FVE Case Study 1

FVE Case Study Alyssa Barrett

EDU505 – The Future of Education Rebecca Waters

October 10th, 2017

FVE Case Study 2

Introduction

The Consolidated School District of New Britain (CSDNB) is a school district located in

New Britain, Connecticut. New Britain is a small city of 73,000 diverse people. The poverty rate

is twenty-three percent with a median household income of just over forty thousand dollars (Data

USA, 2017). At Slade Middle School alone the students speak 13 different languages, many of

which English is their second language. The urban district is made up of ten thousand diverse

students in nine elementary schools, four middle schools, and one high school ("Video Overview

of CSDNB", 2013). The school district prides itself on two directives: their mission and their

vision. CSDNB's vision states that the districts job is to, "promote and sustain a culture and a

safe and secure learning environment that builds capacity in administrators, faculty, and parents

to improve academic achievement, equipping all students with the necessary aspirations, skills,

and knowledge to successfully complete college, be lifelong learners, and be productive citizens"

(Board of Education, 2013). Similarly, the mission mentions the development of the whole child:

"The mission of the Consolidated School District of New Britain is to provide a rigorous and

relevant, high-quality, research-based, data-driven education that meets the intellectual, physical,

moral, and social developmental needs of every child" (Board of Education, 2013). While

staying true to the mission and vision, CSDNB has incorporated classroom based technology

learning and other new funding bought technologies that are assisting teachers to give

personalized academics and social emotional strategies to each student ("Video of Overview of

CSDNB", 2013). CSDNB has been successful in promoting these techniques and has been

awarded the 2016 Excellence in Summer Learning for their hands on and out of the classroom

summer program. The district also earned for the second year in a row the finalist position for the

All-America City Award (Board of Education, 2016).

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History: Past and Present

As the mission and vision state, CSDNB has moved from an academics only organization

to a learning community who focuses on the whole child through Social Emotional Learning

(SEL). Since its founding in 1873, the school district has tried to stay ahead of the new

technologies and leading strategies. One of the districts mottos is "The Best at Getting Better"

(Board of Education, 2017). CSDNB has tried numerous strategies over the years, from AVID to

Well Managed Classroom, to Love Wins. However, the districts have now created a hybrid of

these techniques in order to fit their specific student needs. As the Core Values and

Responsibilities outlines, learning is more than academic. The Board of Education mentions the

"reculturing" of the classroom as it lists skills that will be explicitly taught: self-direction and

resourcefulness, integrity and respect, citizenship and social/civic responsibility, critical

thinking, communication and collaboration, and creativity (Board of Education, 2015). In order

to create this open classroom, CSDNB has taken the Cornell Notes from AVID and the Well

Managed Classroom Skills from Boys Town. They have also trained staff in the importance of

relationships and mentoring through Love Wins. The Core Values and Responsibilities document

spells out the Tier One through Three strategies for teacher and parent understanding. Most

importantly it lists how to have an engaging classroom. For example, it states, "arranging

materials in the classroom to promote engagement, mastery, and independence" (Board of

Education, 2015). This is just one of the many suggestions. CSDNB is taking the time to spell

out every expectation and need in order to fine tune their open classroom expectations. Before

the expectation was to follow the curriculum and lead the students to the desired standard. Now,

the Board of Education has learned from their previous explorations and have begun to fine tune

their classroom environments. CSDNB has made many necessary and successful changes such as

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adding a daily advisory in order to allow for a specific time to explicitly teach the social

emotional curriculum. However, the district still has a long way to go. These are great starts, but

now the district needs to incorporate a few new technologies to fully allow for the SEL and

academic intertwining to be successful.

