District Digital Content Review - Lexington School District 1 · what digital content Lexington School District One will offer its blended learning schools. The document contains

1 © 2014 Education Elements

District Digital Content Review Lexington School District One

Education Elements November 10, 2014

Objectives

The purpose of this presentation is to start the discussion around what digital content Lexington School District One will offer its blended learning schools. The document contains our first pass at potential recommendations for ELA and Math providers so your team can begin the process of identifying content providers you would like to invite to a content fair on Dec 12 for a more in-depth understanding of the program.

© 2014 Education Elements 2

Project Roadmap

Plan & Alignment Design Professional Learning

Final Model Design Design

Project Defini4on Document & Work Plan Pre-‐Launch PLA -‐ Leaders I

On-‐going PL + Support District & School Readiness Assessment Assess

Ini4al Site Visit PLA – Leaders II Digital Content Selec4on

Digital Content

Planning & Kickoff

Measuring Success

Plan

Needs Defini4on, Goals, Key Success Measures, and District Expecta4ons

Monitor

School Success Metrics

Highlight Implementa;on

Highlight Support

SIS Setup Plan Setup

Go-‐Live Prep Go-‐Live!

Highlight PD Highlight Training

Configura4on Document Mapping Confirma4on

Content Procurement

Data Agreement

EE Deliverable

Phase

District Deliverable

AcAvity

Founda4ons Event


Key Digital Content Dates


Activity Team Date Due

Review Short-List of Digital Content Providers EE Nov 17

Schedule Content Providers for Content Fair Lex-1 Dec 5

Conduct Design Workshop & Content Fair EE Dec 12

Review Content Provider Feedback from Schools

EE & Lex-1 Dec 15

Select Content Providers Lex-1 Dec 17

Content Procurement Complete Lex-1 Jan 2

Questions for Implementation Team:

Who will decide who should come to the content fair? Who will extend the invitations to content providers?

In addition to the content fair, would you like to select a small group

of teachers and students to test drive some of the options in the weeks leading up to the fair?

Content Strategy Variables At-a-Glance


Current Curriculum

& Instruction

Instructional model: •  Gradual release of responsibility •  Some workshop and project-based learning in math ELA Curriculum: Houghton Mifflin Harcourt Collections Math Curriculum: Carnegie Math Series: Courses 1-3 and Pearson Algebra 1- Common Core Edition •  Other Resources: Minds on Mathematics and Mathia

•  1:1 iPads •  Middle Schools with at least 90 computers for lab

•  TBD

Current Hardware

Financial Plan

Question for Implementation Team:

What is the approximate per-student budget for

digital content?

Understanding Schools’ Needs


Carolina Springs

Gilbert Pelion White Knoll

PASS ELA Exemplary & Met 73% 75% 62% 74%

PASS Math Exemplary & Met 71% 71% 60% 73%

The data below reflects the SC PASS Schools Performance Report Cards for each school from the 2012-2013 academic school year:


How would you articulate the specific academic needs for the four middle schools?

Blended Learning Design

Design Workshop: What is a design strategy?


School Vision, Goals, and

Blended Learning Priorities

Design Strategy

Instructional Delivery Strategy

Digital Content Strategy

Design Workshop (Dec 12)

Design Strategy

A “design strategy,” is a clear plan that iden4fies the role and purpose of digital content, while simultaneously asking key ques4ons aligned to the space and 4me needed to build Blended

Classrooms that fit the goals and needs of your school.

A Framework for Thinking about Digital Content


Primarily Instruction

Primarily Practice

Significantly Below Grade

Level

Above Grade Level

Low Teacher Input/Low

Control

High Teacher Input/High

Control

Instructional Use: How do you want to use your digital content?

Student Support: Which students do you want to focus on supporting with digital content?

Teacher Input: How much input and control over digital content do you want teachers to have?

Instructional Use: How do you want to use your digital content?


Primarily Instruction

Primarily Practice

Typical Characteristics •  Higher cost •  Longer sessions •  More coverage of

standards •  Core content

Typical Characteristics •  Lower cost •  Shorter sessions •  Less coverage of

standards •  Supplemental content

These programs can introduce or re-teach

material to students and provide opportunities to

practice and demonstrate mastery.

These programs offer students opportunities

to practice and demonstrate mastery,

but offer little to no instruction.


Where would you land on

this spectrum?

Student Support: Which students do you want to focus on supporting with digital content?


