Future

The Future of East Haddam Elementary

Jessica Palmer

EDU 505

Bett Alter

Future

Introduction

East Haddam Elementary School is located in rural Middlesex County. 12% of the

student population is eligible for free/reduced price lunch. 11.5% of the students are disabled and

5.4% are minorities. The school houses preschool through third grade with four classes at each

grade level. On average elementary school class has 19 students. District wide, 84.9% of the

teachers have a masters degree or higher. The district has a 93.1% graduation rate, with 88.9% of

students pursuing higher education upon graduation. (Solek, 2010)

Trends in education are often slow to impact East Haddam. In this small, rural district the

percentage of residents over 65 is consistent with the U.S. average (13%) and the percentage of

residents under the age of 18 is only slightly lower than the U.S. average (22.4% compared with

24%) (Census, 2014). Poor voter turnouts (29.86% at municipal elections in 2013), often make it

difficult to approve funding for comprehensive changes when a vocal minority wants things to

stay the same (Merrill, 2013).

History

Past and Present

East Haddam’s rural school district was founded in 1923 when “the Nathan Hale School

on Town Street was built and by 1940, all students in town attended this one school.” (Stofko,

2015). There have been many renovations and several new buildings built over the years. The

current elementary school was constructed in the early sixties. Additional wings were added over

time and eventually portables were used to accommodate expanding class sizes. At times there

have been up to 5 grade levels housed in the building. In 2007 a large middle school was built

which took on some of the older grades, leaving the elementary school to accommodate

preschool through third grade.

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East Haddam boasts “rural charm and natural scenery” (Stofko, 2015). The town’s largest

employers include the middle and high schools (CERC, 2014). Despite the lack of industry, the

Board of Finance is committed to keeping taxes low enough to encourage affordable living. As a

result, school budgets are typically limited to minimal increases and teaching positions

eliminated as the population ebbs. What the school lacks in funding it makes up for through

admirable community involvement. PTO fundraisers typically pay for multiple field trips per

grade level and cultural arts programs. They often purchase instructional materials as well.

The elementary school’s focus is on education of the whole child. The mantra “it takes a

village to raise a child” is often used at staff meetings. The staff has been working towards

implementing Responsive Classroom, a program designed to enhance social, emotional and

academic learning (CRCS, 2015). Funding for training is unavailable so they are using books and

relying on the expertise of teachers trained years ago.

The rollout of the Common Core shook up curriculum in East Haddam. With no

curriculum specialists in the district, in 2010 the staff was called upon to write their own

Common Core curriculum for the board to approve. This mandate was given with little direction

and no oversight. Over the next three years, administrators and superintendents were changing

frequently and the expectations for this curriculum writing was evolving with each new face.

In 2014, under the new direction of the district’s current superintendent, a curriculum

specialist was hired as a consultant and the school paid stipends to teachers willing to serve as

facilitators for curriculum work. These changes unified the work and solidified a singular

understanding of what was to be done. In 2015, the district purchased a database to house the

curriculum. Reports could be generated to see which standards were being taught and assessed in

order to identify gaps and redundancies. Securing resources to improve implementation remains

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a challenge but overall the district has begun to successfully implement Common Core

curriculum and has a solid footing for future curriculum development.

Some of the highlights of education in East Haddam are a wealth of opportunities for the

personal enrichment through the arts. The Unified Arts program in the elementary school

delivers one hour per day of instruction in Music, Art, Physical Education, Library or

Technology. For a small fee, after school programs are available through community groups.

They run in the Gym starting at dismissal time and include programs such as karate, dance,

crafts, scrapbooking, fencing, basketball, legos clubs, cooking and “mad science”. There is

currently no infrastructure to support technology use during these activities.

The district’s mission statement currently reads, “To develop a community of lifelong

learners with a caring, competent staff dedicated to preparing productive citizens for our diverse

society” (Rees, 2015). Unfortunately, even with these great intentions, there is a distinct lack of

resources in this largely outdated facility. The district tries to compensate with a strong focus on

parent involvement, Responsive Classroom techniques, and positive school climate. This is

clearly evidenced in the banner on their website that reads “Where people are our greatest

resource” (Rees, 2015).

