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Logic Model for Integrating Technology

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by

Happy Gladys Jean

on 12 June 2013

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Transcript of Logic Model for Integrating Technology

Inputs Outputs Outcomes Goal: Our students will engage in learning experiences tailored to their individual needs and interests. Effective teachers, leaders, and policies will equip our students with measurable, world-class skills required for college and career readiness in the 21st century. Situation: We intend to move students
from merely surviving their
circumstances to thriving and leading
on a global stage. Integration of
technology will play a integral part in
transforming the educational
experiences that our students will
have; leading to personalized learning
environments for all students. Staff Students Infrastructure Technology STANDARDS
will drive our efforts. ..................................................... ..................................................... Staff Students Infrastructure Technology We will make the most of the RESOURCES. ..................................................... ..................................................... Staff Students Infrastructure Technology ..................................................... ..................................................... Staff Students Infrastructure Technology ..................................................... ..................................................... Staff Students Infrastructure Technology ..................................................... ..................................................... Staff Students Infrastructure Technology ..................................................... ..................................................... Short Term Outcomes Intermediate Outcomes Long Term Outcomes Staff Students Infra-
structure Tech-
nology TRAINING
will be key to
our success. ASSESSMENTS
are needed to monitor progress. We will learn through COLLABORATION. We are part
of a larger COMMUNITY. Short Term Outcomes are those that will occur within the first year of implementation of the School Improvement Plan. Intermediate Outcomes are those that will occur within the second and third years of implementation of the School Improvement Plan. Long Term Outcomes are those that will occur across the district after the third year of implementation of the School Improvement Plan. All students will graduate prepared to pursue the personalized plan they develop in high school. The schools will use data to inform instructional and programmatic decisions. Students will engage in personalized learning environments that monitor their progress and provide appropriate supports so they are on track to meeting the standards and the goals they set for themselves. The district will recruit, support, and retain a highly selective workforce to support our students to be college and career ready. A responsive system of support will establish organized and efficient structures that ensure students and schools have the resources they need for students to thrive. •Elementary school: Ensure students are performing on grade level for English and mathematics to prepare them for a 21st century, personalized, literacy-based learning experience.
•Middle school: Develop and support students’ ability to be independent learners who are responsible for the continuance of their education. In order to prepare them for college, career and life, students will be introduced to a variety of pathways to help them identify their areas of interest. Through cooperative learning and project-based experiences, they become aware of their opportunities and responsibilities in our global society.
•High school: Continue to educate and develop student’s knowledge and skills through personalized learning experiences that provide students with hands-on opportunities to explore potential career and college pathways. This will enable them to graduate with a life plan, where many students will leave high school with industry certifications, college credit, and potential acquisition of an associate’s degree. A serious and comprehensive data system which allows us to monitor student learning with information regarding both academic and social-emotional factors so every student can achieve high standards of learning. Continuous, research-based professional development which embeds a cycle of review for corrective actions in decision making
against results. Continued outreach to establish partnerships which will provide world class experiences for our students. Strong and responsive leadership which oversees cogent structures, processes and policies to deliver results. A sophisticated attraction and retention process to secure highly effective teachers and leaders. Students in grades 4-6 working in teams on identified projects in 100% of the classrooms will experience at least one Cooperative Learning or Project Based unit during year 1. Train teachers in Kagan cooperative learning. Cooperative learning introduced in elementary grades to prepare students for project based learning. Research and visit schools with project based learning models including the New Tech High School model. Informational workshops on college and career pathways will be held to develop common knowledge across the district. Administrators, counselors and career teachers will attend these sessions. Students in grades 4-6 working in teams on identified projects in 100% of the classrooms will experience at least one Cooperative Learning or Project Based unit in each trimester of years 2 and 3. Technology will be available for students to support their individualized learning Technology will be available for teachers to assist them with instruction. Technology will be available for teachers to help them develop individualized learning plans for students. Develop a consistent framework for planning, implementing and evaluating individualized learning plans High quality training for all teachers and leaders to access, analyze, and disaggregate data in real time to inform instructional practices. Increase vertical and horizontal instructional articulation among elementary, middle and high school teachers. Increase in effectiveness of teachers based on the NIET rubric by 2% per year. Increase in student growth by 3% per year and achievement on ISTEP+ and End of Course assessments. Increase in number of students progressing to the next grade level by 3% per year on grade level. We will have district-wide curriculum maps used by all schools that are aligned to the CCSS. These maps will allow teachers flexibility in assisting students to develop the knowledge and skills they need to pursue academic, career, and other life goals. The School City of Hammond will have assessments that are aligned to the curriculum to monitor student progress. Copies of assessments in the office of each building principal.

Copies of the assessments available in each classroom in each school.

The results of the assessments are evident in the district data system.

Increase in student growth and achievement on state and national (PARCC) assessments.

Increase in the number of students progressing to the next level on grade level.

Students working in teams on identified projects in 100% of the classrooms will experience Cooperative Learning or Project Based Learning Units. Common Core State Standards
ISTE Student standards digital age learning Common Core State Standards
ISTE Teacher standards digital age teaching Common Core State Standards
ISTE Administration standards digital age leadership iNACOL National Standards for Quality Online Course Teachers will develop cloud communities with teachers across the district that teach the same subject and/or grade level. Technology will be used to inform parents and the community. Students will publish evidence of their learning for a global audience. They will interact with other learners with similar learning paths to provide and receive peer feedback. The district will provide for regular collaboration for teachers through scheduling and support Each building will have a resource specialist that will help to facilitate integration of various technology resources. Over 13,000 students in
grades K-12 district-wide Over 78% of students qualify for free and reduced lunch district-wide Over 950 teachers and
leaders district-wide Our district of 20 schools is divided into 4 clusters. Each cluster is comprised of a high school, a feeder middle school, and several feeder elementary schools There is also an alternate high school which offers differentiated courses to better meet the needs of our learners. Elementary building are self- contained K-5 classrooms
Middle school buildings house grades 6-8 with subject areas teachers
High school buildings house grades 9-12 with subject areas teachers Collaboration at each level is built within the daily/weekly schedule.
Professional development is regularly offered and new learning is supported both at the building and district level.
Evaluation of instruction is built into the yearly schedule Schools fall into four categories:
digital facility
new facility
renovated old facility
old facility -Digital facilities(5) have smart buildings with-in the floor wiring, digital presentation of instructional materials through Smart Boards, Projectors, audio/visual tools, etc.
-New facilities (3) have the infrastructure to become digital facilities if equipment is purchased. They have wiring friendly walls that can support upgrades in technology. These facilities typically have 3-4 student computer stations and one teacher computer per room. There are some stand-alone visual presenters in some classrooms. There is usually one Smart Board for the building.
- Renovated old facilities (4) have been renovated in the past 15 years to allow for larger and more-useful instructional areas. They have old construction walls that only allow wiring to be placed on the outside of walls in conduit. These facilities typically have 3-4 student computer stations and one teacher computer per room. There are some stand-alone visual presenters in some classrooms. There is usually one Smart Board for the building.
- Old facilities (8) have old construction walls that only allow wiring to be placed on the outside of walls in conduit. Instructional areas are typically too small to allow for student computer station to be in every classroom.
The district will provide professional development that is aligned to the school improvement plan and meets the present needs of teachers. Follow-up support will be included in each PD opportunity. The district will set up and help facilitate digital PLCs in which teachers can collaborate.
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