings and we will reallocate those to buildings that do not have devices yet uh so for example the middle schools each of the middle schools I believe have anywhere between 10 and 11 carts of IP PS those carts will then be moved down into the elementary schools and a little bit into the junior high as we start to reshuffle and eventually all of those carts will work their way down into uh the elementary schools so that way we don't have to purchase an absorbent amount of carts we can reuse the ones that we already have the following year uh we'll do the last two elementary schools and we'll be completely one to one uh we'll actually be completely one to one in elementary schools in year three with current devices and new devices but this year we'll be one to one with all new devices basically fifth grade and then you can also see ninth grade so we're asking the devices to last for four years so the kids will turn in their device um in the summer between their 8th and ninth grade year and then we will give them a new device and we'll ask that device to last another four years and then by the time we get to 2020 or 2021 we're now in fifth sixth 7th 8th 9th and 10th grade and here now we can actually go one to one completely so in six years completely one to one because what we'll do is we'll move up into the 11th grade the 12th grade students for their last year will get the shared cart devices and then that way everybody will be one to one and then from there on out we'll be one to one in every single building um and it'll just be the recycle of every five years at the elementary school and fifth grade ERS and ninth graders here on thr so a couple more survey questions that we gave from our staff members how important is it to you that the district Implement a 1:1 program as you can see um over 75% said very important or important and do you feel that a districtwide onetoone program would positively or negatively affect your classroom and over 70% of the teachers said that they feel it would positively affect their classroom so in addition to this there's a couple other pieces that we need to allow the teachers to be able to Monitor and be able to know what the students are doing if every student has a device in their hands so we're going to also purchase the software called haara and haara what it does is it actually allows me or the teacher to go in and build a class list and when it builds a class list uh the teacher would then go in and say start session at the beginning of their class and it will pop up all of the kids what they're doing on their computer screen so this here is the written form so each one of these boxes is a different student and each one of these words is a different tab that they have open so for example this one down here um looks like it's got some kind of a draw program this one's um some kind of a sheets program and this one's a doc so I can tell exactly what each one of my students is doing so if my students on Twitter and they're not supposed to be on Twitter I know exactly what they're doing and I can send actually send Johnny a note through this program and it actually pops up on Johnny's screen and then if Johnny still doesn't want to get out of Twitter I can actually X out of any single one of those um pieces for them the other side of this looks like an actual interactive piece and you can actually now see what those students are actually working on so this is the actual live view um of their uh of their uh their desktop the other things that this can do is um we've all said stood in front of groups and and tried to give everybody a website and we have to stand there and repeat it like 10 times or we have to write it on the board and then they're like is that an o or a zero or something like that this actually would allow me to go in open up a new tab and push it out to every single person that's inside of this session um so teachers can get kids on to it rather quickly uh the other piece is it also limits what webs sites they can go to let's say I'm doing research on animals and I'm on National Geographic and I don't want the kids to leave the National Geographic domain I can actually lock down this app for the next 10 minutes kids can't go anywhere but National Geographic so it's just another instructional tool that allows us to um help um in the process of implementing technology the other piece to this as we look forward is more in the high schools and this is looking at um uh some different digital learning opportunities um and one of the things that uh the board has said in the past is that we like to look at some online courses and one of the things that I'd really like to to to refrain from is just calling them online courses and I'd like to call them digital learning opportunities uh because we have multiple different versions of ways that we can use digital learning in the classroom online's a big one we've also got hybrid which is the way that most of us are probably taking college courses um where we're in the class sometimes and online sometimes we've also got Blended learning which is going to be a big piece um flipped classrooms where the teacher videotapes their lectures in short segments and the kids watch them at night and then they come in and they actually do the work in the class and not listen to the teacher uh lecture um so this allows for more educational opportunities for students um it also allows for more personalized um instruction through adaptive curriculum and it's a major Paradigm paradigm shift in the pedagogy for teaching and learning because teaching online is dramatically different than teaching in the regular classroom so we've got to look at those things so here's the different models that I kind of talked about and if you look in the beginning of of the the the um the plan there it gives you definitions of what all these different pieces and parts do but how are we going to get to these well we've got a three-year timeline and the plan spells it out a little bit more than what I've got up on here but one of the biggest things that we want to do right off the bat is increase the use of of Google Classroom Google Classroom is our LMS our learning