The school is slowly acquiring technology as funds become available; mostly through

grants and donations. In 2008, an available room in the school was turned into a computer lab

with 25 desktop Dells. The same year, SmartBoards were installed in four classrooms. Over the

next few years, more SmartBoards were installed and in 2013, a grant purchased additional

desktops for a second computer lab.

With the economic and political conditions in recent history, mobile technology remained

largely unavailable in the elementary school until 2013, when a limited wireless network was

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installed for administrators and to accommodate IEPs with assistive technology. There was poor

connectivity and boosters did little to help. Plans for enhancing the wireless network stalled

when, in 2015, the building was identified as requiring an asbestos abatement. Disturbing the

ceiling tiles (where all wiring is run) would be hazardous. The board of education decided for

hold off on doing an abatement until 2016. As a result, no further work could be done on the

wireless network. (Fuss&O’neill, 2015)

Recent changes in administration and curriculum have changed the culture and climate of

the schools. There is a sense of urgency around meeting Common Core standards and

performing well during a looming NEASC accreditation. As a result, the district is looking

towards implementing some changes. Strategic change starts with supporting the youngest

students. Enhanced technology integration at the elementary school would provide both teachers

and learners with efficient, cost effective access to current learning material and assessments to

meet NEASC and Common Core requirements. Highlighting technology integration as a long-

term cost saving option will be key in passing initial funding for enhanced technology.

Trends in Education

Educational Technology Trends

Two educational technology trends which would enhance the elementary school’s

instructional practices are OER (open educational resources) and BYOD (bring your own

device). The OECD defines OER as: "digitized materials offered freely and openly for educators,

students, and self-learners to use and reuse for teaching, learning, and research." (OECD, Page

10). The district struggles with securing funding to improve technology and resources. Using

OER when possible frees up money for purchasing additional instructional technology which

could in turn be used to access these high quality resources. “Open Educational Resources

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(OER) are widely viewed as having the potential to open up access to educational opportunities

at all levels.” (Cannel, 2015) In East Haddam, teachers consistently access OER through Engage

New York, SmartExchange and Scholastic resources. These have proven invaluable in delivering

high quality instruction at no cost.

Many studies have shown that academic achievement is enhanced by integrating

technology into classrooms. “The ubiquitousness of mobile devices prepares students for the

STEM focused globalized economy because the devices are consistently used for the

communication and informational needs of students and teachers inside and outside of learning

environments” (Cristol, 2014). Pending the installation of an enhanced wireless network, BYOD

would allow all technology purchased through PTO, donations, grants and other means to

instantly access the network and be put to immediate use in the classroom. Teachers could also

bring personal devices to school which could support teaching and learning. In a school that

relies heavily on community involvement, it is critical to have an open access policy so all

devices can be put to good use. In this district, BYOD could put more technology in the hands of

teachers and students and OER could provide quality instructional resources where none are

available.

Implementing these changes is urgent, in part because wireless technology is critical for

many forms of adaptive technology used for special education students. The National Center for

Education Statistics points out that "The Individuals with Disabilities Education Act (IDEA),

enacted in 1975, mandates that children and youth ages 3–21 with disabilities be provided a free

and appropriate public school education” (U.S. 2013). Educating these students in the least

restrictive environment often requires adaptive technology. The cement walls of the school

prevent satellite connection and without a reliable wireless network, options for adaptive

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technology are limited. Recent increases in students requiring special education services make

this a current issue. “The percentage of total public school enrollment that represents children

served by federally supported special education programs increased from 8.3 percent to 13.8

percent between 1976–77 and 2004–05."(U.S., 2013).

Economic/Budgetary Trends

Economic trends in the U.S. show an increase in families with working mothers.

