S U P E R I N T E N D E N T S ’ V I E W :

SUCCEEDING WITH EDUCATION TECHNOLOGY

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This paper is the result of multiple in-person and virtual meetings of the Center for Digital Education’s inaugural K-12 Superintendents Working Group. The Superintendents Working Group program was designed to help education leaders and administrators plan for the inclusion and implementation of digital learning environments and methodologies. Each year, CDE will select superintendents who have been recognized as early adopters of technology to participate as members of the working group.

INDUSTRY PARTNERSLinda DuBois, Vice President of Strategic Relationships, Curriculum Associates

Aurora Martinez, Executive Director, Curriculum Associates

Linda Misegadis, Industry Consultant, K-12, Kronos

Dr. Christine Ngei, Instructional Lead Consultant, K-12, Office Depot, Inc.

Michael Patterson, Education Strategist, K-12, CDWG

Joshua Sousa, Instructional Lead Consultant, K-12, Office Depot

Duane Wheeler, Sr. Mobility and Security Architect, Insight

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• Dr.RosaAtkins• Dr.LeslieBoozer• SusanBrooks-Young

• Dr.LuvelleBrown• Dr.DallasDance• Dr.SteveJoel

• Dr.MichaelLubelfeld• Dr.KevinSilberberg• Dr.AaronSpence

• Dr.DevinVodicka• Dr.JamieWilson• Dr.DonnaWright

Dr. Rosa Atkins, Superintendent, Charlottesville City Schools, Virginia

Dr. Dallas Dance, Superintendent, Baltimore County Public Schools, Maryland

Dr. Stacy Scott, Superintendent, Framingham Public Schools, Massachusetts

Dr. Jason Van Heukelum, Superintendent, Winchester Public Schools, Massachusetts

Dr. Leslie Boozer, Superintendent, Dublin Unified School District, California

Dr. Steve Joel, Superintendent, Lincoln Public Schools, Nebraska

Dr. Kevin Silberberg, Superintendent, Panama- Buena Vista Union School District, California

Dr. Devin Vodicka, Superintendent, Vista Unified School District, California

Susan Brooks-Young,Senior Fellow, Center for Digital Education

Dr. Michael Lubelfeld,Superintendent, Deerfield Public Schools, Illinois

Pat Skorkowsky, Superintendent, Clark County School District, Nevada

Dr. Jamie Wilson, Superintendent, Denton Inde-pendent School District, Texas

Dr. Luvelle Brown, Superintendent, Ithaca City School District, New York

Dr. Scott Muri, Superintendent of Schools, Spring Branch Independent School District, Texas

Dr. Aaron Spence, Superintendent, Virginia Beach City Public Schools, Virginia

Dr. Donna Wright, Director, Wilson County Schools, Tennessee

2016 WORKING GROUP

CONTRIBUTING AUTHORS

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Introduction

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these factors are driving schools toward a digital age where technology is no longer an extra, but rather an integral tool for everyday teaching and learning.

The Role of the Superintendent Addressing this shift is a tall order. Historically, the K-12 education community has relied on grassroots actions to move forward with digital adoption, but today the size and scope of technology initiatives requires additional engagement. Administrators at individual schools and in central district offices must also participate. This requires leadership that starts with the district superintendent.

Recognizing the critical role superintendents play in the success of a digital initiative, the Center for Digital Education (CDE) called upon leading superintendents across the country to participate in a year-long working group. The superintendents met in person and over the phone to discuss both the status of education technology implementations and best practices for success. This paper is a reflection of their conversations.

Education Technology TodayEducation technology is more pervasive than ever before. Classrooms look and operate differently than they did just five years ago thanks to the ubiquity of mobile devices, digital curriculum and more. There are a variety of factors driving this change, including student and teacher demands, personalized learning initiatives and expectations for higher student achievement. New funding opportunities are also driving technology investments. The Every Student Succeeds Act (ESSA) alone provides more than $1 billion for education technology initiatives, and the 2016 National Education Technology Plan (NETP) and the Future Ready Schools program provide policy guidance and encourage education leaders to implement, promote and plan for education technology within their districts. Combined,

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Culture (people)1Process (curriculum and instruction)2Technology (devices, infrastructure, etc.)3

Two questions were posed to the group. First, “How do you increase the likelihood of technology-supported initiatives producing the results you want?” And second, “What are the top 10 to 12 things that you as a superintendent should consider as you plan?”

Responses were sorted into three categories, prioritized by importance:

Ed Tech In ActionFor examples of successful superintendent-supported district-wide education technology implementations, check out the case studies submitted by the 2016 Superintendents Working Group members beginning on page 19.

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KEEPING PEOPLE IN MIND

Before any district can successfully launch and maintain a large-scale instructional initiative, stakeholders must believe that change and sustainability are achievable.