management system like a Blackboard like canvas like schoology um and it allows us to be the digital hub for all of our all of our um lessons and ideas so what should happen is as the teachers go through this one toone piece they should be adopting uh Google classroom and that that's where all of their assignments should get assigned out of that's where all of their resources should be at so on and so forth we're going to do a lot more training on flip classrooms how to create those videos how to make them so they're six to eight minutes long and how to put those into a place where they can monitor if kids are watching them and when they're watching them uh training on Blended learning Whitney's doing a lot of research right now on different models of Blended learning and what those look like and as those devices come into the buildings we'll be working with those individuals on what Blended learning looks like we also need to start thinking about at the high school level um identifying High School teachers and courses that can be taught digitally so what are some of those online courses and what teachers um have the um the skills to be able to teach online um we obviously need to do some training with those individuals we need to look into is Google Classroom a good enough learning management system for an online course the nice thing about Google Classroom is it's free and it integrates really really nicely with all of the Google tools if we went with something like a Blackboard or a schoology or a canvas there would obviously be a cost per student to invest in all those we'd like to Pilot some online courses during the Spring of 2018 and then start in the um 2018 2019 school year um offering numerous online courses so the goals for those um should be implementing a successful digital learning program to increase student achievement enhance the curriculum integrate technology to increase academic opportunities increase the technology skills and knowledge of our staff members and allow teachers our students and teachers to have a access to a device whenever it's needed into a blended learning environment so the biggest thing moving forward that our teachers are going to need is the professional development of how do I do this I've got a I've got 26 kids in my classroom every single one of them has a device now this is a different world different environment for them so the biggest thing that Whitney and myself need to do is we need to have that ongoing differentiated relevant personal develop personal development and what I say with that is remember I talked we've got some teachers that are scared to turn their computers on and some that are way way way High Flyers I don't want to take this person's time time teaching them at this level so we're going to do a little bit of both um focus on PD on three to five major technology integration areas um we're also looking at the Google certification for all Educators and administrators and the new um certified educator program actually talks about how do you use these tools in the classroom not just this is how you do Gmail or this is how you do Google Docs how do you use it with students in the classroom both Whitney and myself have gone through it it's phenomenal training I'll be really excited if we can get 75 100% of our teachers uh certified uh there is no school district in the state in the in the United States that has anywhere close to 75% of their of their staff members certified the other part with um with Whitney uh we've got a lot of job eded professional development so Whitney's able to go out during the actual school day and work with those teachers uh to model some of those lessons to kind of give that little helpful hand uh there uh in those buildings we're going to partner with uh three different groups uh the first one is going to be the Tyne uh PD company and what I like about this company is is they will build the PD how we want it we've already had a couple meetings with them I'm very very um happy with what they're able to give us uh they're going to be able to come six to eight times during the school year and then during those times when they're not here year they'll actually be creating online modules for our teachers to be able to do as well as this is what I this is what sold me is we will get a Google Hangout link that our teachers can use any school day between the hours of 7:30 and 4:30 and if they need help with anything related to the onet toone program they can contact dial up this Google Hangout and they will get one of those people that comes out to our building to be able to help us at any given time and it could be something as simple as hey my kids Chromebook won't turn on or I've got this really cool lesson that I've done for the last couple years and I want to integrate technology into it how do I do that so um I'm really really encouraged with with what they were able to offer us um the other piece to this at the elementary level with sticking with the iPads we're going to go with some apple leadership PD and I'm going to be working with those building principles to create what that PD looks like and with both of these we're going to create mentors uh we're not going to do what's normally called train the trainer because that idea I kind of feel that train the trainer is I come in I train you I leave and you never see me again I want mentors in the building that are going to be able to help that are going to be able to be there if somebody has a question and then the last one there is quality matter quality matters digital learning PD this is going to be for the online courses this is a really good um professional development that helps us to vet um content that's already been created or to create our own content all right here's some of the ideas of what tyanne is going to do for us over the the first couple of of uh times that they come in using devices in a onetoone environment using Chromebooks flip classrooms paperless classrooms here's the other point to this we are not supporting printing on these at all so the goal with Google I get some weird looks over there um the point with Google is the idea that everything shared and that we can