Technology:

The Horizon Report is a document of intended technological changes for the future of

education. There are two specific technologies that CSDNB are working towards. A few

examples are: deeper learning approaches (higher order thinking and engagement mandates such

as engagement stations and BYOD), coding as literacy (newly added program this year), students

as creators, and authentic learning situations (Adams Becker, et al,2016). Many of these

technologies overlap and influence each other. Although CSDNB has worked to improve, two

crucial technologies such as redesigning learning spaces and collaborative and creative learners,

there is still some work to be done. In New Britain, these two technologies are a necessary root

to education. These students have a difficult time fitting into the expected roles of the classroom

especially if a lower tier of Maslow's Hierarchy is not met. By redesigning the learning process,

teachers allow these students to become the problem-solving citizens the world needs. CSDNB

has created homogenous groups in order that students receive a more accurate and personalized

education. They also included a daily Advisory which teaches social emotional skills to students.

These are just two examples of how the district is working toward redesigning the learning space

to focus on the whole child. Instructors at CSDNB have recently held professional development

classes informing teachers of technology platforms such as the Remind App, Google Classroom,

Front Row Education, and other websites (Board of Education, 2017). These sites allow students

to think deeper, problem solve, and learn by experience. Despite all of this great work, the

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district is still falling short from their goals. Teacher led instruction is still prevalent. Most new

information comes from teachers and their PowerPoints, which are then translated into students'

own words on Cornell Notes. One final issue to address in the redesigning category is the

personalized learning aspect. Although students have moved to more homogenous groupings,

teachers much allow assignments to be open ended. Students could then apply their learning to

topics of interest that would create true, meaningful learning and transfer.

When addressing the necessity to foster creative and collaborative learning, CSDNB is

leading the pack, but again has not mastered the technology. Creative and collaborative learning

teaches students to be self-motivated, original, team-orientated, and problem solvers (Adams

Becker, Freeman, Giesinger Hall, Cummins, and Yuhnke, 2016). At CSDNB, administration has

mandated and taught teachers how to host highly engaging stations numerous times a week. In

order to be "highly engaging" teachers are expected to have task that are interesting, hands-on,

and ranging from individual to group (Board of Education, 2016). Google Classroom has also

been an important tool. The Google Discussion Boards ask students to discuss and debate topics,

while the classroom aspect can lead to individualized and creative learning. A new type of

creative learning that was just added this year was a coding class. During their Unified Arts

classes students can now take coding (Board of Education, 2015). Although these changes are

making great advancement in student learning, New Britain schools must continue to foster

student agency. There is still not enough to lead students in the desired direction. There must be

more meaningful connection whether it be due to creativity, trial and error, authentic learning

(virtual reality), collaboration, or redesigning the learning environment. CSDNB has improved in

the last five years; however, it is time to take the next step toward the future of education.

Futuring Techniques/ Methodology

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The classroom environment is a living organism. It is constantly evolving. Therefore

futuring is, and should always be, the most significant necessity of a school district. Patricia

Sobrero(2004), the author of "The Steps of Furturing" lists four influencial factors of futuring:

"Higher quality decision-making, shifting from reactive to proactive modes to anticipate change,

more effective and timely framing, valuing and ranking of program priorities, and positioning

current and future assets to address emerging issues (pg.1). Sobrero(2004) notes the change from

reacting to issue to anticipating and making changes now that will influence the future. However,

here is the big difference. There are actual time sensitive goals, collectible data, provable change,

emerging obstacle discussions and an agreed upon end game. These scans of the environment

that turn into futuring are a necessary plan to save the future of education. Futuring allows

districts or even individual schools to address their specific student needs. Sobrero (2004)

includes an important step in her list. She names it, "developing a list of forecast with each

scenario" (pg. 1). Without these forecasts the goals could be set too high or too low. They could

potentially not even create the proper change or help the desired community. Setting long term

goals is important, especially with timed expectations along the way. It is crucial to include

misconceptions, potential issues, and perhaps missing resource trouble as part of the planning in

order to prevent opposed to react to them when they do come up. Futuring has to be done in

order to save students. As the Kahn Academy video "Year 2060: Educatin Predictions" suggests,

it takes time to make change and to plan for the change, especially when turning education

upside down. Futuring is the way to properly strive for those goals.