“Mothers with infants and small children engage in market employment at much higher rates

than they once did. Sixty percent of mothers with children under the age of six worked in 2008

compared with 33 percent in 1975. This near-doubling reflects a general increase in the share of

all working women as well as particularly fast growth in employment among mothers” (RUHM,

2011) There has not been a similar decline in working fathers, which means that in two parents

households there are fewer parents at home to transport children to and from preschool

programs.

Another significant trend is that more children are now raised by single parents. Single

parents are “mostly females: the proportion of children under age eighteen in sole-parent

households rose from 23 percent in 1980 to 30 percent in 2008. Clearly, single-parent households

do not have the option of one parent working while the other cares for the children, nor do these

households have the same flexibility as two-parent families to coordinate work schedules with

family obligations” (RUHM, 2011). These factors inhibit working parents from utilizing part-

time preschool programs like the ones in East Haddam.

These challenges are particularly felt by low-income families. Public schools have

become a hub of critical resources for many families facing hard economic times. One way to

support low-income families is by providing full day, low-cost or no-cost preschool programs to

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engage the neediest students in early intervention with strong support services. “Most American

children spend time in a pre-K classroom at age 4 and many attend at age 3 as well. Yet, pre-K

participation in the United States remains highly unequal, with many children starting out behind

before they begin kindergarten. The children least likely to attend pre-K are those whose parents

have the least education and least income” (Barnett, 2006).

Source: (Aud, 20013)

Inner city school districts address the needs of low income families by subsidizing pre-

school costs. In East Haddam, this is not economically feasible. The town’s only no-cost

preschool program is primarily for special education students and accepts a very limited number

of peer role models. There is a lottery for admission and no allocated spaces for those with low

incomes. With an average preschool attendance rate below 80%, many children in East Haddam

are simply not attending preschool (Scata, 2013). The burden on all families is simply too much

and low-income students are at the highest risk of receiving inadequate preprimary education.

Universal preschool is a trend to look forward to. “Universal preschool policies lay the

groundwork for providing unrestricted access to early childhood education programs without

cost to the consumer. Unlike targeted programs such as Head Start, universal preschool programs

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provide government-funded preschool to all children regardless of economic background,

disability status, neighborhood poverty, or other qualifying characteristics” (Curran, 2015). East

Haddam’s demographics aren’t likely to raise much government funding for preschool programs.

However, universal preschool would support the town’s struggling families and allow for earlier

intervention.

Wireless connectivity, OER and BYOD policies pave the way for the most effective and

economical use of resources. These trends make sense in East Haddam where the entire

community makes use of the facilities and would benefit from wireless connectivity and BYOD

policies. East Haddam Schools are not just places for learning. They've become a hub of critical

resources for many families. Schools provide a safe, nurturing environment for all students.

Giving families the option of no-cost preschool programs and providing early intervention and

strong support services at school can make a huge difference in educational success.

Methodology

Scanning and scenarios will be used to analyze this educational organization. In order to successfully

prepare students for the future, educators must first acknowledge that the future is uncertain. Then, to

keep education relevant, educators must forge ahead anyway and attempt to work within a scenario based

on logical predictions about the probable future. This is done by relying on what is known to be true

historically, socially, economically, and technologically through the use of scanning and scenarios.

Scenario

Scenarios are models of possible futures that are presented in story or outline form

(World Future Society, n.d.). These projections are based on compiled information and are used

to help decision makers consider the likely impact of new policies, procedures and resources. In

order to develop a scenario, consideration should be given to the historical and present state of an

educational institution as well as any known social, economic and technological factors. There

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are many variables which impact scenarios. “Typically, several scenarios will be developed so

that decision makers are aware that future events may invalidate whatever scenario they use for

planning purposes” (World Future Society, n.d.). In this way, an institution can make informed

decisions and prepare for all likely outcomes.

Scenarios are an asset to educational institutions because they encourage purposeful

change. “The process of writing scenarios identifies what actions will be most beneficial or

detrimental going forward, and what adjustments may need to be made as events unfold. In the

midst of a continual onslaught of information and data, scenarios identify what information and

trends are crucial to successful strategic decision making” (Wilburn, p. 164). This technique is a

critical component of budgeting and the effective implementation of technology. Scenarios can

also be used to consider how new teaching initiatives, techniques and strategies will impact

education in a given district.