communicate back and forth digitally over the idea of of paper and I bet you if you ask the building principles how much money and you guys probably know how much money do we spend on paper every year it's usually about a third of their budget so if we can get that down hilard when they went one to one in their sixth and seventh grade buildings um they actually reduced their paper in the first year by 45% and then the second year by 65% um so hopefully that'll be a big cost cost savings to us the biggest thing with the teachers with with working with the teachers is the idea there's two pieces to this there's one called the digital divide which is where the some kids have a device and some kids don't we're solving that with the idea of going one to one the next big piece is the digital use divide what are they actually using it for are they a consumer or are they a creator of the digital technology and that's the biggest thing we're going to be working with our teachers on is are we we doing passive using or are we actively using the technology once again in powerful ways so the expectations and goals the staff expectations um live and work in a blended learning environment have a presence in Google Classroom use the device as a teaching and learning tool with the key applications supported by the district use less paper but not completely paperless and have an open mind and be a contributor so this is going to be new for all of us and I got the opportunity to talk to some of the fifth and sixth grade teachers at a BLT training and they were very very very happy with this idea of going this direction and they were already coming up with ideas of things oh we could do this we could do that we could do this and I was very encouraged especially that last part of uh of all of us kind of going through this uh together so student goals and I won't read all of these to but basically it's the same thing that we've kind of been talking about student achievement decreasing uh student Behavior looking more towards student- centered learning um personalized instruction increase in student ownership of learning um usage of learning data 21st century skills learning becomes a 247 247 365 event expanding academic opportunities having that presence in Google Classroom to get that skill of managing a digital classroom and a traditional classroom and the continued expansion of digital resources and then the biggest one there is the Equitable access if you looked at the the survey that we sent out a few years ago um the area obviously that has the lowest amount of of Internet users and devices was in the two scen area so this really where we're going to be focusing a lot of our attention on is making sure we have that Equitable access for all of our students so staff goals are pretty similar increase in resource and tools increase in support ongoing professional development utilization of tools in more powerful ways um a normal part of how School operates this has to become almost as normal as paper and pencil did how many ever years ago uh creation of an online digital repository Google gives us the ability to start to share hey I created this really cool lesson using using this type of Technology let's share it with others let's see what what what your what your lesson can do in other classrooms um increasing the levels of Technology integration through that samur model so one of the biggest things that I heard the board also say was well we need to know how is how is this working how do how can we tell if this um investment makes any difference well we're going to come up with um six different metrics that we're going to look at on a year basis um the first of those metrics is What's called the isty lead and transform diagnostic tool and IST is the international Society for technology and education and this is more of a district uh view of what technology looks like these are the 13 essential conditions uh so like empowered leaders engaged communities shared Vision uh skilled Personnel so on and so forth that IST has said that you have to have to have a quality um technology um instructional technology program so this was what we measured um on uh 1110 of 2015 this is where we determined that the district to be at and our goal for this is to over the years to slowly see those or to see those uh bars continue going up and once they get into the blue that means that you're um of quality uh in those areas the second one is the future ready uh digital learning Readiness Tool uh this is the one that Valerie U myself Matt Dansby and Mark gilbrook uh got the opportunity to go to over the summer um and as you saw in the update the Valerie sent out we actually got recognized as one of the 44 schools that actually took what they were doing and actually put it into a really nice plan to be able to move forward with this but when we do this survey this survey actually breaks it down into these different areas so now we can start to see some different pieces and then there are smaller surveys that break down each one of these into multiple categories and you can see that as you flip through the plan so it gives us really good Benchmark numbers of where we're at as a district between these two models the next idea that is is where our teachers at and the biggest thing we're going to measure the teachers on is that samur model that we talked about so Apple has graciously given us a survey that when we get the results we can actually measure our teachers level of integration into the classroom so this is the results that we gave it we gave it um back in November um and it asked the teachers a lot of different questions and it ends up producing a graph like this uh blue is substitution that's the bottom level of the um samur model and then green is substitution augmentation um orange-ish color there is augmentation uh and then the dark orange and the red is the redefinition and the modification which is really where we want to get to so as you can see there's quite a bit of blue so we've got a lot of work to be able to do to get our teachers using technology in powerful ways so we'll run each one of those three surveys every summer to determine where