Scenario

Scenarios are an important part of futuring. They allow for a strategic planning of long

term core changes. The article, "Advantages and Disadvantages of Scenario Approaches for

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Strategic Foresight" mentions that scenarios were first used as a war technique, "The scenario

planning concept first emerged following World War II, as a method for military planning. The

US Air Force tried to imagine what its opponents might do and to prepare alternative strategies"

(Mietzner, Reger, and Guido, 2005, pg.221). Here the generals used the techniques as

prevention; they used the strategy to make their own moves or protect their men in battle by

thinking of what the other side would do. However, scenarios have expanded into other branches

of the world. It is presently used in business, education, and government. Although sometimes

failing, the overall purpose of scenarios is highly respected: "the great value of a scenario is

being able

to take complex elements and weave them into a story which is coherent, systematic,

comprehensive, and plausible" (Mietzner, et al, 2005,pg. ). Scenarios take complex issues and

their possible solutions and weave them together in a way that attempts to prevent the most

negative outcomes in order to create the needed change.

Below is a list of the advantages and disadvantages of creating just one scenario for a school

district. It will include pros and cons of a hypothetical district outcome of a scenerio, but also on the pros

and cons of creating one in general.

Pros Cons

Well informed discussion Preventative thinking Some Social Emotional Learning Student attendance improvement due to

engagement and new creative learning processes

Precisely planned path to scenario Accurate rating of school and its

educators dependent on place within the futuring process.

Change the perspective on schooling

Lack of coherence on the district level Timely goals not met or met at different

paces per school Non-inclusive of all district mandated

Social Emotional Learning Teacher disassociation and misconcepts

of the roles of teacher. Individual schools/administrators varying

from the expectation causing a variance of the projected scenario

Over generalizing yearly expectations or

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Create problem solvers for the world with growth mindsets

changes Overly specific path that does not allow

for creativity and individualism of students and teachers.

Post scenario: IF met the scenario what is the plan for consistency or continual improvement after? How or what data will be collected or focused on to decide success?

If district wide: could potentially be made to general or not properly to serve your specific students at your school.

If school-wide: how will school get the resources needed? Training needed? Etc.

Depending on the scenario at hand and the futuring process, these cons, or challenges, can be

thought through. At first, scanning seems to be rather simple. However, there is a domino effect. Futuring

creates many questions especially when desiring to satisfy many student needs, but also to be

preventative. It is a long process that takes time to create and even longer to act upon in order to change

the previous system in place. The pros are undeniable and necessary. The process to get there is daunting

even in the planning stages. The planning cannot be done without the different branches of educators:

teachers, administration, ELL, SEL, Guidance, and other important pieces of the community. The scan

must be complete with all of the necessary people or the plan will have holes in it and turn into a reactive

one.

Scanning

In order to properly inform the scenario, it is necessary to follow numerous steps. The

first of which is to include a scan of the environment. This scan will reveal many important

details that may be taken for granted or missed when creating a scenario. Patricia Sobrero

(2004)states in her article "The Steps of Futuring":

Scanning the environment includes both observational and research-based data. Scanning should include data from counties

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as well as state, national, and international databases. The key to this mountain of data is to use the intellectual capacity of social, economic, technology, political, and environmental experts so that Extension will have manageable information and trend analysis in issue areas.

In this quotation, she emphasizes the importance of researchers having every piece of

information available in order to properly create a scenario that will be specific and useful to the

population being affected. She later mentions the continual need to collect the data even when

the scenario is put into action. This will allow the researchers to remain preventative opposed to

reactive. There will never be a surprise along the way if the organization stays informed.

Scanning lets researchers find emerging issues before they become problematic.

