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.

Guiding questions: 

1. 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.)

The student tech team demonstrates leadership by taking ownership of various technology-related initiatives within the school community. They actively engage in problem-solving, troubleshooting, and implementing innovative solutions to enhance the integration of technology in teaching and learning.

2. How are you increasing the capacity of your student tech team members? 

We offer Student Tech Team as a Personalized Enrichment Program (PEP) club every trimester at Tubman.  Any 6th-8th graders interested in Student Tech Team (STT) can apply by completing an short application.  The application asks students to describe why they would be a good fit for STT.  Students do not need to have any tech experience to apply!  Once all applications have been submitted, the PEP Leader and VILS Coach meet to review the applications and finalize the selection.  Because this process happens three times a year, there multiple opportunities for new students to apply and become a part of STT.  Or, students who wish to remain in STT and continue to build their tech skills can re-apply.  These repeat STT members have allowed our STT at Tubman to grow internally from a student-led growth perspective.

Once the group is selected, we meet for ~35min every Monday - Thursday.  During these meetings, the VILS Coach works with the students to train them and build up their technical knowledge in entry-level tech support/troubleshooting.  Students also develop 21st-century skills such as leadership, responsibility, and metacognition during their work at STT members.  The VILS Coach creates a schedule for students to rotate daily between duties such as collecting and clearing student loaner computers, robotics with Little Bits, programming with Sphero, and completing Discovery Education coding courses.

VILS Coach and Tubman STT is the Featured Story profiled in Crescent City School's January 2024 Newsletter

Guiding questions:

1. How does the availability of LTE data influence instructional practices? 

The availability of LTE data through the VILS grant id crucial for our school. With this resource, students can now access the internet at home, even if they cannot afford Wi-Fi. This has leveled the playing field for all students, ensuring equitable access to educational resources students need to succeed by enabling students to complete digital homework assignments, conduct research, and access online curriculum materials. It also allows teachers to integrate dynamic online resources into their lessons, fostering a more immersive learning experience.  This has revolutionized instructional practices by breaking down barriers to internet access for our students and ensuring equity for all our students and families.

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

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

As of mid-February 2024 we have 57 5th - 8th grade students that use day devices due to damage to their VILS device; this represents 15.3% of our VILS student population.  Per school leadership, all student-device related issues and procedures have been delegated to our new IT Manager who could describe the school's plan for the device-care procedures this year.  

If asked to contribute to the plan, the VILS Coach's recommendations would be to created a more streamlined system for contacting families with more frequent touch-points regarding their students' device repair.  This could mean attempting to get solutions for any outstanding repair fees as well as having a quicker system for getting repaired devices back to students in a more timely manner.  VILS Coach would also suggest designing a PBIS system where loaners and day-devices / VILS device-care is tracked by homerooms of a weekly basis and rewards distributed to the students in the homeroom that showed the most responsibility with their VILS devices.

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

• Self-Reflection: Use the portfolio guide and self-reflect on your progress (Choose one: Emerging, Aligning, or Optimizing).

We are in the Alignment stage.

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

At Tubman, we take pride in fostering a culture of technological innovation and empowerment. One of the key pillars of this culture is our Student Tech Team, a group of dedicated students who demonstrate excellence in various aspects of technology.  Our STT members assist their peers and teachers with basic tech issues which empowers students to take ownership of their technology.  STT members also participate in a coding course offered through Discovery Education. This class provides them with an introductive understanding of coding languages, principles, and practices. Students learn how to create code, develop algorithms, and solve problems using computational thinking. This exposure to coding not only enhances their problem-solving skills but also prepares them for future careers in technology.  In addition to coding, our Student Tech Team engages in robotics using the Little Bits system. This hands-on experience allows them to design, build, and program robots using modular electronic components. They learn about circuits, sensors, motors, and more, while also honing their teamwork and collaboration skills. This exposure to robotics not only sparks their interest in STEM fields but also encourages creativity and innovation.

• Next Steps: What are your next steps to sustain a system and infrastructure for consistent access while enabling learner agency and digital competency?

To create a sustainable and ongoing infrastructure, CCS CMO will need to develop a plan to address students and families who do not have home wifi next year to create a substitution for the VILS-provided mobile data.  CCS CMO has communicated that they are committed to having students continue a VILS-like program next year with teachers and students completing digital classwork & homework; however, a plan will need to be developed to identify and address families who will need support in getting home internet access.  

Also, CCS CMO should remain committed to providing a dedicated Technology Coach to continue our growth in digital competency.  Due to school budgetary restraints, this position could be something held on a district-level which serves all CCS schools if each school is unable to have their own Technology Coach at each campus.

Finally, a more robust digital citizenship program should be implemented for students.  Instead of having students only complete 2 lessons at the beginning of the year, they should be ongoing lessons.  Tubman could use a combination of Google's Common Sense Media, Discovery Education's My Digital Life, and other supplemental programs such as EverFi if needed.