we're at and what we're doing the other piece that is brand new that you don't have in front of you is um an individual that I ran into at the technology conference it was actually the very last session of the day I decided to walk into this one and um ended up getting um a college professor from Walsh University uh Dr fiala um who worked with North Canton School District on a straight A Grant and what they did was they took the isty standards um which are they have their own technology standards they broke them down deconstructed them rewrote them in student friendly language and it then measures the students perception of how technology is is um improving their learning so now we've got the district we've got the staff and now we've got the kids uh Dr fiala has already been paid for this out of the straight a grant we don't have to pay her a dime uh she is more than willing to look uh work with us um the problem is North Canton uh they only got 50 uh 55 or so kids to actually do the survey uh because they asked the kids to go home and do it at home uh and they didn't push it at all so she was like well there's nothing I can do with that I need hundreds or thousands of kids so what we can do is we can do this it's a 10-minute survey uh the kids that do the one toone program uh will get this survey um and Dr fiala is willing to do all of the analytics for us and get us a really nice report uh the only thing that'll identify a kid is a number or just a random number that will be generated and we would like to do a longitudinal study of how this technology has impacted them as they go through so what are we asking for the board um and Ryan may be able to speak to this a little bit better but the money has already been allocated in the fiveyear forecast so I've been careful to work with him on what what it needs to be to to to do um MoneyWise what's here so the biggest thing is as students get devices some of them are going to break uh for one reason or another and what we'd like to do is we'd like to put together a technology fee or kind of like a insurance policy policy and um after I talked with a few of you the original price was $35 I think I'd like to cut that down to $34 because we've got the idea of we still have the technology fee for software which is $6.50 and we like to R try to cut that down to $6 so that way for technology they're just paying a flat $40 fee but this fee here will um be only for those kids that are in the one toone program that are taking the devices home with them so first year it'll just be grades five and six and then eventually it'll expand through grades 5'2 what it'll do is it'll allow for two accidental occurrences the screen breaks um the sound doesn't work they get something stuck inside of the um headphone jack something like that something small fee or um one complete replacement of the device okay after those have been expunged or whatever then we'll have to start charging individuals per whatever the cost is to to get those fixed but that will be the insurance policy for those students every single year as they go through this we have done some um insurance with outside companies and I'm sure if uh the junior high folks are here I'm sure they'll they'll they'll they'll tell you that that is a pain in the butt uh because we have to send those devices away way I'd much rather be able to send a tech over get it fixed in 10 to 15 minutes get it back in the hands of kids um without having to send it away for five or six days and then get it back and so on when a device does break we're going to purchase some extras that we're going to call looners so that way if a kid's device breaks they bring it down to the office they hand the device that's broken we hand them a laner device and boom they're back in the classroom they're logging back in it's all on the cloud so they don't have to worry about what's on the actual device and they're ready to go the only thing that will would be different is if the device is completely lost now through some of the software I can track some of these if they get lost I have to put them in a certain mode and then I can ping them on the Internet and we can find out where some of these things are at we can also completely deactivate it uh so if a device becomes completely lost we have to reallocate that money to get that back because of of the leasing company that we're going through and those types of things go back to that yes if it's completely lost what is the burden on the student or the student's family it would be the fair market value okay because what'll happen is is most of the leases that we're running through and I'm finalizing which Leasing Company we're going to go with um most of the devices after the four years will be turned back into the leasing company and to be honest with you I really don't want a four-year-old Chromebook laying around the district right no I'm not worried about that my question is um the student will be responsible for this device it'd be the fair market value correct yep and that also comes along with the charger as well with us so if a kid loses a charger that would count I'd buy I'd buy a lot of those yeah yeah and then the other piece to this and and Ryan can speak to this I think I talked to a few of you um each year there'll be a there'll be three fouryear leases that I will ask for your approval um once again sticking in that same budget um but we'll have a lease from Best Buy uh which will be the Chromebooks accessories and the management fees uh we'll have a lease from Apple uh which will be the iPads the keyboards um laptops and desktop computers and then uh a a lease from tyy Brothers which will be PD software carts lockers iPad cases I get confused on this foure lease for the Apple products I thought you said they were on a fiveyear life cycle they are but we're going to do them on a four-year uh lease okay so the lease does not necessarily time okay correct yep yep so with that that is our plan to move forward with technology over the next 10 years okay right can I ask a question yep I'm just going to say now go ahead and start we'll start with uh with questions or comments or other than great job um go ahead