Superintendents who have substantial credibility within their districts are far more likely to see their efforts flourish over time than those who do not. Members of the working group identified four important actions superintendents should take when planning and implementing technology-supported initiatives.

Culture:

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1. Create a culture of changeTechnology-supported initiatives tend to challenge the existing culture of a district. One strategy for creating a culture of change is to frame the work as necessary growth instead of an attempt to correct an undesirable situation. To identify where adjustments need to be made, district leaders must develop a clear understanding of the organization’s current culture, including its central beliefs and values.

District leaders can capture the essence of the current culture by using strategies such as surveys, focus groups and simple observation. They should also gather and review thoughtful input from district stakeholder groups, but remember that much of this information will be colored by personal perceptions.

Once district leaders have an accurate understanding of the existing culture, that information can be used as a baseline for gap analysis for planning new technology-supported initiatives. This work lays the foundation for creating a shared vision of desired outcomes. There are ideologies superintendents can employ that will increase the likelihood of buy-in across the district. In his book, “Change or Die,” Alan Deutschman identifies three points effective leaders must acknowledge to instill the belief that change can be achieved and then shift that belief into practice.

1. People respond to stories, not facts. Effective superintendents understand that staff, parents and students already have personal frameworks that

define what education “should be.” However, these frameworks are usually based on emotions, not facts.

2. Small, positive gains must be recognized. It’s important for a superintendent to recognize and celebrate short-term wins throughout the implementation process, which means he or she must be out in the community and aware of what’s happening. Genuine recognition is important to support staff throughout the transition.

3. Change must be supported to be sustained. Superintendents must ensure members of the education community are offered a variety of supports. The superintendent is in a position to identify and allocate the resources needed to do this.

2. Define effective leadershipThere is a difference between managing and leading a district. An article in the August 2013 issue of the Harvard Business Review offers three tests superintendents can use to help determine if they are managing or leading their districts:

1. Managers count value while leaders create value. Are you micro-managing everything or do you enable those you work with to assume responsibility for getting things done?

2. Managers create power circles while leaders create spheres of influence. Is your organization rigidly structured or is there an open flow?

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3. Managers attempt to control others while leaders inspire and empower them. Do you rely on your position to get things done or do you encourage others to implement a shared vision for the district?

Of course there are times when superintendents need to act like managers, but to effect sustained, systemic change, superintendents must be leaders first and foremost.

3. Leverage existing personnel Existing employees are assets to the organization for many reasons. They are loyal to the district, understand how it operates and have relationships with other members of the education community — all attributes that take time to foster with new employees. Providing the support existing employees need to learn new job responsibilities requires fewer resources than hiring new staff. However, existing staff members need to see that their new roles are meaningful and a win-win for them and the district. As one member of the working group put it, it’s about making sure you have the right people on the bus and that everyone is in the right seat.

Leaders should understand staffing needs and align those needs with employee strengths. For example, if the district needs instructional coaches to facilitate technology integration but only employs staff to fix hardware and networks, a shift is required. Some of the technical staff will have the background and skills to coach, but others won’t. It will be up to district leaders to determine who is best suited for each role.

4. Support professional developmentA successful cultural shift requires support for sustained innovation. Professional development is a critical piece of this system. If change for growth is going to gain traction, everyone needs to understand their role and feel they have the right skill set to achieve the organization’s goals.

While initial professional development may be in place to promote an initiative or technology implementation, eventually it should drill down to relevant job-specific work. These professional development opportunities need to be ongoing, job embedded and collaborative. Many effective professional development plans leverage both outside experts and internal resources, including teachers, instructional coaches and other district employees. It is also important to develop a formal plan with measurable objectives (what participants will achieve), action steps (what will happen to get this done) and evaluation (how plan implementation will be monitored and measured).

It is a key responsibility of leadership to understand staffing needs and align them with employee strengths to place them in the best position for success.

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Process:

Far too often, technology-supported initiatives are launched without considering the impact on student learning. The superintendent is responsible for ensuring that all stakeholders understand the program’s importance and its expected outcomes. Topics related to defining and describing technology-supported curriculum and instruction fall into the four areas outlined in this section.

IMPLEMENTING DIGITAL INSTRUCTION & CURRICULUM

1. Define and describe technology-supported curriculum and instruction Educators struggle to settle on a common definition of technology-supported curriculum and instruction. Research shows that simply making a lesson digital instead of paper based has no impact on student performance, yet that’s often the approach of technology initiatives.

Instead, teachers need to regularly offer technology-supported lessons that require students to analyze, evaluate and create material — or the three highest levels of the Revised Bloom’s Taxonomy (see the Revised Bloom’s Taxonomy graphic on page 12). Additionally, the SAMR (substitution, augmentation, modification, redefinition) model provides a map for moving through degrees of technology adoption to achieve more meaningful uses of technology in teaching.