Scanning, as previously mentioned, is informative, but also preventative. Sobrero (2004)

writes, "it informs continuous improvement actions and helps the organization make meaningful

shifts in priorities" (pg.1). It is necesasry to make changes when a problem surfaces. However,

scanning allows researcher to make "meaningful shifts" (2004). This means that the change will

be the most influential and hopefully the most successful. The researchers will take their time in

finding a solution. They will not just jump to the first conclusion in order to solve the new

dilemma. They will use the informative research to discover which new piece of the scenario will

be inputted. Scanning keeps the scenario relevant and preventative.

Futuring Conclusion

Futuring can be overwhelming. It can look difficult, daunting, and too large a task.

However, is the future of the world not important enough to take care in doing overly specific

and fine-tuned approaches for the success of the scenario? No one person can do this alone. It

will require many people and ideas in order to work. There may be differing opinions, but if

researchers, educators, military officials, or other people in need of change can create cohesive

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ideas and strategies that must be implemented in order to keep up with the technological

advancements of our time; there will be success and hope for the future.

Introduction to Trends

While scanning the environment of the Consolidated School District of New Britain

(CSDNB) it is necessary to look at numerous trends that correlate to the school. Specifically,

researchers must look at trends such as educational technology, economic/budgetary, public

policy, and demographics in order to appropriately scan the environment. Each trend will be

addressed below, whether it be previous trends used or reflective of the environment of CSDNB;

there will also be trends mentioned that the district needs to emulate in order to make successful

and prosperous changes to the school system.

Educational Technology Trends

Educational technology trends have been evolving for decades. They have been on the

rise for the last few years specifically. However, it has become less of a "try everything"

mentality and turned into a "lets do what works for the students" idea (Ed Tech Trends, 2015). In

the last five years, there has been a consolidation of technology trends. Among the few that

educators highly suggest are the Google educational applications, coding, chromebooks, self-

paced online learning tools, and Makerspace (Ed Tech Trends, 2015). Some of these trends are

already taking root in the New Britain School System. Google Classroom, Google Discussion

Boards, and Google Forms are slowly being implemented in every class as professional

development is received. This has become a predominant resource in the classrooms of CSDNB,

because of the availability of Chromebooks. Each team has two carts that are split between the

four subjects on their team. The CSDNB also has a yearly competition that allows the winning

teacher the advantage of their own chromebook cart (Board of Education, 2016). Front Row

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Education and Kahn Academy are other self-paced tools used in the classroom. As of the 2017-

2018 school year, the district has mandated a coding class to begin in the middle schools.

Although there are many technological trends used in the classroom, the ones that need to

be implemented are Makerspace and virtual reality technologies. These physical and virtual

spaces of creativity are what will allow students to collaborate and create meaningful

experiences with the material. They will foster classroom environments of agency and

responsibility. The article What is on the 5-Year Horizon for Tech Trends writes a potential plan

to implement new trends. The authors suggest beginning with Makerspace and other robotics

within a year and moving to virtual reality in two to three years . Most importantly they attribute

Makerspace with the ability to connect numerous topics and concentration in order to create

agency and meaning (Professional Media Group, 2017). These two technology trends would

shift CSDNB to begin properly teaching the students of such a modern, technological world.

Economic/Budgetary and Public Policy Trends

One of the most influential trends are those of economic and/or budgetary. Without state

and federal funding in CSDNB's urban district, a lot of technologies and resources would be

unavailable. In the academic overview Public Education Finance it states, "Cash-strapped

communities typically struggle to provide adequate funding for their schools, which causes an

assortment of problems such as dilapidated facilities, lack of quality teachers, and outdated

computer equipment and library resources" (Angerame,2017). The majority of funding is

received from tax dollars. However, in a low-income city the educational taxes endowed to the

schools is minimal. There students become at risk. However, state and federal programs finance

some of the gap between urban and suburban districts. Per-pupil spending and Title 1 are

allowing out of district resources to help close the gap. There are programs that have let the

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CSDNB fund free lunch and breakfast for students. Even some after school programs are

financed to allow a dinner for the students (Board of Education, 2016). The Elementary and

Secondary Act of 1965 has influenced many programs in assisting lower income districts with

receiving necessary resources. Overall, the funding issue leads educators and communities to

realize that it does in fact take a village to raise a child. No one person can teach the whole child

alone.

