Embedded Files
Learner-informed knowledge is a prerequisite for integrating technology in an inclusive way so that students from all communities can effectively use it to achieve their goals.
All guiding questions are aligned to the element criteria located in the Portfolio Guide.
Inclusion and Accessibility
Inclusion and Accessibility
Guiding questions:
How are systems and processes accessible for marginalized communities and students (socioeconomic status, race, ELL, IEP, sexual orientation, physical ability, nationality, or other unique distinctions)? If not, please explain your next steps.
Every student on our campus has the opportunity to receive a device for 1 to 1 access. Our communications are in multiple languages, and we closely work with all the departments to be inclusive for all.
How are students given voice and choice to demonstrate how they leverage technology to learn?
Students are always welcome to join the tech team and participate. However, most of the teachers do have students work collaboratively and set up a tech helper within different class periods so students have the opportunity to leverage their knowledge of technology usage and learn from each other collaboratively.
Students are also able to choose different platforms and templates when they complete their project-based assignments. Similarly, strategies like choice boards and playlists are used to increase student choice when using technology to learn.
How do you promote diversity and inclusion amongst your staff, students, families, and community?
Our staff receives ongoing training during the academic year to promote diverse strategies for all learners, families, and the community to feel included in our school. At our last all-day PD, we discussed different learning strategies for ELL students and how to use technology to meet students' IEP needs and goals.
Building Students' Tech Skills at Dororthy Height
Building Students' Tech Skills at Dororthy Height
In October 2022, the VILS Coach and School Leader determined that students at DHCS lacked key digital literacy skills.
In classes, students often struggle to navigate various digital platforms. They also are not strong typers and find many challenges when using Google Classroom, Google Docs, and Google Slides. In response, many teachers have developed hesitancies around integrating technology into their daily lessons because this often increases the time it takes to complete activities and behavior problems may increase when students are confused about how to complete their learning activities.
In response, the VILS Coach and School Leader determined that the VILS Coach would design a 3-5 Digital Literacy Crash Course for all students that would focus on typing and basic technology literacy skills. By addressing these skills early on, the goal is for students to enter the VILS program with the necessary level of computer literacy.
The VILS Coach and School Leader then added this to the transformation plan under Equity as a Mindset because equitable access to computer instruction is a core component of successfull technology implementation through the VILS program.
This is an example of the 3rd Grade pacing guide for the Computer Literacy Crash Course. This same pacing guide was adopted for 4th and 5th grade, with similar skills and standards.
The VILS Coach used the ISTE National Standards to inform the development of this scope and sequence.
Every class begins with 10-15 minutes of typing instruction using Typing Club and then students complete a mini-activity that helps them develop profficient computer skills.
Some examples of the mini lessons are included below.
This is an activity that all 3-5 students complete to practice adding and editing text within the Google Education Suite.
This is an activity that 3rd and 4th grade students complete the practice adding and editting images on Google Slides.
This is an activity that all 3-5 students complete. Students practice using the copy and paste shortcut to complete three of the six activities in this choice board. Copy and pasting is a key skill for students on the LEAP assessment when they are citing text evidence and it also supports them in more efficiently completing class activites that use their VILS devices.
All 5th-grade students complete a Level Up challenge to demonstrate their proficiency in using Google Slides and Google Docs. The theme of the Level Up challenge depends on the time of the year in which the students complete it; however, all of the skills remain the same.
Students must successfully complete this challenge in order to 'graduate' from the Google Slides and Docs section of the Computer Literacy Crash Course. In the 23-24 School Year, the goal is to build out this challenge to reflect different levels of computer proficiency.
The VILS Coach learned during the first week of launching this program that 3-5 students were typing an average of 10 words per minute. This serves as a signifigant barrier to meaningful tech integration. In response, the VILS coach launched daily typing practice through Typing Club. At the end of the three-week VILS Crash Course, teachers were encouraged to continue using this platform to help students grow as typers.
This is an example of the type of work and growth students are making.
Per the DHCS Transformation Plan, DHCS also sought to teach students and teachers about Learner Variability. After attending the Fall VILS Conference, the VILS Coach created this Learner Variability Glyph activity for students to complete with their homeroom teachers. All 3- students complete this activity during this SEL block in March. This activity leveraged important computer literacy skills (like copy and pasting and navigating Google Slides) while also teaching the DHCS community about Learner Variability.
Element Reflection
Element Reflection
Self Reflection on the Element: (Choose one: Emerging, Aligning, or Optimizing)
I believe that DHCS is Aligning in this Element.
Strengths: How did your campus exemplify illustrating this element?
Our strengths are tied to the VILS Coach and School Leader's ability to identify gaps in our students' computer literacy skills and build a meaningful and intentional action plan to address this barrier to equitable access to technology and the digital world.
Next Steps: What could you have done differently to better align with this element?
Next school year, DHCS could improve by more actively sharing and including device using and profiency data with all stakeholders: teachers, families, and students. DHCS could also do a better job at tracking shifts in mindset relative to technology integration throughout the school year in order to develop plans for the following years. We also did not partner with any outside organization this year, so that is another key lever for improvement.
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