it it was a great job obviously it's a lot of work you've invested in time and energy into figuring this out for us I just have one question about you referenced inter increasing internet access could you tell us how that works if they don't have internet access so at home yes okay so one of the things that we're doing is I'm actually currently working with the Chamber of Commerce we are creating a survey that we're going to send out to all the area businesses that have a U Wi-Fi open wi-fi as well as a public space so Barnes & Noble um the restaurants things like that if they will allow our students to have access to their Wi-Fi so then that way what we can do is we can create a map and students will then know what some different areas are in Pickerington um that allows students to come in uh David Ball created a really nice logo for us that lines right with the district logo logo we'll create stickers and be able to put those um in there that's part one that's the easy part the second part is is that most of our students have that don't have access to Internet are mostly generated up in the northern portion the around the tuing road area so some of the things that we'd like to look into and we have to look into some legal references and things like this too is how can we support some of the apartment complexes that are up there are there devices that we could possi our older devices could we possibly give those to um apartment complex is when we start to get to internet access up in those areas then it starts to get a little weird because our internet has to be filtered if we pay for it and going with an apartment complex to say hey we'll filter your internet that's something that's kind of out of our out of our realm right now but we could possibly look at devices or what other support that we can give uh for that that General region to be able to support uh internet there's also other options there's a lot of different um there's a company out there called kajit that sells these little teeny tiny things that that clip on your belt and actually give out a Wi-Fi signal uh the problem though is is we have have a monthly fee on each one of those and they are fairly substantial when we start looking at you know if we're looking at 10% of our student population we're looking at a thousand kids um and I don't think we want to pay for internet for a th kids and for home uh the other thing that we could possibly look at is looking at um allowing our Wi-Fi signal to extend outside of our school buildings so that kids could come um during non school hours and sit outside of the buildings and be able to access our filtered Wi-Fi so there's a lot of different things that we can look into it's just looking at the legality issues that we have to do with sipa and Copa and trying to figure out what we can do okay I must have misunderstood what you said about increasing internet access because I have seen from 2013 what we did but there's something in the program or in your presentation about they could download certain amount to their device and take it home and they would have access to it yeah what one of the one of the things that people are scared about with the Chromebooks is is that you have to have a Wi-Fi signal for most of that to work that's incorrect because what we could do is let's say I as a teacher I'm assigning a Google doc for you to create so you've got a just say it's a graphic organizer what I could do as a student if I don't have internet access is I could load that graphic organizer onto my computer don't shut out of that window but to close my computer when I go home that'll still be there I can fill it in once again don't close it and then come into school and then as soon as I come into school it loads it right on the Wi-Fi so there is kind of ways around it if those kids are thinking before they leave where there's Wi-Fi access yeah Michelle were you thinking about the Broadband width the growth of the Broadband well internet access to me access that's internal that's internal yeah versus versus what he was talking about yeah which is the focing yeah okay I I I thought you were asking a different question I was that he corrected me question by the way it was an excellent presentation you guys have done a lot of hard work on this talk to can you take a minute just to talk I assume these weren't all just your guys' ideas you you B after some stole some talk to us a little bit about where some of this stuff came from why you you know how who who we tried to compare this to who we sto it from who we tried to I'm trying I'm getting out here yeah oh yeah yeah so uh Whitney and myself have made lots and lots of site visits to different schools and the the one that really opened our eyes where we went down to chilik Coffey High School um and chilik Coffey High School sponsored a uh Google summon which was really the way if you would have asked either of us before we went to that our idea with the Chromebook was the model that we had at rid viw which we would have said never again we're not doing this but we went down there and we saw um chilicothe High School completely one to one every single kid had a device and it was they were only in their like they were only 15 months into their implementation plan and it was like those kids that had those devices every minute of the day so we picked everybody brains that we possibly could down there um we actually got connected to with some of the two of the Google Ed teexs which there's six of them nationally um and since then we've actually taken that and met with them numerous times um I can't tell you how many emails we've gone back and forth with Google about helping us get into this and we had a meeting um just two three weeks ago at the Tech conference and Google has said I guess when you put in a purchase order or or a request for pricing on 1,800 CR Chromebooks Google finds out uh and they come knocking uh and they scheduled a meeting specifically with us and they have said that if you need anything at all Google is there to help us out so in the meantime of doing that we also did a lot of visits at hilard um Hillyard is one: one with grades six seven and eight now