Significantly Below Grade

Level

Above Grade Level

These programs contain material for students who

are one or more years below grade level. Or, they are designed exclusively

for students in need of intervention, and scaffold

down several grade levels.

These programs contain material appropriate for

students who are performing one or more years above

grade level.

Typical Characteristics •  Practice and/or instruction •  Content is not necessarily

more rigorous; simply presents material at the next grade/subject level

Typical Characteristics •  Practice and/or

instruction •  Additional scaffolding •  Often require daily use



this spectrum?

Teacher Input: How much input and control over digital content do you

want teachers to have?


Low Teacher Input/Low

Control

High Teacher Input/High

Control

Typical Characteristics •  Loose alignment to offline

instruction •  Require little input from the

teacher (less time consuming to manage)

•  Adaptable

These programs generally adapt to students’ needs

by providing targeted instruction and/or practice with virtually no input from

the teacher.

These programs enable teachers to assign lessons

and/or practice opportunities to students.

Typical Characteristics •  Potential to have tight

alignment to offline instruction

•  Require regular input from the teacher

(more time consuming) •  Assignable



this spectrum?

ELA & Math Content Recommendations (1st DRAFT)


ELA Math

ELA Content Recommendations (1st DRAFT)


•  For English language learners or struggling readers

•  Students develop phonics, phonemic awareness, comprehension, vocabulary, and fluency skills

•  Students prescribed an adaptive learning path based on initial diagnostic

•  Online fiction and nonfiction texts

•  Teachers can annotate and add questions/quizzes

•  High input from teachers necessary

•  Nonfiction texts

•  Short articles with writing response component

•  Adapts to student’s Lexile level

•  Can be used in ELA, Sci, and SS classes

•  Digital reading environment with leveled full texts

•  Students take placement exam and interest inventory

•  Adapts to student’s Lexile level

•  Approx 70% fiction, 30% nonfiction

Math Content Recommendations (1st DRAFT)


•  Students solve visual math puzzles and viewing short, animated tutorials

•  Secondary intervention program for 6-8 includes on grade-level and intervention

•  Diagnostic tool personalizes the learning path for students

•  Practice-based program

•  Teachers assign playlists; high input from teachers necessary

•  Adaptive diagnostic test identifies areas of need and creates individualized “pie,” or learning pathway

•  Students can dictate how and when to work though their pie or teachers can decide

•  Students have a personalized learning path which adjusts through ongoing assessment

•  Each lesson focuses on a single mathematical concept

•  Students manipulate virtual interactives, solve mathematical expressions and complete game-like exercises

•  No teacher input

Next Steps


EE compiles second draft of content provider recommendations based on district conversation and school visits. EE shares draft with Lex-1 team on Nov 17 project call. Lex-1 team selects short list of content providers to invite to Dec. 12 content fair. EE provides content provider information to Lex-1 team and begins to extend invitations.

APPENDIX


Lexington One Mission & Vision


Summary of Mission & Vision The mission of Lexington County School District One — where caring people, academics, the arts and athletics connect — is to prepare 21st century graduates while serving as the center for community learning. The graduates of Lexington County School District One are a new generation of leaders and global citizens who are self-directed, creative, collaborative, caring and multilingual and who flourish in a global, competitive 21st century. Our graduates are confident in academics, sophisticated in learning, accomplished in 21st century skills, global in orientation and prepared as leaders and citizens of our democracy.

Mission & Vision

Academic Goals

Blended Learning Priori;es

Lexington One Academic Goals


Summary of Academic Goals

Mission & Vision

Academic Goals



How would you articulate

the academic goals or academic needs for the

four middle schools?

Lexington One Blended Learning Priorities (DRAFT)


Blended Learning Priorities Mission & Vision

District-‐Wide Academic Goals


1.  Shift teacher role into one of facilitator of active student learning, as measured by lesson plan review, digital content review, and classroom observations.

2.  Increased student ownership of the learning process, as measured by student climate survey and classroom observations.

3.  Increase student achievement, as measured by more proficiency on DEPLP, increased MAP scores, and increased growth on PASS.

4.  Increase student engagement and teacher satisfaction, as measured by school climate surveys and decreased behavior referrals.


Do you agree with these

draft priorities?

Documents

District Digital Content Review - Lexington School District 1 · what digital content Lexington School District One will offer its blended learning schools. The document contains