To develop more effective tech-supported curriculum, district leaders should start by thinking about how

technology can support teaching and learning. This includes considering how current curricula can be redesigned to support effective use of digital tools and resources. Key questions to consider include:

1. Who will align new curricula with academic and technology standards?

2. What instructional strategies best leverage the use of digital tools and resources with higher-order thinking skills?

3. How can ongoing technology-supported assessment be embedded in these learning activities?

4. What types of learning should take place in and out of the classroom?

5. Are we changing instruction or merely changing the medium in which it’s delivered?

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Something else to consider is which devices and resources will be employed and how those selections will impact the instructional program. A wide array of options require review. Which devices will be used — laptops, Chromebooks, tablets, smartphones or something else altogether? What digital instructional materials will work best — open education resources (OER), professionally

published e-textbooks, video or other options? By making these decisions after you’ve defined your objective for curriculum and instruction, you can ensure your program won’t be driven by the technology. Before making final decisions related to selection of devices and instructional resources, it’s important to consider how the selections will influence instruction and assessment. First, what professional development will teachers require for developing curriculum and using devices and digital resources? As mentioned previously, professional development opportunities need to be ongoing, job embedded and collaborative. Professional growth opportunities that go to this depth require staff buy-in, time, resources and a well-designed plan. If the groundwork was established during the culture phase, the commitment to participate in a comprehensive

To develop more effective tech-supported curriculum, district leaders should start by thinking about how technology can support teaching and learning.

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Revised Bloom's TaxonomyIdentifyinglearningobjectivesisimperativetoestablishingapedagogicalexchangebetweenteachersandstudents.TheRevisedBloom’sTaxonomyprovidesaframeworktoclassifythoselearningobjectivesbasedoncomplexityandspecificity.Thesixlevelsillustratedbelowhelpeducatorsorganizeandachievethoseobjectives.

Remembering

Understanding

Applying

Analyzing

Evaluating

CreatingProduce new or original work

design, assemble, construct, conjecture, develop, formulate, author, investigate

Justify a stand or decisionappraise, argue, defend, judge, select, support, value, critique, weigh

Draw connections among ideasdifferentiate, organize, relate, compare, contrast, distinguish, examine, experiment, question, test

Use information in new situationsexecute, implement, solve, use, demonstrate, interpret, operate, schedule, sketch

Explain ideas or conceptsclassify, describe, discuss, explain, identify, locate, recognize, report, select, translate

Recall facts and basic conceptsdefine, duplicate, list, memorize, repeat, state

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professional development program will be in place. If not, this would be the time to circle back and garner the necessary support.

2. Enable successful technology rolloutsWhy do some technology initiatives flourish while others appear to implode at the first hiccup? There are many variables, but allocation of planning time is crucial. In-depth planning requires time and resources, but pays off with more successful results.

Visiting schools that are successfully using the technology you’re interested in can help during the planning process. Identify districts that are similar to your own in terms of demographics, academic goals and proposed technology use. Speak with leaders at the central office and take a team to visit the schools in person to see the implementation in action. Make time to chat with teachers, students and others during the site visit. Afterward, hold team discussions about the experience and explore ways your district can move from your current reality to your desired vision.

Conducting a pilot program can also help ensure a success-ful technology rollout. Begin the launch with up to 20 percent district participation. Have an established timeline and evaluation process. Monitor progress throughout the pilot and make adjustments along the way. At the end of the pilot, use information collected during this phase to make data-based recommendations for next steps.

3. Measure the impact of technology-supported instructionTechnology-supported initiatives should be measured based on use of formative and summative assessments that focus on student achievement, not teacher performance. Qualitative data should also be captured and used to communicate the personal side of the student achievement story. Leaders can review and analyze these data to determine if the technology-supported instruction initiative is meeting its stated goals and make adjustments as needed.

Measuring the program’s success is critical. All education community stakeholders will want to know if the initiative is working. They will also want this information to be available in an easy-to-consume format. As one superintendent in the group suggested, “Use well-designed graphics that

show comparisons, growth, counts and quantifiable data. This provides information that helps identify the next level of action.”

4. Recognize the impact of state and federal legislationA significant piece of any superintendent’s job is to actively promote his or her school district. This entails building relationships in the community and with other districts. It also requires working with the media in good times and in bad. And finally, it means the superintendent must work on the district’s behalf to support or oppose legislation that will impact education.

Federal and state regulations can support, justify or complicate technology-supported instructional initiatives. Although education is primarily a state and local concern, the federal government does provide approximately 8 percent of funding that schools receive and therefore influences the course of K-12 public education. Recent examples include:• Districts were driven to upgrade infrastructure,

training, curriculum development and materials based in part on the No Child Left Behind legislation.

