Transformation Plan

Transformation Plans are created by Year 1 and Year 2 schools, while Sustainability plans are extension of Transformation plans used by Year 3 and Year 4 schools.

Link your Transformation/Sustainability Plan

Guiding questions (Answer at least one of the questions below) 

1. How does data inform the implementation of your plan?

Data is integral to the implementation of our Transformation/Sustainability Plan at Mildred Osborne Charter School. Through regular reviews of teacher and student observations, Behavior Management Classroom (BMC) scores, and assessments from Exit Tickets to Interim Assessments (IAs), we identify progress and areas for improvement. This data-driven approach allows us to adjust our strategies and set new goals, ensuring continuous enhancement of staff and student outcomes aligned with our VILS goals.

GOAL 1: A clear shared vision with goals for the school, its culture, and teaching and learning. Opportunities for ongoing support for the leadership team, including professional conferences, webinars, online communities of practice, etc. Modeling of strong leadership by adopting and utilizing powerful and innovative technology strategies.

• Action Step 1: Continue TIM observations and coaching cycles by VILS coach.

  • Progress (Completed, In progress, In progress with roadblocks, Not started)

• Action Step 2: Principal and DCIs co-plan with coach to support staff, reinforce staff expectations of collaboration with coach and integration of technology into teaching practice. Help with staff accountability on deliverables and implementation.

• Action Step 3: Ensure planned time and budget for VILS coach and DCIs to attend ed tech conferences and training. 

GOAL 2:  Align technology integration, school, and district goals and initiatives to increase powerful learning for students and having the flexibility to adapt and change the Transformation Plan as needed.

• Action Step 1: Sharing of plans occur through the inclusion in communication to families, students, and staff via Student Handbook and PDs. 

  • Artifacts:

    • Student Handbook for 2023-2024 

    • VILS Beginning of Year PD 

    • Teacher RollOut Document 

• Action Step 2: Purchase curriculum and licenses that allow for use of VILS technology in an effort to increase the learning experience and push towards the school goal of increasing the level of technology use in TIM matrix.

  • Artifacts:

    • Purchased and currently using Amplify as our science curriculum, Eureka as our math curriculum, and Wit and Wisdom as pur English/Reading curriculum. All are tech based curriculums integrating the use of VILS devices in classrooms for lessons.

• Action Step 3: PDs designed to support new needs that arise during the academic year that serve to better enhance academic programing and VILs implementation.

  • Artifacts: 

    • Teachers encountered an issue with students staying focused during lessons when on devices. VILS coach gave a PD about Securly to give teachers a tool to solve this issue. VILS coach also recorded a PD for teachers to watch as a refresher. Several teachers have also completed one-on-one meetings with the VILS coach to have a deeper dive into how to use Securly in their classrooms.

Goal 3: Providing access to instructional coaches that support teachers in technology integration and providing on-going PD opportunities at the district, school, and peer-led levels.

• Action Step 1: Mildred Osborne Charter of New Orleans will continue to provide a full-time technology instructional coach position with MFP funds. 

• Action Step 2: Summer PD weeks include sessions to reinforce the use of existing apps and tools, and introduce new ones. These trainings will also include 3rd and 4th grade instructional staff.

  • Artifacts:

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• Action Step 3: Continued staff support through monthly/bi-monthly professional development sessions on calendared PD days lead by coach and/or Teacher Leader Corps members. 

  • Artifacts:

    • Virtual and In-Person PDs for teachers that align with school goals 

    • Google Classroom VILS PD: A one spot location for all things Tech including PDs, teacher resources, Verizon Webinars, and so much more

    • BearByte Newsletter to act as a monthly PD where information is given to teachers with videos and other resources

Goal 4: An accessible plan for repairs and replacements that is clear and known by all teachers, students, and families. Ongoing digital citizenship training. Designated school IT support contact who manages and maintains device support and inventory and coordinates with district T contacts for school needs. 

• Action Step 1: Set time at the beginning of the school year to train teachers and students in best practices, device care, acceptable use, tech expectations and how to receive support before rollout.

  • Artifacts:

    • Student Technology Handbook and Care Video - presented to all students in the beginning of the year before receiving devices

    • Classroom Posters for Tech Support and Tech Norms given below action step 3

    • All classrooms have 5 loaner computers with the Sign Out/In Sheets 

• Action Step 2: Set bi-monthly checks to review devices, troubleshoot, retrain and make sure Chromebooks are in the best shape. Provide checklist to homerooms to facilitate quarterly maintenance checks. 

• Action Step 3: Akili Academy of New Orleans will follow the original repair process with the new vendor AGI for device repairs.

  • Artifacts:

    • Had to be modified due to the change of vendor for repairs to AGI

    • All chromebook devices now have the protective cover provided by Verizon to follow the AGI repair expectations

Goal 5: Provide multiple opportunities for families to stay informed and involved in their child's use of technology. Promoting equity in parent and family engagement by delivering the information in multiple formats and languages. Providing opportunities for engagement in areas such as digital citizenship, help desk information for broken devices, community building etc. 

• Action Step 1: Continue to build a references library for families to learn and troubleshoot at home.

• Action Step 2: Create a schedule of tech offering for the larger school community, potentially with outside partners to include tech tutorials, Q&A, digital citizenship resources, at-home resources, coffee with tech coach and principal.

• Action Step 3: Continue to build out a network wide website with additional digital citizenship resources, student tech support, and other resources curated by the Student Tech Team.

Goal 6: Connecting with the school community to understand and collect information on the needs in technology use, knowledge, or concerns, and using that data to help identify indicators of diversity in your student population. Opportunities for additional resources and program support for students from marginalized communities. 

• Action Step 1: Parent survey and student Survey at the BOY, MOY, and EOY asking about technology use, knowledge, or concerns to identify the needs of our students and the larger community.

• Action Step 2: EOY Survey to inform what mindset shifts we need to make as a school for the following school year around technology usage and using that data to plan for BOY professional development sessions. 

• Action Step 3: Intentionally planning for, providing, and teaching students from marginalized communities how to access and leverage tools and programs that address their specific learning needs. In addition, providing families access to these tools to support continued learning at home.

• Self-Reflection: Use the portfolio guide and self-reflect on your progress (Choose one: Emerging, Aligning, or Optimizing). I believe we are aligning in this aspect.

• How does your school demonstrate excellence in showcasing the outcomes listed above?

Mildred Osborne demonstrates excellence through consistent implementation of our plan, guided by data and feedback. The school maintains a robust cycle of professional development, data analysis, and community engagement, resulting in improved instructional practices and student outcomes. For instance, the integration of tech-based curricula and ongoing support from the VILS coach and TLC members has led to higher student engagement and performance.

• Next Steps: How will you change your plan to increase powerful learning in the classroom?

To further increase powerful learning in the classroom, we will focus on expanding our professional development offerings to include more hands-on workshops and personalized coaching sessions. Additionally, we plan to enhance family engagement by providing more resources and opportunities for parents to learn about and support their children's technology use at home. We will also continue to refine our data collection and analysis processes to ensure that our strategies remain effective and aligned with our goals.