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Westmont Hilltop iPad Implementation Proposal

This document sets forth a plan for the Westmont Hilltop School Board to consider for approval of implementing a 1:1 iPad initiative. The plan would commence in September 2014 and details the educational objectives and budgetary requirements. The purpose of the initiative is as follows:

1. Focus on 21st century skills like creativity, collaboration, communication to prepare students for a changing, competitive global workplace

2. Provide personalized, student-centric learning environment

3. Anywhere, Anytime access to the best educational content available Please note the above three reasons are educational rather than technological. This initiative has everything to do with changing the paradigm of traditional high school instruction. This is not to say that students would use the device continuously, but like any technological instrument (textbooks were technological marvels at one time), the iPad would be a tool to help the instructor to do the following:

Focus on Critical/Higher Level thinking skills, collaboration, and creativity instead of requiring rote memorization of data

Giving Students power to connect and pursue academic content Reaching instruction beyond the school walls and traditional school day

Limiting frontal, teacher is the source of the content, to more student centered, discovery based, and interactive learning practices.

Empowering students to get connected, communicate, and collaborate

Assess students in various ways, including providing an opportunity to demonstrate their mastery of content through their own creativity

In 2014-2015 each high school student will be issued an iPad, and be required to bring the device to school with the expectation that faculty will provide curricular material, exercises and assessments via the device routinely, if not daily. Because the device is not dependent on Internet service, the student’s

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connectivity at home will not be an obstacle for learning to continue outside the normal school day. Curricular material that is downloaded to the device, including apps, will be accessible to the student whether or not the internet is accessible at home. With this plan High School becomes a center of inquiry, where memorizing the right answer isn’t the only focus, but where instructors ask higher level questions to ensure students comprehend the content. Project based collaboration with others and presenting ideas/information become routine. The iPads are not play things for students to get on social media to check their friend’s status, however, there is no doubt that will be done. They are a tool to help engage and enable students to work, and should be viewed no differently than a TI 88 graphing calculator or a new Chemistry textbook, because in fact - the iPad will be the conduit to both. However, this effort is not about the device or technology, it is about engaging students, mass customized learning, and student-centered project-based assessments.

Infrastructure

The High School’s Internet connections have the ability to provide functionality for the entire student body to be using their devices while on campus. The Technology Department currently has the personnel and the infrastructure to smoothly transition to the 1:1 model. The caution is that with this plan, unlike last year, there will be more multimedia use which will test our bandwidth as publishing and downloading curricular material and apps from iTunes will require fast upload speeds. This part of the plan is a critical foundation, because if the devices are not reliable and functional EVERY time, then teachers can’t plan for their use.

The bandwidth shall be reviewed and tested to ensure that it is sufficient for the devices to be activated. The High School Library shall be the center of the digital media, where students will go to get bugs fixed with their device. Charging stations shall be designated in both the library and the cafeteria.

App Management

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For all the District’s owned devices, teachers and students can get up and running quickly. The district shall implement a MDM solution, which can automatically configure all the devices— without the need for staging services that prep devices before deployment.

With the Device Enrollment Program, The district shall supervise the IPADs. Supervision, an iOS-only feature, provides a higher level of device management, allowing additional restrictions such as turning off iMessage or Game Center — as well as other device configurations and features such as web content filtering and

MDM enrollment on an iOS device can be enforced and locked every time a user goes through the setup process. This means Westmont’s IPADs are locked into MDM management, and if a student needs to reset their device, they can easily get right back to the correct settings.

Student Core Solutions Each student will be required to master a core set of solutions – please note that the particular application (app) chosen in the curricular material by the teacher could be different or could change. These solutions shall be as follows:

Text Editor and Note Taking (Pages) Toolkit (calculator, Dictionary, News) Presentation (Keynote) Image editor Workflow and Organization

Cloud Account (Dropbox, Google Drive) Spreadsheets (numbers) Ebook editor Digital Storytelling

Cloud Account

Staff Development Educators work with students each and every day to learn from their mistakes. The District’s implementation of the 1:1 with Chromebooks/Bring Your Own Device was not successful by any measure. Teachers surveyed say that didn’t use them. Parents complained that they paid $50 and students didn’t take them to school on a regular basis. However, the District has to learn from this mistake and take away from it the correct lesson. Cultural, Systemic change

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requires planning and the gift of time, and training for staff is fundamental to the change and is needed on an ongoing basis. If the District is to implement this program and expect a transformational change, the district has to provide the staff with targeted and ongoing training. The district also should dedicate a staff member to be a resource to all staff to provide in and out of class help as needed. We need to cultivate and nurture innovation for instructors, just as we expect them to do the same with students.