• Cuts in Title II, Part D funds at one point nearly wiped out technology financing for many districts across the country.

• Race to the Top and other White House initiatives have had technology overtones and motivations.

• For several years, the American Recovery and Reinvestment Act (ARRA) funds could be used for device and equipment purchases.

Additionally, there are three current federal initiatives that directly impact instruction technology: the Every Student Succeeds Act (ESSA); the 2016 National Education Technology Plan (NETP); and Future Ready Schools.

Visit schools that are successfully using the technology you’re interested in. Speak with leaders, teachers and students during the site visit, then hold team discussions and explore ways your district can move forward.

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Securing ongoing and consistent fundingBudget development is part of the planning process. While it’s not always easy to do, district leaders should identify immediate and long-term funding sources prior to launching an initiative. This approach helps ensure that monies are available not only at the start of the project, but also on an ongoing basis to support everything from professional development and network upgrades to maintenance and equipment replacement. Some states permit local bonding or levies for ongoing income; however, other opportunities such as grants may be available. Visiting other districts may help identify ways to best leverage available funds. Not only will you be able to see preliminary budgets from already-executed programs, you’ll also have an opportunity to ask about unforeseen

costs. Even the best-planned budget will end up missing the mark somewhere, but careful planning can ameliorate the impact of unanticipated expenditures.

Development of a technology replacement or upgrade plan seems obvious, but districts often fail to do this. As a result, by year four or five of an initiative — or sooner — problems start to arise. Forward-thinking districts tie the replacement/upgrade cycle to the system’s strategic plan. For example, if the life cycle of classroom technology is five years, then the district should consider replacing 20 percent of its devices on an annual basis. By doing this, it ensures that technology life cycles do not end at the same time; no student equipment is more than five years old; and districts have the opportunity to reevaluate purchasing decisions annually.

CREATING A DIGITAL ENVIRONMENTThis section addresses topics related to securing funding for technology, supporting it once it’s in place, building out necessary infrastructure and developing successful procurement policies.

Technology:

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Defining and describing adequate tech supportTwo types of tech support are typically required in school districts — IT support focused on keeping technology up and running and educational technology (ET) support designed to assist teachers and staff in designing and implementing effective technology-supported instruction. Each is important. An initial step in determining how much assistance is needed is to define what kinds of support will be provided, by whom and what additional resources are necessary.

It is essential to establish norms between IT and ET departments as well as with staff based in the district office. Depending on the size of the initiative, there will be additional IT and ET needs in the district office and at schools. Consider creative programs such as student-led help desks, which

can serve the dual purpose of providing immediate on-site support for minor fixes as well as introducing students to potential career interests. It’s also important to note that recent changes in available and emerging technology have the potential to simplify or eliminate tech support headaches of the past. For example, the practice of quickly “hot-swapping” a user’s device without losing local data has

Forward-thinking districts tie the replacement/upgrade cycle to the system’s strategic plan.

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been greatly simplified with the proliferation of cloud-based storage and identity services.

A topic that’s gaining increased attention, particularly over the last couple of years, is protecting student information and data. Educators and parents are expressing concern about how student data are collected and stored digitally, as well as who has access to these data and how it is being used. Of course, the end goal for use of data should be related to student performance, but what about the rest? Different technologies collect different kinds of data for varying pur-poses. This relates back to technology support requirements because districts are responsible for empowering staff to safeguard data stored in student information systems.

Another area of concern is the apps and web-based tools used in classrooms that also collect user data. Some larger districts are establishing guidelines for third-party vendors regarding the types of data they may collect from students and how they safeguard that information. However, there must be further discussion about greater confidentiality that can come with cooperative procurement contracts.

Robust infrastructure at school and homeE-Rate program funding is the reason most public schools have internet access. Now districts are working to build more robust networks as 1:1 and bring-your-own-device (BYOD) programs gain traction. Changes in E-Rate

regulations approved in 2014 expanded subsidies for Wi-Fi, making it easier for districts to bring their networks up to par. However, district leaders must recognize that today’s robust network is tomorrow’s equivalent of a dial-up connection. Infrastructure upgrades should always be an integral part of any technology initiative budget.

In the past, little consideration was given regarding student access to broadband at home; however, this is changing. The 2016 NETP highlights the lack of robust connectivity many students face when they leave school and assigns districts at least some responsibility for correcting this problem. While students can use public Wi-Fi provided at a library or coffee shop, assuming they can get there, access is often limited due to shared computers or lack of bandwidth. Wi-Fi-enabled school buses or devices that load content students can access and use offline are stop gaps, but these still don’t provide students with seamless connectivity. The challenge is finding more stable, permanent approaches to community Wi-Fi.