and they are releasing 88,200 devices next year to go one to one with all their high schools um so I have picked uh their technology director's brain so many times and a lot of this stuff you'll see some references in there from hillyard's one toone plan um they're probably the model in central Ohio to look at um I've also talked with uh Lancaster uh Lancaster's High School is one to one um Maryville um I've talked with Chris De who's their technology director a lot um and I've also talked with the new new new Upper Arlington Tech director because they just went went one to one with all their high school kids with MacBook airs so those are really the big school districts now uh that are going there's also quite a few smaller school districts that I've reached out to Indian Valley which is a school district with about 2,000 kids they've been one to one for four years now so I was really talking to Brian dfield their Tech director of okay what does this look like in year three or year four uh what do the devices look like how does the management look how does it look like when you've got your entire School District uh one to one so a lot of these ideas are not my you know ingenious ideas a lot of these are stolen ideas from other school districts great other questions got of questions someone else oh no go ahead unless all right um the roll out I assume you again you probably saw different people to different LS and stuff I'm really curious about the element while doing it in phases my first plus would be that if you've got two or three schools here you're almost going to have to start the other schools are always going to be behind there was a you you said that it would it was best but I guess I don't understand why yeah so the elementary roll out is a is a fouryear roll out with actually three years till they get one to one with current or old devices there's really two reasons why why we did that one was the support that they would need by going one to one so in the instructional technology world it's Whitney and myself so we did not want to say hey year one we're going to roll out five buildings because we would not be able to support those five buildings with changing all of those mindsets that they would need to change of having a device in their classroom every single day uh the other piece to that also was a financial piece so where can we look at you know financially uh to be able to help support those but the biggest thing was is I didn't want to do a roll out because I've talked to so many Tech directors that said oh we had all this money and we just rolled out all these devices and they just sat there or they used them for here's a worksheet now I'm putting it online and we're really not making any difference to it I thought if I'm going to do this I want to do it right I want to be able to be there to support those buildings we're going to make a definite concerted effort that we are going to be out in those buildings as much as we possibly can if I have an hour free here an hour for here I'm going to be at those those buildings to be able to help support what it is that they're trying to do um you mentioned the Online High School courses what's the end game you're hoping to get there is it that students will be able to take some classes online before we have more time during the day or to to be able to get out of school to do something and take those both you know what is is there an end game to that I I think that's going to be kind of defined as as we go through um but there is a lot of different pieces that we can look at we can look at we can offer courses that maybe we don't C we don't offer during the normal day let's just pick an example I don't know Chinese let's say we don't offer Chinese right now maybe we could offer Chinese online the kids could get that opportunity to do maybe outside of the normal school day it could be the opportunity for you know a lot of colleges now are are asking schools or asking students to do online courses and our kids are not getting that exposure so maybe it's just the idea of hey if you're going to do an online course let's get you trained a little bit of it in high school where you know you have the support not just when you go off to college and there's some Professor behind the curtains doing doing what you're doing um it could be a you know could be a staffing thing it it just depends on what we look at and what our ideas are of online courses right and uh certified education license you talked about last how long does that take yeah so it is a online course and it kind of depends it's one of those things that depends on your level of Google Google or whatever you want to call it um it could be for me it took me about um two weeks to go through the different modules for the course and then there's a three-hour test at the end and you have to show Mastery on this three hour test to be able to get your Google license so wouldn't be unreasonable like in a semester noral person yeah a couple hours a week yeah I would love to be able to see by the end of next school year close to 7 between 75% and 100% of our teachers have uh their Google level one certification and I build into my budget that I'll pay for every single one of those teachers to take that test it's a $10 test my last question um the goinging all this colleges universities Tech schools you know where the next level our students is going I assume we've looked I mean this is what they're looking for too yeah I mean it's seems like it makes sense but I just someone actually done that yeah it's interesting when you I've had the opportunity to go in and talk at a couple different universities uh since I've been in this position about what technology looks like for um new preservice teachers every single one of them has a laptop in there or an iPad every single one of them has every college or university has some type of learning management system that all their work is done completely digital even in my classes that that I'm taking now um it's it's a hybrid level course part of it's online part of it's um part of its in so I think that the the the difference is going to be is they're going to get a better