While some of our staff may have some understanding of the IPAD from their personal use, it is essential that they get up to speed quickly if this is going to be one of their main tools in the classroom next year. To provide them the knowledge and the confidence they will need, we will immediately embark on a program as follows:

1. Each teacher will be immediately issued an IPAD with a $25 Itunes Card to download apps for them to explore

2. We will provide staff the following professional development sessions over the summer or during the first in-service days:

iOS 7 for Education (1 day) August 20

Learning objectives for this workshop include: Explore basic navigation, organization, and settings of your iOS device

Learn to use your device as a tool for learning and teaching

Discover how to increase productivity and collaboration with built-in apps and iCloud

iOS iLife for Education (1day) August 21

Learning objectives for this workshop include: Identify the unique and combined strengths of iLife apps for learning and

teaching

Create, edit, and share audio recordings, photo albums, and movie projects

Develop strategies with iLife apps to share, collaborate, and personalize learning with built-in apps and iCloud

iOS iWork for Education (1 day) September 22

Learning objectives for this workshop include: Identify the unique and combined strengths of iWork apps for learning and

teaching

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Create and share engaging content by making a publication, a presentation, and a data analysis spreadsheet

Develop strategies with iWork apps to share, collaborate, and personalize learning with built-in apps and iCloud

As the 2014-15 school year begins, the following professional training would be available for the different subject areas:

iBooks Author for Education (1 day) October 13

This is for educators who want to use iBooks Author to create Multi-Touch books that take learning to a new level of content interactivity and understanding. Participants build fundamental skills in IBooks Author, focusing on best practices for learning, content creation, and distribution. Learning objectives for this workshop include: Learn best practices for iBooks Author Build an engaging Multi-Touch book

Create, edit, and share content with iBooks Author

iTunes U Course Manager for Education 1day) November 10

This workshop is for educators who want to leverage the ITunes U platform for anywhere, anytime learning. Participants build fundamental skills in creating and sharing dynamic courses with iTunes U Course Manager. Learning objectives for this workshop include: Experience iTunes U from the perspective of a course participant Organize and publish content using iTunes U Course Manager Use iTunes U courses to expand and enhance learning opportunities movie

projects

iOS iWork for Education (1 day) Varies

Learning objectives for this workshop include: Identify the unique and combined strengths of iWork apps for learning and

teaching

Create and share engaging content by making a publication, a presentation, and a data analysis spreadsheet

Develop strategies with iWork apps to share, collaborate, and personalize learning with built-in apps and iCloud

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The following professional development will be provided as the school year progresses, but all will be provided in year 1. These classes will be provided during the regular school day with subs covering for the content teachers.

Language Development and Literacy (1 day) Sept 16

This workshop is for educators who want to enhance learning and teaching in language development and literacy with Apple devices. Participants build advanced skills with Apple creativity apps to help all learners access language arts content, strengthen engagement with informational text, and foster vocabulary development. Learning objectives for this workshop include: Learn how to use iOS or OS X devices for learning and teaching language

development and literacy

Develop practices to enable student-led assessment of personal literacy and language progress

Discover learning resources that support language development and literacy content and standards

Languge Arts (1day) Sept 17

This workshop is for educators who want to enhance learning and teaching in language arts with Apple devices. Participants build advanced skills with Apple creativity apps to create language arts content focused on literary themes, comprehension, speaking, and presentation skills. Learning objectives for this workshop include: Learn how to use iOS or OS X devices for learning and teaching language

arts

Develop strategies and content that help students make personal connections to literature

Discover learning resources that support language arts content and standards

MATH (1 day) Sept 18

This workshop is for educators who want to enhance learning and teaching in mathematics with Apple devices. Participants build advanced skills with Apple creativity apps to create engaging math lessons. Learning objectives for this workshop include: Learn how to use iOS or OS X devices for learning and teaching math

Develop ideas for engaging students in the exploration of real-world issues

Discover learning resources that support math content and standards

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Science (1 day) Sept 19

This workshop is for educators who want to enhance learning and teaching in science with Apple devices. Participants build advanced skills with Apple creativity apps and additional tools to gather, analyze, and share data that helps students become thoughtful producers and consumers of science knowledge. Learning objectives for this workshop include: Learn how to use iOS or OS X devices for learning and teaching science

Create activities that engage students as scientists

Discover learning resources that support science content and standards

Social Studies (1day) Sept 19

This workshop is for educators who want to enhance learning and teaching in Social Studies with Apple devices. Participants build advanced skills with Apple creativity apps to create Social Studies lessons focused on literary themes, critical thinking, and research skills. Learning objectives for this workshop include: Learn how to use iOS or OS X devices for learning and teaching social

studies

Create research-supported learning products that demonstrate social studies mastery

Discover learning resources that support social studies standards

Curricular Transformation

It is time for the role of the teacher to change. Students with iPads have just as much access to knowledge as the teacher. The classroom perspective does not have to be limited by a myopic and narrow textbook viewpoint, or a rigid standardized test framework. Teachers no longer need to be the sole presenters of content. Teachers don’t even have to be in the front of the classroom to deliver content! This is truly a paradigm shift in how teachers interact with students who are learning. This vision is one where teachers are inspiring higher level thinking skills by asking good questions to students, teachers who are masterful at channeling student interests in productive ways, and teachers who constantly assess student learning and provide critical feedback. Our transformation begins when teachers begin to ask, “How do I get students to learn this content?” instead of, “How do I teach this concept?". It is the goal of this initiative to get

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our teachers to answer this key question with open-ended learning activities that engage students to work collaboratively, where assessments are not in the form of responses to multiple choice questions. Math Classes could be flipped, where teachers record themselves presenting the

content and the lesson is watched by the student out of the classroom. Upon

arriving at class, students begin to work on solving problems, so that when/if they

need additional support, the teacher is present to guide them or potentially refer

them back to the recorded lesson. Currently, students are at home to do this

work where no one with content knowledge is available to help them.