Paul J. H. Schoemaker, research director of the Wharton School's Innovation, reports

companies responding to the future in three main ways; abstaining from long-term decision

making, basing decisions on optimistic projections, or creating scenarios by identifying known

and unknown variables as a basis for exploring many possible futures with a focus on agility and

options (Wilburn, p. 166). The advantage of using scenarios is that, in stark contrast to the other

options, it is an information based method which prepares decision makers for responding

proactively to both positive and negative situations.

The disadvantages to scenario based futuring lie in the variables. The future can be

unpredictable, even when accounting for all known social, economic, and historic trends. Outlier

events and unforeseen changes can impact the future of an educational organization, effectively

rendering scenarios irrelevant. For example, the Virginia Tech and Sandy Hook school shootings

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were largely unprecedented events that were not accounted for in most educational scenario

planning across the country. “The shooting at Sandy Hook Elementary School in Connecticut

refocused our collective attention to prevent and reduce victims of gun violence in our school

systems” (Farris, 2013). These events brought to light dangerous gaps in current planning

scenarios and called for massive changes in the ways the United States plans for student safety.

Scanning

When developing planning scenarios, scanning is used to take stock of past and present

influences on the future. “Typically, scanning is based on a systematic survey of current newspapers,

magazines, web sites, and other media for indications of changes likely to have future importance.

Scanning focuses mainly on trends - changes that occur through time - rather than events which generally

are less significant for understanding the future” (World Future Society, n.d.). Finding and analyzing

current and historic trends through scanning informs scenario development and provides accurate context.

Scanning is used to “gauge the ongoing turbulent confluence of culture, commerce, and

technology that defines today's business environment” (Patton, 2015). Educational organizations are

operating in a global economy amidst social media trends, cultural influences, and a constant influx of

information. Traditional approaches often largely unstructured and depended “on what concerned

individuals or leaders in the organization are reading, thinking about, and sharing informally with each

other” (Patton, 2015). Those models may have served in the past, however, the pace of change has

quickened with the development of the internet. In today’s world scanning is a critical tool. “No foresight

function can operate with confidence without a disciplined process for spotting new patterns of change

and bringing those issues into the organization for early consideration and action.” (Patton, 2015).

The challenges of effective scanning are finding, coorelating and evaluating material which is

constantly updated. Even as research is being published, there is more current data surfacing. “More and

more data is now available on the Internet. Short of manual coding of algorithms, however, there is no

practical mechanism to combine and correlate data from different sources” (Cohen, 2015). Due to the

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fast-paced nature of data sharing on the internet, there is no single textbook or report available to provide

information on all current trends. New technologies are constantly being developed, people and

businesses are constantly interacting and the speed with which new trends are created and disseminated

can be daunting. The word “viral” is now being used in the context of information sharing to describe an

exceptional new pace (Kawamoto, 2014). Staying informed on an endless number of current trends

through scanning is a clear challenge to futurists.

To continue into the future, East Haddam Public Schools must behave as a living thing; adapting,

growing and changing with the rest of the world. Adaptation is how all things survive and education must

adapt deliberately via futuring. Scanning and working within scenarios are effective techniques for

accomplishing this.

A Plan For Change:

Implementation and Rationale

In the next five years, East Haddam should enhance wireless technology at the

elementary school. This should be accompanied by comprehensive professional development to

ensure that all teachers have the skills and knowledgebase to use new technologies effectively.

Training in OER and any newly adopted technology will support effective integration. Guiding

teachers toward a more technology-based approach to teaching and learning at the elementary

school will help students on standardized tests and prepare them for a lifetime of technology use.

Additionally, expanded preschool options will need to be created for low income families. These

changes will support the youngest learners with a strong foundation of 21st century skills.