experience with the Blended learning here than maybe what they would in a college or university where that Professor maybe has an online course but that Professor maybe has 300 kids in an online course I have um I want to reiterate the um my um feedback on this plan uh I mentioned both Valerie and Brian a couple of times and others that this is um this is just aurb and and whether or not you agree with every art you know every word on every page this is a lot of work and this shows that um this district is committed to educating forward as I think our little tagline says or it used to at one point um and the importance of integrating technology in in the teaching and learning process which will carry with people um through the rest of their lives that being said um I want to clarify the fact that you do have um costs built into your budgets for professional development each year correct I thought I recalled that from the teeny tiny uh spreadsheets in the report um the other question I have though has to do with internal so that that's going to cover your vision for professional development correct or Pickerington University or Pickerington what what is it called there's another word you use another phrase Pickerington you yeah was um the other question I have has to do with Staffing um my hunch is we can't move forward with this over the next 10 years without probably increasing our instructional Tech staff to a certain degree not that you'll get it all at once like next year but um so and I know you and I have talked about this and I'm wondering if you've given any further thought yes I have Valerie if you wouldn't mind oh that was a nice tag team thank you you can pay me that so one of the things that when Kathy and I had talked about this was looking forward at a possible um or chart or possible Staffing um changes that may be may be impactful to help to help us out with a little bit so the front page of this basically has as you know the instructional side and the infrastructural side um was split so you can see those two pieces there um Vince is going to be talking more later on about the infrastructural side of things uh when he does his presentation in April or May um so he he'll bring that part up so I really want to focus on the left hand side which is the instructional technology um so if we so we've got myself we've got Whitney as the instructional coordinator we've got Ed Delp who is the technology resource leader which he is almost solely responsible for Infinite Campus um so he's really not out into the building doing what he was originally supposed to be doing which was kind of like a Whitney's job we've got our technology teachers which are for the git which I agree we need a new name for um and then our Building Technology advisers which is that um stipended position that each one of the buildings has yeah so if you look at the next page the next page um is would be next school year um one of the biggest things that I believe Valerie's talked to you a little bit about is data um and some of the issues that we've had with our data and some of that goes around with the IDE of just Staffing so one of the things that I'd like to do is as I am foreseen at Delp retire at the end of next next school year um looking at bringing somebody in to take some of those roles um and be trained by Ed um to be able to support data fullo so that's where that data uh and systems uh student systems analyst comes in there so are you proposing next year to have I see what you're doing so you would propose to add that position next year correct beginning in the fall correct correct and uh Bob and myself have worked on some rationals and Bob's going to be taking that to the uh uh some uh staff committee personel committee thank you um and then basically everything else for next year kind of stays the same the following page um with the retirement of Ed Delp I'd like to um um basically eliminate that position um which is a the technology resource teacher on special assignment and replace that with another instructional coordinator very similar to the job that Whitney's doing right now so that would keep us with u myself uh Whitney um whoever that new person would be and then the data person would be the the main four at the at the district office level in addition to that I'd like to start looking at additional technology teachers um and looking at um adding two additional technology teachers in this year and what I would like to do is assign one technology teacher per each of the middle schools full-time and then have the other four technology teachers uh be at the elementary schools what that would allow us to do then is would allow us to eliminate uh the BTA position at the three middle schools and then the following year kind of looking at the same same model of adding three more technology teachers which would then give us a technology teacher at every grade level K through six um and that would then also eliminate the BTA position at the elementary school so obviously this is kind of what I would like to see and obviously there are some things that we need to work through so um just kind of an idea to to get you thinking about what would be what what would be nice to to have as we move forward with the technology plan first comment I have on the Personnel is is back to comparing us to other other schools and similar size schools and stuff what they have yeah I don't know what the answer the answer now but that would be one of the things I would I would ask for yeah well let me just say that Hillard is kind of the model in in Columbus um I'm almost almost afraid to say this but um Hillyard uh they have a director of Technology they have a coordinator of instructional technology and then under that person they have I believe it's 14 technology Specialists which basically do the job that Whitney does and then on the infrastructural side they've got a few Network people and they've got I believe it's somewhere in the low 20s for Tex we have three so so not that I'm saying we would ever need to be that far Not that we're saying you'd ever because we're not that large either that's we yeah they're 15,000 so they're you know 5,000 more