Review and update your district’s purchasing practices to move past antiquated procurement processes, which may hinder any investments that deviate from tradition.

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Educators once thought that if they had access to hardware and software, classroom learning would be transformed. However, it’s clear that digital learning is much more complex. Access to equipment and a robust infrastructure is a necessary start, but without shifts in an organization’s culture and major revisions in teaching practices, the outcome will be digital learning activities that have no long-term impact on student achievement. This paper identifies not only the broad categories of culture, process and technology, but also explores important subtopics to consider carefully within each category. This is not a recommendation to attempt to address all of these areas at once; instead, it is meant to provide a broad overview of each factor that will need to be considered over time. Use this paper to launch discussions with your planning team to identify where to begin in your journey toward enhanced digital learning in your district.

Effective strategies for procurement It is common to find disconnects between the procurement process and the needs of a school district. Implementation of a district’s vision is often hindered by antiquated processes or business practices that impede procurement of materials aligned to use of cutting-edge technology and instruction. Some restrictions on spending are placed by the funder — federal and state monies may include guidelines for spending, as do most grants. Superintendents may not be able to reallocate these funds, but there are district policies and procedures that can be modified locally. As part of the planning process, it’s necessary to review and update the district’s purchasing practices. For example, educators recognize that preferred modern instructional spaces deviate from the classic model of single-seat desks in rows. Therefore, it’s important for educators to procure appropriate classroom furnishings, much of which is a departure from traditional furniture.

In addition to revising procurement processes and practices, district leaders must identify ways to leverage the funding that is available. One effective strategy for stretching dollars is joining a purchasing consortium. When considering joining a consortium, it’s important to take time to review how the district would handle these purchases and what conditions would trigger going to bid with businesses outside the consortium.

Conclusion:

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EMBARKING ON THE DIGITAL LEARNING JOURNEY

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Additional ReadingFor additional information, see these resources suggested by the Superintendents Working Group.

CultureBrafman,O.andR.A.Beckstrom.(2008). The Starfish and the Spider: The Unstoppable Power of Leaderless Organizations. New York: The Penguin Group

Brotto,G. (2016). ISTP 2015 What is Your Country’s Priority? Retrieved from https://www.youtube.com/watch?v=3Ki6491tsCg

Collins,J.(2001). Good to Great. New York: HarperCollins Publishers, Inc.

Couros,G. (2015). The Innovator’s Mindset: Empower Learning, Unleash Talent, and Lead a Culture of Creativity. Dave Burgess Consulting, Inc.

Dweck,C. (2006). Mindset: The New Psychology of Success. New York: Random House

Fullan,M.,P.Hill,andC.Crevola. (2006). Breakthrough. Thousand Oaks, CA: Corwin Press

Gladwell,M. (2008). Outliers: The Story of Success. New York: Little, Brown, and Company

Gladwell,M.(2002). The Tipping Point: How Little Things Can Make a Big Difference. New York: Little, Brown, and Company

Heath,C.andD.Heath. (2007). Made to Stick. New York: Random House

Hunter,J.C.(1998). The Servant: A Simple Story About the True Essence of Leadership. New York: Crown Business

Kotter,J.P.(2012). Leading Change, 2nd Edition. Brighton, MA: Harvard Business Review Press

Rogers,E. (2003) Diffusion of Innovations, 5th Edition. New York: Free Press

Sivers,D. (2010). How to Start a Movement (TED Talk). Retrieved from https://www.ted.com/talks/derek_sivers_how_to_start_a_movement?language=en

VisibleLearning. (2014). Hattie Ranking: 195 Influences and Effect Sizes Related to Student Achievement. Retrieved from http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/

ProcessHeath,C.andD.Heath. (2010). Switch. New York: Random House

Lubelfeld,M.(2015, February). Back in the Classroom — Instruction with Digital Resources. Retrieved from http://dps109supt.edublogs.org/2015/02/17/back-in-the-classroom-instruction-with-digital-resources

Lubelfeld,M. (2014, December) Digital Resources to Support Transformative Learning in Our District. Retrieved from http://dps109supt.edublogs.org/2014/12/14/digital-resources-to-support-transformative-learning-in-our-district/

Lubelfeld,M. (2016, April). Tracking Our Growth in a 1:1 Environment. Retrieved from https://drive.google.com/a/dps109.org/file/d/0B49j86ELuz3sWDhDSkpfQWFLNlE/view

Lubelfeld,M.(2015, March) We are “1:1” — Now What? Transformation, Information, Growth! Retrieved from http://dps109supt.edublogs.org/2015/03/15/we-are-11-now-what-transformation-data-information-growth/

Rare. (2015, April). The Elephant, the Rider, and the Path — A Tale of Behavior Change. Retrieved from https://www.youtube.com/watch?v=X9KP8uiGZTs