In the summer of 2016, the school will be abated and the focus should shift to enhancing

the wireless network. By the end of the 2016-2017 school year, the wireless network in the

school should be fully upgraded and connectivity expanded to reliably serve the entire school. As

soon as the enhanced network is installed, a guest network will be needed so that community

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members and visiting professionals can access wireless internet at the school. Policies will need

to be adapted regarding the use of BYOD (Bring Your Own Device) for teachers, community

members, visitors and students.

The Tech Council is an existing committee which should be given the task of reviewing

the middle and high schools current policies for BYOD and making decisions about how to

modify them to fit the elementary school’s needs. In the process, updates to the district’s policy

on technology and personal devices will need to be updated. Current policy, last revised in 2004,

states that “In no case will devices be allowed which have the capability to take ‘photographs’ of

any kind.” (East Haddam Public Schools, 2004). In 2015, policies like these effectively prohibit

the use of almost all technology including tablets and laptops. “Factors for policy development

may include a written statement of purpose and written policy on how to manage (a) authorized

use, (b) prohibited use, (c) systems management, (d) policy violations, (e) policy review, and (f)

limitations of liability” (Emery, 2012).

While the BYOD policies are being developed and adopted, the elementary school should

be providing professional development to support the effective use of another key technology

trend, OER (open educational resources). The OECD defines OER as: "digitized materials

offered freely and openly for educators, students, and self-learners to use and reuse for teaching,

learning, and research." (OECD, Page 10). The district struggles with securing funding to

improve technology and resources. Using OER when possible frees up money for purchasing

additional instructional technology which could in turn be used to access these high quality

resources. “Open Educational Resources (OER) are widely viewed as having the potential to

open up access to educational opportunities at all levels.” (Cannel, 2015) In East Haddam,

teachers consistently access OER through Engage New York, SmartExchange and Scholastic

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resources. These have proven invaluable in delivering high quality instruction at no cost.

Expanding teacher’s knowledge of effective technology use ensures efficient, accurate lessons.

Teaching educators how to find and use no-cost resources will be a highly valuable professional

development opportunity.

By the 2017-2018 school year, a high-speed, reliable wireless network should be in place,

the BYOD network should be functioning as outlined in updated district policies and teachers

should be well-versed in OER and other technology options. At that point, teachers will be trying

personal devices and requesting PTO money for a nominal amount of classroom devices. As

classroom teachers explore the available options, they can submit requests to the tech council

and technology can then be reviewed and purchased by the district. In this way, the school will

be able to request technology which fits the needs of the teachers and learners in each grade level

and the committee can provide oversight as to how the roll-out will look from grade to grade.

Another option to explore in the 2017-2018 school year will be expanding no-cost full-

day preschool. This expansion of the small program already in place will support a renewed

focus on early intervention which will be critical for the district’s changing demographics. East

Haddam Elementary School is located in rural Middlesex County. 12% of the student population

is eligible for free/reduced price lunch. 11.5% of the students are disabled and 5.4% are

minorities. The school houses preschool through third grade with four classes at each grade level.

On average elementary school class has 19 students. District wide, 84.9% of the teachers have a

masters degree or higher. The district has a 93.1% graduation rate, with 88.9% of students

pursuing higher education upon graduation. (Solek, 2010)

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Based on scanning demographic data, those demographics are going to change. “The next

half century marks key points in

continuing trends — the U.S. will

become a plurality nation, where the

non-Hispanic white population

remains the largest single group, but

no group is in the majority” (Census,

2010). Census Bureau projections

through 2060 show an increase in the

percentage of foreign-born persons.

Source: (Colby, 2015)

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As the population of immigrants to the US increases, so will the need for ELL services.

Foreign born children and children whose families are native speakers of another language will

require services that this district cannot provide at present. Currently in the US, “nearly one out

of every five children speaks a language other than English in the home. It is difficult to

determine language difference versus disorder. Speech-language pathologists who serve

preschool-aged children are being asked to serve typically developing second language learners

and work without the assistance of an interpreter/translator” (Moxley, 2010). Expanding

preschool in the elementary school setting provides ELL students with resources beyond what

private preschools can offer including speech and language services that work in conjunction

with special education services as needed.