than we are but still um that's kind of an idea to look at um other schools are all over the place it just kind of depends on where they're at with their technology integration um a lot a lot more schools have more technology teachers which is actually one of the things I would rather like to see as more technology teachers and less district office folks um because one of my other thoughts was I would like to also see you know if I was shooting for the moon here um like to see technology kind of mirror tnl and if tnl has a coordinator at this grade level or this grade level then I'd like to see a technology coordinator at those grade levels as well um so I would rather see the teacher in the classroom working with the kids than having that coordinator position so your goal with those technology teachers um is akin to the to the goal of the PE teachers which is one to one at the k6 level correct and I would see that technology person being teacher coach Okay so when you say that Ed dub spends all of his time or the majority of his time doing Infinite Campus and then you eliminate that position is the new person going to be doing Infinite Campus and more or you phasing out some of Infinite Campus no no unfortunately we're going to be increasing more and more in Infinite Campus so that person the data and student specialist um his his or her responsibility will be to work a year with Ed and take on what Ed has been doing uh over the last couple of years and then slowly by the end of the year um that person take all of Ed's responsibilities and Ed can start working back into the classroom um as he's some of those pieces um or kind of released to the data person okay make sense but then he's going to retire but then he'll retire and then hopefully the idea would be is to get you know another coordinator to be out in the classroom helping with integrating technology so talking about that data and student system analyst taking over INF correct correct yes thank you I have one other question about professional development um um are we going to build in some to sort of and I know these are two different animals but either track mechanism or an incentive mechanism or something because according to the little pretty colors on your bar charts we have a ways to go to um encourage and get our teachers to the level of Technology knowledge if you will that we you know have built into our vision so um the kids I think somebody's already said it you know they're they're going to pick it up like that yeah so it it just sometimes for us it takes a while for you know teaching old dogs news tricks not that I'm old but you know it's just hard yeah it's all their other duties and requirements I mean it's important so we need to incentivize it probably somehow I don't there's a couple things that we're looking at we're going to run a couple boot camps over the summer for teachers that are starting with the the oneto one program and if they attend one of the boot camps they'll be the first ones to get their hands on one of these devices so that's one thing um there's also the idea of that Google certification so they can use that it's called a digital badge uh Whitney's been looking at some things too about how can we create what's called a digital badging system which basically is like a sticker chart to a point um of you know if you achieve this many PDS you get this type of badge and so on and so forth and then after you get so many badges you get something a Starbucks yeah we're looking at to um Valerie can can talk about um we've got some new tools out there too one of them is these really cool virtual reality goggles that she actually bought a bought a pair for her grandkids and one of the ideas is is let's purchase some of those kinds of tools once the schools have reached such and such a level so if we get to 50% of the school is Google level one certified they get X Y and Z for their building to be able to be used once we reach 75% they get X Y and Z so there are different pieces like that that we can put in that would help to support this in the fact of that we we all a lot of times we talk about technology as the device itself and not about all the other accessories and pieces and parts that can come with it so those incentives could be the accessories and the pieces of parts that we don't we don't necessarily talk about all the time and another thing to keep in mind is um we buil in more structured professional time for our teachers so that will allow us for them to have some time during their work day to do some of these online learning because they are there for them to at their own pace they don't have to wait till we bring someone in they don't have to commit the day off so um that additional structured professional time will assist us greatly with getting some of these done and just to clarify yes my granddaughters are spoiled that's what they're for that's right so um I know like with is it called is it public school works or something that we so that's sort of which I don't I think is a little different right than this this doesn't that doesn't necessarily have to do with instruction so that's it's my understanding limited as it is it has sort of a login process so you prove that you've attended the class are we going to is that a similar will we have a similar setup like that with some of these online PD it depends on what we what we adopt yeah yeah we're looking right now the hard thing is trying to find an online course um that talks about how to use technology in the classroom for teachers there's a ton out there for kids but there's not a lot of them out there for teachers and and adults um so maybe it's something that Whitney's been doing a really good job of of doing classes on uh Google classroom for teachers she's got how many of you have working now six different classes working right now and she's probably going to launch another one tomorrow um that have you know 30 plus teachers that have all signed up for how to use these things so yeah we will we will make sure that we have metrics on who's doing what and so on I think exciting is great good stuff all right others okay good um then I believe if there's nothing else