Embedded Files
A strong transformation plan unifies the vision for technology integration and device maintenance with the school improvement plan or goals for the year.
Increasing powerful learning in the classroom: Sustainability Plan Summary
Increasing powerful learning in the classroom: Sustainability Plan Summary
Guiding questions:Â
How does data inform the implementation of your plan?
When preparing our action planner document, we reviewed relevant data from such digital learning sources as the Teacher Technology Survey (TTS) and TIM-O data from the prior year. Additionally, we reviewed and incorporated staff and student feedback from the Panorama survey, district goals as outlined in the strategic operating plan, and the school's student assessment data from NWEA MAP, SBAC and NGSS assessments.
How do the teachers, students, and families contribute to your plan?
Teachers
Feedback from Panorama survey
Results from TTS
Participation from Teacher Leader Corps (TLC)
Participation from Instructional Leadership Team (ILT)
Students
Feeback from Panorama survey
Assessment data
Participation from Student Tech Team (STT)
Families
Panorama survey
Participation from School Governance Council (SGC)
What systems have you put in place to create flexibility to adapt and change the plan?
Sustainability Plan Progress
Sustainability Plan Progress
Element 1: Leadership Team
Element 1: Leadership Team
Action Step: To support the shared vision of future-ready learning as seen in the Norwalk Public Schools’ strategic operating plan, we will review Digital Learning data (ie. Teacher Technology Survey and TIM-O walkthroughs) twice per year at meetings of the Instructional Leadership Team (ILT)
After the fall administration of the Teacher Technology Survey, one of the areas for growth that was discussed was around student choice through technology
Action Step: The principal and VILS Coach will meet once per week throughout the school year. These meetings will be established and maintained using a shared calendar event. A document with a rolling agenda will provide the focus for the meetings and next steps for both the principal and coach.
Element 3: Ongoing Professional Learning
Element 3: Ongoing Professional Learning
Action Step: The VILS Coach will continue to provide ongoing job-embedded professional development through individual and small group coaching sessions, classroom visits including co-teaching and modeling, and large group trainings on relevant digital learning platforms and concepts.
Element 4: Consistent Access
Element 4: Consistent Access
Action Step: The student tech team will become more involved in the ticketing/repair process by either sorting 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.
Our IT Technician, Mr. Garcia, meets with the Student Tech Team to show how to identify repair types and organize Chromebooks that are waiting for repairs and how to sort and organize devices that have been sent back from being repaired.
Action Step: We will continue to conduct device checks three times per year, which will provide valuable data for maintaining the Chromebook inventory as well as provide an opportunity to check in with students and staff about their data usage, if necessary.
This email was sent to the staff with explicit instructions for how to conduct the device check with their homeroom classes
Element 6: Equity as a Mindset
Element 6: Equity as a Mindset
Action Step: In order to use data to help inform instructional decisions around digital learning and equity, we will continue to use data from the teacher technology survey, or another similar survey, to collect information on needs in technology use or concerns. That data will help us identify needs around diversity among student and populations
After the fall administration of the Teacher Technology Survey, one of the areas for growth that was discussed was around student choice through technology
By the spring Perceived Values Survey, 73% off teachers reported having students choose what they are working on via technology at least some days and only 27% said they do so rarely or never.
Action Step: In order to ensure that all students’ voices are being heard, we will continue to focus on having equitable representation on the Student Tech Team through recruitment and marketing efforts such as advertising the STT and application link on morning announcements and on signage throughout the school building
Element Reflection
Element Reflection
Self-Reflection: Use the portfolio guide and self-reflect on your progress (Choose one: Emerging, Aligning, or Optimizing).
Aligning
How does your school demonstrate excellence in showcasing the outcomes listed above?
Strengths in this area include evidence that much work has been done to integrate digital learning into not only content curricula but also aspects of the instructional leadership systems at the school. This has been seen in the implementation of our Verizon lab and immersive media class, steps that were taken to reduce Chromebook repairs, including involving the student tech team, new systems for distributing and collecting devices, and professional development efforts around improving instruction to increase student choice.
Next Steps: How will you change your plan to increase powerful learning in the classroom?
More work will be done that aligns with elements of our sustainability plan regarding newsletters and other outreach for families as well as the West Rocks staff.
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