Witczak,J.(2015, March). Brothers. Retrieved from: https://youtu.be/6p136CQOoUk

TechnologyFutureReadySchools. (2016). Budget and Resources. Retrieved from http://dashboard.futurereadyschools.org/framework/budget-and-resources

K-12Blueprint(ND). All Funding Toolkit Files.Retrieved from https://www.k12blueprint.com/content/all-funding-toolkit-files

OfficeofEducationalTechnology.(2016). Funding Digital Learning. Retrieved from http://tech.ed.gov/funding/

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Vista Unified School District (VUSD) is one of the largest school districts in northern San Diego County, serving more than 22,000 pre-K-12 students at 29 schools. VUSD also hosts one of the largest adult education programs in the county and is a participant in the federal Future Ready Schools initiative.

Empowering students to take more responsibility for their own learning is the basis for VUSD’s Personal Learning Challenge, a program designed to encourage schools to transition to a personalized learning environment. Now in its second year, 16 of the districts’ 29 schools are participating, an increase from 5 schools during the first year.

A key theme of the Personal Learning Challenge is technology implementation, which VUSD leaders see as a platform to enable personalized learning. For example, students have access to a variety of digital tools for learning, communication and collaboration, and use multimedia portfolios to showcase their work.

During the first year of implementation, VUSD also developed a peer coaching model to provide ongoing support for teachers. The district is now working to scale connectivity outside of school.

Since 2013, Deerfield Public Schools District 109 has implemented large-scale innovation projects, including a 1:1 initia-tive for its 3,000 K-8 students, world-class science lab classrooms and 6-8 STEM/Com-munication Media Arts exploratory classes. The district’s next phase of innovation fo-cuses on library makerspace transitions and increased collaboration, critical thinking,

creativity and communication — the 4 Cs. Teachers are engaged throughout the

transformation process via innovation grants, first awarded in 2013 and again in 2016. Innovation grants encourage teach-er-inspired creativity and energy to drive creative engagement across the district, and enable piloting of new curriculum, instruction and assessment strategies.

The largest challenge the district has faced is recognizing the impact of change — actual transformation grounded in research-based models including SAMR and the 4Cs — along with increasing student engagement. To measure its success, District 109 utilizes data to inform professional development and principal-led action teams. Additionally, the district surveys staff, students and parents using multiple methods. District 109’s efforts are supported by the board and approximately 5 percent of the area’s education budget goes toward technology and related innovations.

Vista Unified School District: Empowering Students to Take Control of their Learning

Deerfield Public Schools District 109: Using Technology to Support the 4 Cs

CASE STUDY

CASE STUDY

Denton Independent School District (Denton ISD) is one of the fastest-growing school districts in the North Texas area. The district serves pre-K-12 students and currently has 4 high schools, 7 middle schools, 23 elementary schools, 2 early childhood centers, 1 alternative high school, and 1 career and technology complex, among other specialized programs.

Since 2007, Denton ISD has adopted a bring-your-own-device (BYOD) philosophy; however, the Denton ISD Board of Trustees recently approved a 4-year, $6.4 million plan to provide students with digital learning devices. This decision follows a collaborative effort by the Digital Learning Design Team (composed of the district’s curriculum and instruction and technology divisions) to determine which tools would

best meet teaching and learning needs. The team interviewed teachers, students and administrators before making a decision. Ultimately, the board approved an initial rollout of Chromebooks among select grades and classrooms for the 2016-17 school year.

District leaders provided teachers with professional development and ensured their network infrastructure was robust enough to support the digital initiative prior to rollout. Devices will continue to be deployed through 2019. Denton ISD plans to keep current and future stakeholders apprised of the district’s success via traditional and social media announcements.

Denton Independent School District: Engaging Stakeholders for a Successful Digital Initiative

CASE STUDY

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With nearly 68,000 pre-K-12 students, 86 schools and 4 specialty centers, Virginia Beach City Public Schools (VBCPS) is the largest school district in southeastern Virginia. Currently, each of the district’s schools has a 4GB internet connection and onsite technology

support, and the high schools and middle schools host distance learning labs.

The district’s five-year strategic plan, Com-pass to 2020, focuses on increasing personalized learning and flexibility regarding when and how learning occurs. As a first step, the district has designated 11 “Anchor Schools” — comprising

elementary, middle and high schools — that each have their own digital learning leadership team composed of principals and teachers.

Chief Academic Officer Amy Cashwell is developing a rubric so other schools can assess their readiness to join the program. Those not ready can use the information to design a professional development program to achieve readiness. While funding for the initial schools and an expansion has been identified, leaders are still working to devel-op a sustainable, long-term funding plan.

