A Whole New Generation of Learning

1. A Whole New Generation of Learning School Leaders Development Series (VII) A Symposium on eLeadership Stories November 25, 2006

2. Environmental Forces • Information is a disposable commodity for today’s students • Digital age students can truly multitask and process concurrent streams of stimuli • Communications has evolved to a state of instantaneous digital presence • Leadership is no longer a function of position but the responsibility of all group members • The knowledge worker is becoming the new currency of economic global competitiveness

3. Guiding Principles KSD Technology Vision “A comprehensive, instructionally sound, student-centered educational program where technology plays a meaningful role in supporting, extending, and individualizing learning opportunities for all students.” • Equitable • Scalable • Supportable • Systemic • Standards-based

4. Who is the Kent School District? • Kent School District located in Seattle, WA covers 72 squares miles and is the 4th largest district in Washington State. • KSD has 27,500+ students enrolled in its 41 schools. • KSD student population is 38% ethnic minority and this percentage continues to grow annually. • KSD serves 103 different language groups and its English Language Learners (ELL) population is growing about 10% annually.

5. So how does it fit together? Equitable Use technology appropriately & effectively in the organization Supportable Successful Prepare All Students For Their Future Standards-based Increase student engagement and academic achievement Scalable Systemic

6. Students Students Parents Employees Partner Agencies General Public District Intranet Portal Personalized interface allowing different KSD users secure access to web delivered tools & resources based on role and location. District Extranet Personalized interface allowing secure access to select district network resources by authorized external users. External Public Website Communications & Collaboration Tools Web Content Delivery & Management Tools Professional Growth & Development Instructional Management, Delivery & Support Business Operations & Support Data Research, Analysis, & Management KSD Digital Learning Commons KSD e-Business Operations Center KSD Online Data Analysis Center Standards-based SKILLS: Employee Technology Skill Competencies, Student Technology Skill Competencies Standards-based SOFTWARE:NOS, Email, SIS Database, Financial/HR/PR Database, Desktop Productivity Suite Standards-based HARDWARE: Network Environment, Desktop Environment, Web Architecture KSD Strategic Technology Framework

7. Equity You will see equity in learning opportunities supported in a number of ways. • 1:3 student computer ratio in all schools • A free computer grant program for families without computers in their homes • Partnered with telecommunications company providing Internet access into student homes • A student technology leadership program

8. Equity • Established community-based technology learning centers for after school access • Instructionally focused technical service model - all support requests resolved within 48 hours or less with less staff. • District network stability and uptime of 99.9% • Fiber optic metropolitan-area-network connecting all 41 schools for high-speed Internet access and data exchange.

9. Standardization In order to get to the heart of instructionalsignificance, technology must be: • Reliable & stable to gain teacher trust • Consistent to minimize training demands • Aligned to specific skills for teachers, students and administrators Other Roles for Standards • Used to focus discussion on the right topics • Cost effective to support & maintain • Leverage buying power in negotiations

10. Alignment is critical to success What does that mean? Staff & Student Technology Skill Competencies District Software Standards Instructional Outcomes Professional Development Models District Hardware Standards

11. Leadership • Gates Leadership Project • Intel Master Teachers • ETip Program RecommendedProductivityTools Staff Standards: Distinguished Level • Action Research • Elearning Academy • PD Point Series Advanced Technology Integration • “For the Classroom” series • Student & Teacher partner classes • Building-based sessions • Online Tutorials • Intel Teach to the Future Technology & Instructional Integration Enables Student Standards MinimumProductivityTools (Provided on all computers) Staff Standards: Proficient Level Staff Standards: Basic Level • PD Starter Sessions • Beginners Guides • Mentor Teachers Basic Operations Systemic Alignment Resources Expectations PD Continuum PD Activities

12. Case Study – Kent Technology Academy For 2005-2006: • 90 – 7th Grade Students • 60% from our low socio-economic service area • 38% free or reduced lunch status • 52% minority student population • Participants include: • 11 ELL students • 7 Special Education students • 9 Highly Capable students

13. Guiding Principles Create a learning environment that: • Uses a rigorous, relevant, and engaging curriculum aligned to state standards • Reflects the diversity and overall demographics of our district • Incorporates new teaching strategies specifically designed to reach digital age students • Evolves the role of the student and teacher in the learning process • Incorporates technology in meaningful and transparent ways to support instruction • Serves as a scalablemodel and research site for the next phase of tech levy initiatives in the district

14. Program of Study • Classes are taught in an interdisciplinary, project-based approach but are closely aligned to the state academic standards. • Students receive differentiated lesson assignments and assessments for certain class components. While other components are to be completed by all students. • All students are to maintain an electronic portfolio that contains both product and process learning samples. • All students complete culminating projects and conduct public presentations at the close of the school year.

15. Program of Study • All parents and students are required to sign a learning contract and attend three after hours learning orientation sessions with their students at the beginning of the school year. • Classes use technology extensively but still contain meaningful offline learning activities. • Writing is emphasized and integrated across the curriculum including math.

16. Logistics • All students receive a laptop that they use for their school work and are permitted to take it home. • They are required to pass a series of assessment to earn the right to take it home. We call it their “drivers license”. • An electronic learning management system assists the teachers, students, and parents with distributing, submitting and monitoring lessons and assessments within and outside the classroom. • Internet access is provided by the school district for all students in the academy.

17. Logistics • A laptop spares pool is maintained on site as well a replacement battery bank. • We do have theft deterrent software installed on the laptops in case of theft. • While we have had some damage this year to the laptops – well within the expected range for normal use – we did not have any laptops stolen or lost. • We provide a couple desktop computers in the classroom that students are required to use if they forget their laptop.

18. Results So Far

19. Lessons Learned – So Far • It takes a lot of hard work and commitment to make something like this work. • Great teachers are required for quality learning to occur. • The biggest change was not the technology use, but the changes in the instructional practices and student attitudes towards learning. • Whole group, differentiated learning at high levels is achievable, and technology can play a valuable role in helping this to occur • Technology can level the playing field for learning opportunities with the right support mechanisms in place. • The logistics in managing this type of program as it expands will not be nearly as difficult as the people issues.

20. Lessons Learned – So Far • Students are not only recipients of the benefits of technology; they are also the messengers. • The ROI is not as important as the ROA. If technology goals are created within the context of educational outcomes then the investment will be realized. • The vision must be clear, compelling, and worth doing. However, it takes passion to remove the roadblocks to make the difference in teaching and learning. • To ensure equity in learning opportunity, a leader must be the advocate for those studentswithout a voice that exist in every organization or entity. Technology alone will not close the digital divide. • This concept is promising and worth continuing.

21. Role of Leadership in Instructional Transformation • Provide a clear, compelling vision that engages all stakeholders • Personally engage to fully understand the changes that are occurring • Provide the appropriate support resources necessary to facilitate the changes • Remove the roadblocks that prevent your change leaders from succeeding (i.e. organizational, political, procedural, personnel, etc)

22. Role of Leadership in Instructional Transformation • Ensure appropriate accountability measures exists and are aligned with the goals to move your group toward the vision • Model the new behaviors and attitudes when it is practical or possible • Create plentiful opportunities to celebrate as a community to maintain a positive culture and forward momentum • Be the positive and consistent advocate for the changes internally and externally

23. A Whole New Generation of Learning Questions or Comments? For additional information, visit our district website at: www.kent.k12.us Or email me at: don.hall@mindsourcetech.com