In Science class, the Periodic Table of Elements is no longer a stoic poster on the wall, but it is interactive, and students can explore more information based on their own interests. In History Class, each new day brings about a new look back to the events from multiple sources the instructor has selected to discuss. Now not only the facts and figures are required to be memorized, but the root causes and continuing social, economic, and political issues that remain from Industrial Revolution to the events on September 11, 2001 can be explored. Think of the possibilities for cross curricular projects where a group of students are working with both a Social Studies and English instructor at the same time! Students write, direct, act, and record an imovie to demonstrate their understanding of the Gettysburg address and how far we have come and how far we have to go to overcome racial inequalities in our County, our Community, and in our Schools. In Literature, Romeo and Juliet can be deciphered from Olde English into our current vernacular with a swipe of the finger so students don’t get frustrated and lose interest as they come across a phrase that isn’t clear. How will we know if the IPAD implementation is a success? We will know as teachers begin to move up the Model below from Substitution to Redefinition, from Enhancement to Transformation

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Budget Ramifications

The iPad price today is $499, and each student will also be provided a protective case, at approximately $35 each. Each device will access the Internet back through our filtering system, although students will be able to access the web via their parent’s WiFi or while at McDonald’s or Starbucks. Therefore, parents and school administrators must be constantly vigilant for student cyber bullying and or accessing inappropriate material on the web. The District shall purchase IMACS and an IPAD for each teacher this year out of the 2013-2014 budgeted funds. The 530 IPADS are $285,000 and leased over 3 years, the budget ramifications would be as follows: 2014-15 Included with Proposed Budget - $85,000 (finishes Chromebooks) 2014-15 Not in the Existing Budget - $100,000

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Converted from ******** to the IPAD initiative 2015-16 $100,000 (included in budget projections) 2016-17 $100,000 (included in budget projections) Part of the misstep in last year’s 1:1, requires that we finish paying off the last year of the 2 year lease in the amount of $85,000. In the subsequent years, the budgetary amounts are included in the projections that were presented in the budget presentation. In addition to the above amounts, the District holds a line item in the budget that provides $100,000 for curricular materials that is above and beyond the amounts in control of each buildings budget. This amount is more than enough to provide the cost of Applications needed to make sure that all teachers start this initiative with sufficient curricular material. But the MOST CRTICAL part of this whole initiative, and as a reminder this is about transformational change in delivering curricular content and not about technology, is to provide our Teachers initial and on-going professional development. All professional development at the High School should be singularly focused on this initiative to ensure teachers are meeting the expectations that 21st century students have and our educational community expects. The professional development budget would be as follows for this initiative: Year 1: $40,000 – reprogrammed from the 2014-15 line item for Elementary Improvements as proposed in the 2014-2015 Preliminary budget Year 2: $20,000 – Amount available in additional funding received in Title 1 in 2014-15 that can free up existing general fund budget. Year 3: $20,000 – Included in budgetary Projections This entire initiative, while it requires an initial investment in professional development, will over time save money that would be invested into textbooks. Textbook/Curricular material is currently a $100,000 line item in the budget. School Districts usually have a 5-7 year cycle for textbooks, where the largest amount is always the year that the Language Arts is purchased. Because

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Language Arts is so much more than any other year it is sometimes spread over two years. Typically, the cycle looks something similar to the following:

1. Language Arts k-12 2. Science 3. Math 4. Social Studies 5. Everything Else

In addition there is a cost to do nothing, both in lost opportunity costs as well as in converting curricular hardcopy curricular material (new textbooks) over to be compliant with the PA CommonCore. High School textbooks can cost can vary from $70 to over $100. However, in the long run the curriculum will be selected by teachers from open (free) sources and will be supplemented with publishers who are paid. While intellectual property will never be completely free, it will continue to become less expensive as teachers continue to evolve their delivery of curricular material from rote/static sources to online/interactive sources, thus helping to offset the total cost for this initiative over the years.

Existing Equipment The existing Chromebooks are distributed as follows:

9th 10th 11th 12th Carts Total 76 74 83 55 125 413

Next year they would be distributed as follows: 180 Chromebooks which could get immediately distributed to the Middle School. The Middle school is requesting to utilize the Chromebooks in this fashion:

30 Chromebooks would be allocated to grade 6 Social Studies (to be used with their electronic textbooks).

30 Chromebooks would be allocated to grade 7 Introduction to Spanish (to be used with their electronic textbooks).

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30 Chromebooks would be allocated to grade 8 Spanish I (to be used with their electronic textbooks).

The remaining 60 Chromebooks would be divided into 3 mobile labs that teachers would “sign out” and use on a rotational basis within the middle school setting. That still provides for 240 Chromebooks which could be provided to the Elem as needed and the remaining sold, providing up to $25,000/$40,000 to offset the professional development cost.