Embedded Files
To close the digital learning gap, we must make sure that students have access to technology and high-speed internet outside of school.
Sustain a system and infrastructure for consistent access: Device Status
Sustain a system and infrastructure for consistent access: Device Status
Syam Tutorial.pdf
Guiding questions:
What are the systems & processes in place to provide replacements for lost or stolen devices?
When students' devices are in need of repair, one of their teachers, typically their homeroom teacher, submits a repair ticket/IT Work Order through the district's help desk ticketing system, SYAM. Once the ticket has been created, the student should receive a loaner device until theirs is repaired and returned. The device in need of repair is brought to a secure storage space in the library until it is collected by the IT technician. The technician collects the device from the library and will assess the ticket and condition of the device. They will usually ship the device to AGI for repair. Once a device is sent back from being repaired, the technician receives it, labels it, and places it in the mailbox of the assigned student's homeroom teacher so it may be returned to the student.
We are constantly including ways to involve the student tech team in this process. We either have them sort the devices by repair type when they are in the library waiting to be repaired and/or sort and label them after they have been repaired and sent back to the school. In either case, the tech team's involvement in the process supports the work of the IT technician and helps to expedite the whole process.
What is your end-of-year device collection process? Include a timeframe for collection in any details you include.
This year we are planning to collect Chromebooks from all of our students in June within two weeks of the end of the school year. The eighth graders' devices will be evaluated and sorted by our IT team and then powerwashed, cleaned, re-labeled, sorted, and reissued to our new 6th-grade students for the following school year. Sixth and seventh graders will have the option of picking their device back up in July to use for summer work. The rest will be redistributed at the start of next year.
Enabling learner agency and digital competency: Student Tech Teams
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.)
The student tech team gathers for twice-weekly meetings on Tuesdays and Thursdays for 30 minutes. They have worked on creating and publishing resources on digital citizenship, maintaining the technology resources website, and learning about some of the newer digital learning platforms the district has adopted in order to support their fellow students and staff with their use. Furthermore, the tech team even creates content around technology and digital learning through a student-led podcast called "Panther Bytes."
How are you increasing the capacity of your student tech team members?
This year, we have increased the leadership capacity of our student tech team members by empowering them to be more involved in IT work and the Chromebook repair process. Additionally, they have taken advantage of opportunities to help lead STEAM events, including the STEAM Family Night events that were held in December, March, and May in our Verizon lab. The team has also gotten involved in a 3D printing project where they were asked by the district's assistive technology department to create keyguards for iPads to help students with special needs.
Enable learner agency and digital competency: Digital Citizenship
Enable learner agency and digital competency: Digital Citizenship
Guiding questions:
How are parents, students, and teachers supported consistently in growing as Digital Citizens?
Many of our students are supported in digital safety consistently through instruction from the library media specialist (LMS), either by taking the LMS's class or through a collaboration between the classroom teacher and the LMS. Additionally, lessons and activities around social-emotional learning (SEL) and responsibility are conducted during periodic advisory sessions. These will often include how to be responsible and stay safe when using technology. Finally, digital safety and wellness is reinforced through a series of digital citizenship lessons that the entire student body goes through, including a pre-assessment, lessons, and a post-assessment.
In what ways has your school fostered student ownership with devices and data usage?
Periodically, the principal and VILS coach will present topics related to student ownership of their devices by appearing on the school's live morning announcements. Additionally, during grade-level assemblies dealing with student responsibilities and conduct, aspects of digital citizenship, and responsibilities and consequences for district- and VILS-issued devices are addressed.
Finally, as shown in the document below, students and their families are presented with a letter explaining the district's vision for digital learning and issuing 1:1 devices. This letter also explains student responsibilities pertaining to acceptable technology usage as well as potential charges as consequences for misuse.
Device Responsibility Letter.pdfSustain a system and infrastructure for consistent access: Data Analysis
Sustain a system and infrastructure for consistent access: Data Analysis
Guiding question:
How does the availability of LTE data influence instructional practices?
Teachers know that they can rely on LTE data when the internet/WiFi is not performing properly within the school building. Additionally, homework can be assigned without the additional stress of which students will or will not be able to complete the work.
Guiding question:
2. In what ways does your data usage report reflect the students' need for connectivity at home?
Many of our students already have home internet. However, keeping digital equity in mind, our data shows that having LTE data is important for students to be able to have constant connectivity to further their studies outside of the school building and outside of school hours.
Guiding question:
3. How does your current claims data align with your school’s device care procedures? What is one focus area moving forward?
Our claims data shows a higher-than-normal amount of device repair needs. This does not seem to be well-aligned with our device care procedures. An area of focus moving forward is to continue to work with students and their families to understand elements of device care and device use responsibilities to hopefully reduce the amount of repair claims.
Guiding question:
4. What effects do the systems implemented by your school or district have on maintenance and replacement processes within your building?
Overall, the repair process has worked well. However, there have been times when we have felt a strain on our inventory of loaner devices due to a large number of repair claims and/or the amount of time needed to fix and return repaired devices.
Element Reflection
Element Reflection
Self-Reflection: Use the portfolio guide and self-reflect on your progress (Choose one: Emerging, Aligning, or Optimizing).
Optimizing
How does your school demonstrate excellence in showcasing the outcomes listed above?
Strengths in this area include putting a lot of effort into increasing the leadership capacity of our student tech team this year, including getting them more involved in device care and the repair process, as well as opportunities to support and provide leadership to fellow students and staff.
Next Steps: What are your next steps to sustain a system and infrastructure for consistent access while enabling learner agency and digital competency?
Continue to find ways to reduce device repairs
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