Demographic Trends

Two demographic trends that are important and influence the New Britain school systems

are population growth in general and the growth of a Hispanic population. The schools are

struggling with the immensity of the population. Classes are overbooked with not enough desks

or chairs sometimes. It is even difficult to stay in compliance with special education laws due to

the number of students that need those hours to be successful. The article The Changing

Demographic Profile the United States states that the "U.S. population growth is due to the

trends over time in the interplay of increased births, decreased deaths, and increased net

immigration" (Shrestha and Heisler, 2011). Better technologies have led to longer lives, but an

important fact to focus on is the increase in immigration. New Britain has recently gained

numerous citizens due to the hurricanes. Many Puerto Rican families are coming to New Britain

since they already have family here. And it is not just New Britain, many cities are seeing this

same issue. Some are even coming from Florida while they reconstruct the cities. Whether or not

they are staying for the year, these students must receive the proper resources in order to not let

this tragedy ruin their lives. This is the most significant time for students. They cannot afford to

lose this time in their educational careers.

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The other trend that was previously mentioned was the rise of a Hispanic population. The

article Demographic Imperatives for Educational Reform for Culturally and Linguistically

Diverse Students states, "In most of the 50 states during this recent 10-year period, there has

been dramatic growth in the Hispanic population. This remarkable growth in the Hispanic

population signals a current and continuing concern for serving Hispanic pupils effectively in the

schools of the nation" (Yates, 2008). This surge of population has caused an increase in New

Britain's ELD program. Due to the necessity of additional resources the district has hired a new

ELD teacher and created a schedule that reaches as many students as possible. Granted not all

Hispanic students need ELD recourses, but there are many that do need additional support, pull

out fundamental skill work, completely separate English classes, and other educational strategies.

Each student is unique. It is difficult to fund and set up the proper resources to service each and

every student appropriately. These two demographic trends are greatly influencing the

classrooms of New Britain, and will need further examination and research to discover a solution

for the students who may not be receiving the appropriate education.

Trends Conclusion

Upon research, a scan of trends that impact CSDNB reveals many things. First, that the

district is attempting to already modernize its classrooms. Second, that the demographics and

budgetary needs co-exist as an issue. As the population and school resource needs grow, it is

more difficult to fund. All of these trends are intertwined as they lead the district to a successful

environment. However, if CSDNB can discover the missing component that allows all of these

trends to co-exist without issues, it will lead students to be the modern, innovative, and

collaborative citizens the world needs. These trends are not just influential to the district; they are

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CSDNB. The trends define New Britain and reveal the necessary changes to create successful

students.

Vision

These demographic, technological, and budgetary trends need solutions. They define

CSDNB and influence the everyday infrastructure. CSDNB's incomplete technology resources

need completion and to strive toward new material. This technology will lead to the individual

learning needs of the overpopulated district and the growing population of Hispanic students

who need more ELL type resources. CSDNB must change in order to properly service these

students, but also every student. Children are living in a modern, technology filled world.

Education must keep up with the technologies of the time to be meaningful and lead New Britain

students to become successful in this always changing world.

In five years, CSDNB will take on numerous changes. Some of these changes have

already been started by the district. The classroom will finally become the appropriate

environment for the modern learner. Through specific technology trends being implemented and

the move away from teacher led classrooms, New Britain children will begin to succeed and

close the infamous educational gap. By chunking the growth, schools will be allowed to follow

their own paths in order to reach the district goal. There will be documentation and discussions

along the way to remain preventative opposed to reactive and to make sure schools do not stray

from the district's plan.