In The United States, Connecticut has the widest gap between the rich and the poor with

a 51.0 top to bottom ratio. (Sommeiller, 2015). This is evident in East Haddam, where the lack of

local industry makes it difficult for families with school-age children to find the type of local,

flexible, or part-time work that would allow them to enroll their children in a local preschool.

East Haddam needs to expand preschool opportunities and provide additional support

services now more than ever. According to the US Census, there has been an increase in single-

parent families (10 percentage points between 1970 and 2012) and "the economic welfare of all

family groups with children under the age of 18 declined since 2007" (Vespa, 2013). Students

from these backgrounds are likely to benefit from no-cost preschool and services from social

workers, counselors and special educators.

Historically, East Haddam has provided tuition-free preschool only to identified special

needs children and a small pool of peer role models chosen via lottery (ECCFRC, 2015). The

peer models attend a half day program which can make transportation and childcare

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arrangements difficult. “In 2013, there were four private center based programs serving the birth

to five population all of which were fee-based. There were no other preschool options for

families requiring low or no fee programs within a reasonable distance. Birth to Three services in

East Haddam are provided through LEARN and Rehabilitation Associates and Beacon Services

of Connecticut for services for autism for those who qualify and can pay the sliding fee rates”

(Scata, 2013).

The Early Childhood Council typically procures funding through Middlesex United Way

and other sources to provide additional services to low-income families with young children

(Scata, 2013). Through a survey of families with low incomes, they learned that these families

are unable to access subsidized preschool as families could not afford to drive to Middletown for

Headstart (East Haddam does not receive School Readiness funds)” (Scata, 2013). In 2013 they

were able to support 4 children’s preschool experience (Scata, 2013). For families who receive

these opportunities, there are some stipulations. The Resource Center’s website states:

“Transportation to the preschool program is the responsibility of the parent or guardian. Parents

or guardians are responsible for a Family Fee of $15 per week payable to the preschool program.

Funds are very limited” (ECCFRC, 2015).

East Haddam’s current demographics aren’t likely to raise much government funding for

preschool programs. However, as the demographics change, this may not be the case any longer.

Right now, many of the town’s struggling families would benefit from even an incremental

expansion of the current preschool program. A first step could be taken in the 2016-2017 school

year by budgeting for one additional preschool teacher to be hired over the summer. When the

school allocates funding for an additional preschool teacher, special education students can be

spread out among two classrooms. This would create a lower ratio of teacher to high-need

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students and create additional room in the no-cost program for ELL students. A lottery could

give precedence to ELL peers and those from low-income families. Over time, the program

could be expanded further.

Opportunities

Changing demographics may make it so that more grants and other public policies support

preschool expansion and/or subsidizing.

More ELL students means justification for enhanced ELL services. (Currently, the school

has no multilingual teachers, no ELL specialist, and only minimal Speech and Language

support.)

Changing demographics in special education have led to pressure for enhanced early

intervention practices alongside more “in house” diagnoses and testing. Hiring a Special

Educator as a preschool teacher could mitigate consulting and outside testing fees.

Enhanced technology will support educators in providing a comprehensive multicultural

education to otherwise isolated students via tech and online resources.

Enhanced technology will support educators in focusing on much needed problem solving

and “real world” 21st Century skills rather than teaching discrete facts.

Challenges of Implementation

Convincing a town with a history of conservative spending to purchase tech for early

childhood education and fund an additional teacher.

Waiting several years for 1:1 technology means that physical textbooks will be purchased

that will be obsolete quickly.

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Getting buy-in from teachers is a challenge. Thorough and engaging professional

development is needed to get them using the technology so the district sees value in this

investment.

As more struggling families move in, the town’s ability to finance resources to support them

in schools goes down proportionally.

Demographic changes will require staffing changes which the district may struggle to afford.

Overall staff might be downsized leaving 30+ students in a class to allow for the new hires in

ELL, social workers, therapists, SPED and preschool.