Virginia Beach City Public Schools: Developing a Long-Term Plan for Personalized Learning

CASE STUDY

Lincoln Public Schools (LPS) in Nebraska serves nearly 40,000 students through 60 schools and programs. The district is currently rolling out its CLASS (Connected Learning for the Achievement of Students and Staff) plan.

Key points of the plan include:1. Emphasisonsupportingteacher

instructionthatisadaptedandredefinedwithtechnology.This includes both traditional and self-paced professional development (face to face and virtual), summer elementary boot camps for which participating teachers receive stipends, and conferences hosted locally for elementary schools participating in inter-school professional learning communities.

2. Identifyinganddevelopingsystemsforlearningandinformationmanagement. The district implemented a new learning management system (LMS) in 2015, professional learning management system in 2016 and enterprise resource planning system (ERP) in 2017.

3. Equippingallclassroomswithstandardtechnologiesforteaching. This includes short throw projectors, sound amplification systems and additional A/V infrastructure to support teaching and learning.

4. Providingstudentswithdevice-assistedlearningandinstruction(DALI)opportunities.Chromebooks have been deployed for all students

in grades 3 through 6 with remaining grades scheduled for 2016-17. A refresh of teacher laptops began in 2016. In addition, a robust early warning system developed in house supports the initiation of immediate site-based interventions for students who are falling behind.

The plan was developed over a period of two years, which included ongoing conversations with the board and site visits to multiple districts to develop the district’s vision for technology-supported instruction. Stakeholders were engaged in critical decisions, including device selection. Garnering staff support was critical, particularly in addressing differences between the curriculum and technology departments. Finally, as a district expanding by 1,000 students each year, maintaining the plan and factoring in growth has proven to be a challenge. However, the climate for ongoing funding is positive.

Lincoln Public Schools: A Comprehensive Plan for Connected Learning

CASE STUDY

The Panama-Buena Vista Union School District (P-BVUSD) in central California serves more than 17,000 pre-K-8 students. P-BVUSD is home to “Panalytics,” an analytics and dashboard program that provides educators with insight into student learning district-wide. Similar to other learning institutions, the district was good

at capturing and storing data, but not at leveraging it for better decision-making. Today, data is used to help increase student success. Analyzing data found in student information, financial and academic systems helps the district identify at-risk students, develop early warning systems, personalize curriculum in real time,

understand instructor effectiveness and identify areas for curriculum improvement, among other important insights.

Because districts don’t typically employ software application designers, attracting and retaining talent has been a challenge. The district’s new approach is to hire consultants to contract specific dashboard systems.

The power of the dashboard system is its ability to present a holistic, 360- degree view for decision-makers.

Panama-Buena Vista Union School District: Realizing the Power of Data Analytics

CASE STUDY

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Charlottesville City Schools (CCS) in Virginia serves more than 4,000 pre-K–12 students. The district is part of the federal Future Ready Schools initiative and a charter member of the League of Innovative Schools. Launched at the start of the 2015-2016 school year, Project Engage — a district-wide holistic approach to individualized learning via technology integration — is the outcome of a multitude

of pilot programs. For example, CCS launched a 1:1 deployment in 2011, which identified a need for support structures and resources beyond the devices to achieve student-centered learning and engagement.

Project Engage comprises four critical elements — a learning management system (LMS), student access to technology, cloud-based productivity and collaboration solutions, and

digital curriculum resources. Each of these elements are promoted through leadership training, professional learning and refined instructional practices.

While Project Engage has been successful thus far, there are opportunities for growth. The district is working to enhance the program by ensuring students have connectivity while off campus, improving adoption of cloud-based technologies for day-to-day operations among administrators, expanding use of the LMS, increasing use of technology among teachers, and improving access to technology skills curriculum to level the playing field for students.

Fontana Unified School District (FUSD) in California serves nearly 41,000 pre-K-12 students at 45 schools. The district recently implemented its Transforming Together Strategic Plan, which is an effort to develop K–12 career technical education (CTE)/Linked Learning pathways and ensure student success.

The district has launched a variety of learning opportunities designed to engage students and support schools in project-based learning. At secondary schools,

CTE/Linked Learning pathways focuses on college and career skills, work-based learning and higher-level thinking. For example, a solar boat project integrates the CTE framework with Next Generation Science Standards (NGSS), as well as technology, engineering and math. At a different high school, through a partnership with Code.org, the CTE department is developing courses that are part of a Cyber Security Pathway, which will allow students to earn an associate or bachelor’s

degree from partnering colleges. In August 2016, the local community college partnered with the district to implement a Business Logistics Pathway, where students learn how to design and implement transportation logistics systems.