A major change in the classroom will be a technology based curriculum. This will be

done through the cross-district and curriculum implementation of Google applications such as

Google Classroom, Google Discussion Boards, and Google Forms for assessments. Although

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some teachers use this in New Britain, it needs to be used in all classes. It allows for

differentiation, individualized learning, and student agency. A lot of learning after high school is

online. Whether it is training in the work world or college, there is usually an online classroom.

This will better prepare them. It will also let students work from home. It is accessible no matter

where students are as long as they have internet access. The Google discussion board will also

foster collaboration as well as high order thinking and questioning. Online recourses similar to

the Google Applications are a necessary change to lead New Britain students to be successful.

Another recourse that will be used in every classroom is Virtual Reality and/or

Makerspace. These two newer technology trends will allow students to explore on their own. It

will also create meaning for students as they learn on their own terms and add to their previous

knowledge in a more efficient and purposeful way. These applied learning techniques can be

used in numerous contents from history to science, and even language arts. Virtual reality and

Makerspace will let students make their own decisions and become creative learners. These

technological changes are necessary because of their influence on student agency, differentiation,

and the final change in CSDNB: student led classrooms.

Student led classrooms must exist in the next five years. Through technologies and other

strategies, students should create more meaning in their education by taking charge and

exploring on their own and more importantly, at their own pace or level. By creating a new

learning environment that is heavily dependent on technology, blended techniques, creative and

collaborative learning, and student agency, the classroom will move from teacher taught to

student created education. CSDNB will change their old habits through teacher training and

belief in its ability to blossom New Britain students into modern, life-long learners.

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It is easy to list these needs and changes. However, the implementation of such drastic

changes will not be simple. Below is a chart that highlights the challenges and opportunities

afforded by this cross-district movement.

Challenges Opportunities

Budget issue: missing funding, budget cuts

Cross-district expectations or standards

Progress tracking expectations and resulting actions

Teacher training and implementation of curriculum onto technology based applications

Technology coaches or mechanics to fix broken technology need to be hired or a certain staff member to be trained

Fixing and maintaining technology could be costly in long run must budget in this cost

Personalized learning Authentic learning Student agency Collaborative skills and

learning for both students and staff

Staff united and driven, staff morale rising

Technological students that fit into our advanced and ever-changing world

As long as CSDNB plans for the challenges and prevents issues before they arise, New

Britain will create the opportunities listed for their students. If CSDNB does not fulfill these

changes a few devastating things will occur. First, the gap between our district and others will

continue to widen. It will leave New Britain students behind and result in less success in the

world outside of the school system. Students will have to work even harder after graduating to

catch up to their colleagues. Second, CSDNB will lose funding due to the lack of growth in

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scores and other factors that have led them to receive the funding. Lastly, the schools will

become behavioral problems. Students will not realize the importance or meaning of their

education. They will act out because they are not engaged. They will misbehave due to the lack

of responsibility teachers are demanding of them. It may already be occurring now. They are not

exhibiting student agency because of the lack of expectations given to them in these teacher led

classrooms that are not united in expected use of technology, collaboration, and student agency.

These three issues will destroy the educational system and create a negative reputation on the

environment that will be difficult to change.

Plan for Change

Planning for these changes at a district level will be no easy feat. In fact, it will take a lot

of people and hard work. The collaboration, communication, and documentation must be held to

a high standard in order to lead the district to succeed in the five year plan. Below are five

beginning steps that will jump start New Britain's plan:

Committee created filled with volunteers from all reaches of district, but also community.

Preplanned budget and completion of funding prior to implementation. Year to year action plan to move each school toward the goal. This will be

differentiated by school with representatives for each school that are in charge of overseeing and implementing.

Cross- district training and specialized instructors within each school. Appropriate plan/training/collaboration time for teachers and students. Mandated

data collection and resulting discussion of progress, changes, difficulties, and successes.

These five are a basic, non-specific beginning structure. When looking at each school, the district

will have to come back together in order to sort the funding by need and the amount of

technology or recourses each school will need in order to fulfill the futuring plan. Although each

plan is differentiated, the district needs to be aware of where all schools are on the plan in order

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to support each school appropriately. Therefore, training for teachers must not only be for

technologies and strategies, but the proper documentation techniques. This plan will not be easy.