The Consequences of Inaction

Ultimately, failure to update district practices in these basic ways will result in an

increased financial burden to the town. There is a need for updates to the network so that the

school can consistently accommodate assistive technology written into IEPs. Failure to do so

could be perceived as criminally negligent and result in lawsuits. Additionally, the internet has

created an age of fluid information. Outdated textbooks and manuals will need to be replaced

more frequently than in the past and electronic media is preferable as companies can easily

update the resources. Without experience on computers, students will perform poorly on

standardized tests. As the school gains a reputation for having poor pupil services and low

technology integration, charter schools and homeschooling will take more students, leaving the

district with less money and a higher percentage of struggling families and SPED. The biggest

consequence of failing to adapt to a changing world it that students will emerge from their

education ill-prepared for the lives ahead of them.

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Call To Action:

An Outline Of Necessary Changes

East Haddam Schools strive to provide a safe, nurturing environment for all students.

Giving more families the option of no-cost preschool programs and providing early intervention

and strong support services at school can make a huge difference in educational success.

Wireless connectivity, OER and BYOD policies will also pave the way for the most effective

and economical use of resources. Below is an outline of how this plan could be rolled out over

the next five years.

Strategic Plan

2015-2016 – Survey of Teachers To Determine What Type Of Professional Development For Technology Is Most Needed. (Tech Council)

Summer of 2016 - Asbestos Abatement (Foss & O’Neill Abatement Company)

2016-2017- Improve Wireless Connectivity (IT Department)

2016-2017 – Create a Guest Network (IT Department)

2016-2017 - Develop BYOD Policy (Tech Council)

2016-2017 - Intensive training for staff in tech literacy to support the use of current technology and online programs including OER (Tech Council)

2016-2017 – Revise Policies For Preschool Lottery To Provide Preference To Low Income Families, ELL Students and High-Risk Populations. (SPED Director, teachers and Early Childhood Council)

Summer of 2017 - Hire an additional preschool teacher; preferably multilingual with SPED certifications. (Board of Education)

2017-2018 – Expanded Preschool Program Offered

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2017-2018 – Continue Professional Development In The Area Of Technology2017-2018 – Process Budget Requests for Classroom Technology Which Would Use The Wireless Network. (Tech Council, Superintendent, Board of Education)

2018-2019 – Begin Rolling Out Additional Wireless Technology (i.e. Laptop Carts, Tablets) Accompanied By Training (Tech Council, IT Department)

2019-2020 – Move toward 1:1 technology. (Tech Council, IT Department, Administrators, Board of Education)

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Future

Appendix A

Mind Map

Future

Appendix B

Self-Evaluation Rubric

Evaluation Rubric for Future Vision for Education Assignment

CRITERIA Deficient(0 - 5 Points)

Development Needed to Proficient(6 – 8 Points)

Proficient to Exemplary (9 - 10 Points)

Overview of the educational context

Does not provide an adequate introduction to the educational context or is missing

Educational context overview is presented, though may not be clear or complete

Education context is clearly presented including all criteria outlined above

Trends Trends section does not cover the topics

Trends section covers all topics but parts are

Complete trends section that covers all necessary topics

Future

presented adequately or is uncited

unclear, require further development, or are insufficiently cited

and is appropriately cited

Futuring techniques (scanning & scenario)

Missing or incorrectly described. Missing description of how it is used or not appropriately applied

Futuring technique(s) described and application to project present, but parts are unclear, require further development, or are insufficiently cited

Futuring techniques are fully described, appropriately applied, and cited

Scenario Scenario is missing many of the requirements above or does not align with literature review

Scenario is appropriate based on the literature review, but parts are unclear, under-developed, or not cited

Scenario is fully developed, clear, aligns with literature review, and is fully cited

Five ways to prepare

Missing methods for preparing or they do not match the vision

The five ways to prepare for the future match the vision, but parts are unclear or under-developed

The five ways to prepare for the future match the vision, and are clearly and fully described

Effective and appropriate “call to action”

No “call to action” plan

“Call to action” plan present, but unclear or not feasible

“Call to action” is clear, feasible, and supported