FUSD also invests in instructional coaches who help teachers shift from traditional teaching to project-based learning practices. FUSD leaders have designed workshops and programs such as robotics days, solar and coding projects, and engineering competitions, all of which have fostered student and teacher enthusiasm as they discover how project-based learning can be incorporated into daily instruction.

Charlottesville City Schools: A Holistic Approach to Individualized Learning and Technology Integration

Fontana Unified School District: Moving Forward with Project-Based Learning

CASE STUDY

CASE STUDY

Wilson County Schools in Tennessee is on a journey to implement a district-wide digital transformation plan — a curriculum and instruction initiative designed to help the district use technology to improve teaching and learning through increased student engagement. Key components of this effort include giving students and educators access to technology and digital

resources, implementing collaborative professional development initiatives, improving equity of access for teaching and learning, and developing equitable funding and implementation plans.

The district has embraced a variety of digital platforms and programs to enhance learning, gauge student performance, increase personalized instruction, identify

areas of deficiency, regain credits and meet Tennessee graduation requirements.

Professional development is disseminated via synchronous and asynchronous lectures, video segments and simulations. The district requires all employees to participate in a six-hour, customized, online summer instructional technology course. The course allows faculty and staff to work anywhere, anytime during the summer and at their own pace. Additionally, the district holds Tech Cafes weekly throughout the academic year. Each session focuses on how to integrate the district’s new digital platforms, programs and apps to enhance learning.

Wilson County Schools: Supporting Curriculum and Instruction with Technology

CASE STUDY

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In 2014, Baltimore County Public Schools (BCPS) in Maryland launched Students and Teachers Accessing Tomorrow (S.T.A.T.) — a program designed to create learner-centered environments that ensure every student is on task and challenged to meet high standards. With plans to implement S.T.A.T. on every campus within five years, the initiative is based on creativity, collaboration and deep engagement.

S.T.A.T. is intended to support all students with learning opportunities matched to

their needs — a level of personalization that requires educators to rethink how they operate. S.T.A.T. leverages best practices in digital learning by identifying instructional strategies that help develop critical thinking and analytical skills.

BCPS educators continue to create digital curriculum in the core content areas anchored to the district’s vision of high expectations for effective teaching and learning. The district uses technology,

assessment, organizational effectiveness (professional development), infrastructure, policy, budget and communications as tools to expand educator capacity and personalized learning.

Teachers participate in professional learning communities designed to reflect the needs of each school. For example, some use formal content and grade-level meetings while others meet during common planning time or over lunches. And, since every student in the district will eventually receive their own device, more than 8,000 teachers also received devices prior to summer 2014 training opportunities.

Baltimore County Public Schools: Accessing Tomorrow Today

CASE STUDY

In summer 2013, 40 elementary school teachers at Ithaca City School District (ICSD) in New York took stock of new standards in reading, writing, math, social studies and science to breathe life into the subjects. Their work has come to fruition through the use of case studies — student-led projects focused on real-world issues grounded in academics and student interests.

Case studies are meant to be reflective of the local community and students’ lives. For example, the work may originate from a concern about the local environment or emerge from a common experience

of injustice. Baseline expectations form the foundation of every ICSD case study. Students engage in purposeful, real-world research, conduct field work to gather evidence, build knowledge and communicate understanding. Case studies culminate in high-quality products with real-world impact.

ICSD has equipped K-2 students with tablets and students in grades 3-12 with Chromebooks. This, combined with work like the case studies, has led to unprecedented student achievement. The district’s graduation rate has skyrocketed from 78 percent to more than 94 percent,

while students are reaching unprecedented levels of academic performance. According to a recent online survey:

• 66 percent of students say they collaborate more with their classmates as a result of having technology tools available in school

• 68 percent of students report publishing their schoolwork online daily or weekly

• 71 percent of parents and community members believe access to iPads, Chromebooks and digital resources enhances student learning

• 66 percent of parents and community members say access to technology resources allows students to work at their own pace

Ithaca City School District: Real-World Learning

CASE STUDY

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Curriculum Associates is a rapidly growing education company committed to making classrooms better places for teachers and students. We believe that all children have the chance to succeed, and our research-based, award-winning products, including i-Ready®, Ready®, BRIGANCE® and other programs provide teachers and administrators with flexible resources that deliver meaningful assessments and data-driven, differentiated instruction for children. Learn more at www.curriculumassociates.com.

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Office Depot’s “Committed to Learning” initiative utilizes education experts to help school districts innovate best practices in collaborative classrooms, makerspaces, custom curriculum and personalized learning. To learn more about Office Depot, visit: www.officedepot.com/education

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The Center for Digital Education is a national research and advisory institute specializing in K-12 and higher education technology trends, policy and funding. The Center provides education and industry leaders with decision support and actionable insight to help effectively incorporate new technologies in the 21st century. www.centerdigitaled.com