This will call for a lot of motivation, inspiration, collaboration, and communication. However, it

will be worth every ounce of energy and frustration spent. The students will prosper in the

classroom, as citizens, but also as life-long learners.

Call to Action

New Britain is not servicing their students appropriately. CSDNB is attempting to fix

these issues. However, it is not a collective attempt. It needs to change. New Britain needs to

come together in order to save their children. A lot of these students already come from difficult

lives and are battling more than teachers realize. It is teachers' duties to do everything in their

power to help them rise above all the hardships to accomplish their dreams. CSDNB is the best at

getting better. This is the chance to prove it to students. CSDNB will set the example for students

and pave the way to success. CSDNB must be better to make students the best at getting better.

First, New Britain must make a committee on that will lead the way in making these changes.

They will create support teams for each school. Then, CSDNB must secure funding. This can

come through grants, the government, local industries, or anything that will held budget the

technology and training needed. These two steps will begin the change and the mind set to

change. Teachers, staff, students, and parents will follow their lead as the desire to change for the

better becomes contagious. Technology, student agency, and grit will lead New Britain students

to defy the odds, to silence the non-believers, and to succeed in the modern world.

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References

Adams Becker, S., Freeman, A., Giesinger Hall, C., Cummins, M., and Yuhnke, B. (2016). NMC/CoSN Horizon Report: 2016 K-12 Edition. Austin, Texas: The New Media Consortium.

Angerame, L. (2017). Public Education Finance. Public Education Finance -- Research Starters Education, 1.

Board of Education. (2015, March 26). CSDNB Core Values and Responsibilities. Retrieved September 6, 2017 from https://docs.google.com/document/d/1ajpXPiR7ZVZheZZdz5ahERS05hyagPTjB17LQzeHVQg/edit?ts=58dbeeee

Board of Education. (2016). The Consolidated District of New Britain. Retrieved September 7, 2017, from http://www.csdnb.org/index2.html#home

Board of Education. (2013). The Consolidated District of New Britain Board of Education. Retrieved September 7, 2017, from http://www.csdnb.org/index2.html#home

Board of Education. (2013). "Video Overview of the Consolidated School District of New Britain, CT in New Britain, CT". Retrieved September 6th, 2017, from http://www.elocallink.tv/vp6/spon-fcsa_a.php?sponid=U2FfbQZqUD0EMg==&fvm=1

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DATA USA. (2017). New Britain, CT. Retrieved September 7, 2017, from https://datausa.io/profile/geo/new-britain-ct/

Ed Tech Trends 2015. (2015). Tech & Learning, 366-10.

General Accounting Office, W. D. (1995). School Finance: Trends in U.S. Education Spending. Report to Congressional Requesters.

Kahn Academy, (2011, December 27). "Year 2060: Education Predictions". Retrieved September 10, 2017, from https://youtu.be/CiKrFcgVSIU

Mietzner, Dana and Reger, Guido, (2005) "Advantages and Disadvantages of Scenario Approaches for Strategic Foresight". International Journal Technology Intelligence and Planning, Vol. 1, No. 2, pp. 220-239, 2005. Available at SSRN: https://ssrn.com/abstract=1736110

Professional Media Group, LLC. (2017). What is on the 5-Year Horizon for Tech Trends?, 53(10), 52.

Shrestha, L. B. & Heisler, E. J. (2011). The changing demographic profile of the United States[Electronic version]. Washington, DC: Congressional Research Service.

Sobrero, P., (2004). "The Steps for Futuring". Journal of Extention, 42(3).

Yates, J. R. (2008). Demographic Imperatives for Educational Reform for Culturally and Linguistically Diverse Students. Multiple Voices For Ethnically Diverse Exceptional Learners, 11(1), 4-12.