CONSISTENT Access

To close the digital learning gap, we must make sure that students have access to technology and high-speed internet outside of school.

All subtopics align with the VILS outcomes and guiding questions align with the criteria in the Portfolio Framework Guide. Use the questions to guide your reflection on the artifacts to narrate your journey toward the goals.

Sustain a system and infrastructure for consistent access: Device Status

Guiding questions:

What are the systems & processes in place to provide replacements for lost or stolen devices?

At Osborne, we've streamlined the process for replacing lost or stolen devices through our tech ticket system. Students, parents, and teachers can report damaged or missing devices conveniently via a QR code on Chromebook carts or a dedicated link on the Intranet. Our VILS Coach and IT Manager promptly assess and respond to these reports, recording all incidents in our Student Inventory Documentation for transparency. If a device is confirmed as lost, students are required to pay the associated fee, after which a replacement device is issued promptly to minimize disruption to their learning. This structured approach ensures efficient device management and promotes responsible device usage within our educational community.

What is your end-of-year device collection process? Include a timeframe for collection in any details you include.

To prepare for LEAP testing, devices begin to be collected 2 weeks prior. Our IT manager then completes an inventory of all devices while teachers and VILS coach begin contacting families for missing/broken devices. Through out LEAP testing, we continue to contact families and begin sending out invoices for missing/broken devices. This gives us about a months time to collect and inventory all devices. After testing, the IT manager completes a second inventory and begins to store devices for next year.

Enabling learner agency and digital competency: Student Tech Teams

Guiding questions:

How is the student tech team serving in a leadership capacity while supporting teachers, students, and families? (Student-created videos, flyers, micro PD sessions, and IT help tickets.)
How are you increasing the capacity of your student tech team members?

Copy of HISD-VILS-Policies-and-Procedures.docx

Image credit to HoustonISD

Tech team sign up

To become part of the student tech team, prospective members are initially required to submit a comprehensive form that delves into their perspectives on technology and outlines the associated responsibilities they anticipate should they be selected for the tech team. Subsequently, this roster of student candidates is reviewed by our esteemed teaching faculty, who contribute their valuable insights to the selection process. Ultimately, two exemplary students from each homeroom are carefully chosen to constitute the core of the esteemed tech team.

Enable learner agency and digital competency: Digital Citizenship

Guiding questions:

How are parents, students, and teachers supported consistently in growing as Digital Citizens?

The comprehensive support and development of digital citizenship among parents, students, and teachers are central to our educational approach. This academic year, teachers have actively engaged in the planning of digital citizenship lessons, fostering a sense of ownership and relevance in the curriculum. To ensure that the content aligns with their priorities, teachers have been provided with the opportunity to contribute their insights through a feedback form, enabling them to articulate the most critical aspects of digital citizenship education for their students.

Moreover, our commitment extends to students, who are actively involved in shaping their own digital citizenship learning journey. Within each exit ticket after the lessons, students are invited to review and reflect upon the lessons they receive. This process empowers them to provide feedback and insights, ensuring that their voices are heard and their perspectives considered in the continuous refinement of our digital citizenship curriculum. This collaborative approach underscores our commitment to fostering responsible digital citizens and creating a well-rounded educational experience for all stakeholders.

Teachers

In the beginning of the academic year, educators were extended a formal invitation to actively engage in a structured survey, wherein they were encouraged to articulate their considered perspectives on the pivotal aspects of Digital Citizenship education. This data, representing the collective wisdom of our teaching staff, was meticulously curated and analyzed by the VILS coach. Subsequently, the coach adeptly harnessed this invaluable input to craft a custom-tailored curriculum, harmonizing the pedagogical objectives of our teachers with the educational needs of our students, thus promoting a symbiotic educational ecosystem.

students

To ensure a consistent development of our students as Digital Citizens, a structured bi-weekly approach is employed. Through a diverse range of educational tools and platforms such as Videos, Canva, Formative, EdPuzzle, Quizizz, and others, students engage in comprehensive Digital Citizenship lessons. These lessons are complemented by the completion of exit tickets, which reinforce their understanding. Additionally, students actively contribute to the improvement process by providing feedback through polling questions, allowing us to tailor lessons for an even more effective learning experience.

grades-6-12-family-tips-media-balance-well-being-english.pdf

parents

After each Digital Citizenship lesson, parents receive thoughtfully crafted handouts that serve as an essential bridge for productive dialogue with their scholars. These resources not only prompt conversations about the daily lesson but also empower parents to explore how their children can seamlessly integrate newfound knowledge into their daily routines. Furthermore, parents are warmly encouraged to reach out to educators or the VILS coach for in-depth discussions or to address any concerns they may have about their child's educational journey.

2. In what ways has your school fostered student ownership with devices and data usage?

To motivate responsible usage, we have introduced incentive programs that reward students for demonstrating exemplary digital citizenship and effective use of their devices. Rewards can include recognition in school assemblies, digital badges, and other incentives that celebrate their responsible behavior.

By leveraging the resources provided by the VILS program, our school has created a supportive environment where students are encouraged to take ownership of their devices and data usage. This not only enhances their learning experience but also prepares them to be responsible digital citizens in the broader community.

Sustain a system and infrastructure for consistent access: Data Analysis

Guiding questions:

How does the availability of LTE data influence instructional practices?

The availability of LTE data allows teachers to integrate more dynamic, internet-based resources into their lessons, facilitating real-time collaboration and research. This access supports a blended learning environment where students can engage in interactive and personalized learning experiences both inside and outside the classroom. It also ensures continuity of learning during remote or hybrid instruction periods.

In what ways does your data usage report reflect the student's need for connectivity at home?

Last year, our data usage reports show high levels of activity during evenings and weekends, indicating that students rely heavily on their devices for completing homework and accessing educational resources outside of school hours. This reflects a significant need for home connectivity to support their learning. Additionally, increased data usage during these times demonstrates that students are utilizing the technology to extend their learning beyond the classroom.

How does your current claims data align with your school’s device care procedures? What is one focus area moving forward?

Our current claims data shows a significant decrease in device damage and loss, indicating that our device care procedures are effective. Moving forward, one focus area is to enhance student and staff training on proactive device care to further reduce incident rates.

What effects do the systems implemented by your school or district have on maintenance and replacement processes within your building?

The systems implemented streamline the maintenance and replacement processes, ensuring prompt repairs and minimizing downtime for devices. This efficiency supports continuous learning by providing quick access to functioning technology for all students and staff.

Celebrating Students!

Donut Incentives!

In order to motivate students to submit their Tech Agreements and collect their devices promptly, we introduced an exciting incentive system. The first homeroom class that successfully submitted all their agreements was awarded with a delightful donut party. This initiative not only instilled a sense of responsibility among students but also allowed them to relish the rewards of their conscientiousness, creating an atmosphere of enthusiasm and engagement.

Reflection

Self-Reflection: Use the portfolio guide and self-reflect on your progress (Choose one: Emerging, Aligning, or Optimizing).
How does your school demonstrate excellence in showcasing the outcomes listed above?
Next Steps: What are your next steps to sustain a system and infrastructure for consistent access while enabling learner agency and digital competency?

Feedback

Page updated

Report abuse