Life Info Session

2009-2012 NCLB Title II Part D District 31 & 22 Competitive Grant LIƒE ProgramThe Leadership Innovation for Education

October 2009 1

Welcome and Introductions Celine Azoulay- Technology Innovation Manager, Staten Island & South Brooklyn [email protected]

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Office of Educational Technology http://nycedtech.com

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Oitlive WebsiteTitle IID Information Portal LIƒE Programhttp://oitlive.com

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Please share your contact information Link is found on OITLIVE website Click on LIƒE tab and then click Survey

2009-2012 NCLB Title II Part D Competitive Grants 

Purpose: > Improve students’ academic performance in the core subject areas of English language arts, mathematics, science, and technology literacy through effective use of technology in the process of teaching and learning.

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Themes: > Leadership and System Change through Technology Innovation  System Change of Teaching and Learning through Technology

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Project Design 

The LIƒE Program is designed to expand the use of effective, research-based practices to increase access to technology infused learning and to develop a stronger network of support for schools in their efforts to bridge the achievement gap.

Application context & process  We will work to achieve the following goals: > The LIƒE Program is aligned to Children First reforms and DOE educational technology strategy. > Aligned to SSO structures. > Strengthen mechanisms for transferring promising practices or lessons learned beyond grant participants. > Purchase technologies that can be supported by standard procurement and maintenance agreements.

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Professional Development Timeline Year 1 Session 1

LIƒE Program- Leadership Forum: Constituents to plan LIFE implementation

Session 2

Designing Standards-Based Projects

Session 3

Professional Development Course fro Teachers Facilitating Online Learning for Students (credit recovery or advanced placement courses).

Session 4

Curriculum Mapping as a Tool for Project Based Learning

Session 5

Planning Student-Centered Assessment

Session 6

Building E-Portfolios: Essential Components

Session 7

Tools That Can Be Used to Author Professional and Student E-Portfolios

Session 8

Intel Teaching Program

Session 9

Creating E-Portfolios Using Web 2.0 Tools

Session 10

Web Portal Training/ E-Portfolios

Session 11

Using Student Data To Improve Instruction

Session 12

LIƒE Program- Leadership Institute Consultation, customized training, inter-visitation; schoollevel PD 6

Project Overview  Leadership Innovation For Education (LIƒE Program) will >

Provide an extensive blended model of professional development for teachers and instructional school leaders to facilitate the infusion of technology enriched curriculum and assessment. Educators will enhance curriculum with authentic, project based learning (PBL) units that engage students in real work learning scenarios to improve student academic performance across all core content areas.

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Host digital PBL units and student work in electronic portfolios using a variety of digital media to demonstrate mastery of new knowledge and skills.

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Explore online learning for students in need of credit recovery, advanced studies, college and exam preparation, remediation and differentiation. Additionally, teachers will be equipped with the skills to facilitate online learning.

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Provide a comprehensive and customized program of professional development for teachers and supporting administrative staff including the SSO network teams and School Based Inquiry Teams.

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Project Overview  Leaders > Intel Leadership Forum for Principals and Intel Teacher Forum for educators > Leadership Forums Across the Year  Topics- low cost laptops, onsite tech support, 21st Century Curriculum, etc  Teachers > Professional Development for educators in shifting standard educational practices to innovative practices to enhance student achievement. > Intel Teach Essentials program where teachers learn to infuse 21st Century skills into their curriculum in an effort to create project-based lessons that promote problem solving, critical thinking and collaboration skills among students. > Professional Development Course for Teachers Facilitating Online Learning for Students (credit recovery or advanced placement courses).  Students > > >

Development of ePortfolios for students to demonstrate personal learning goals and growth over time. Students will use digital media to incorporate 21st Century Literacy Skills Participate in “Digital Support and Empowerment Teams”

Need for Project  Academic Need > All participating schools have been identified as schools in need of improvement, schools under regents review, and/or schools requiring academic progress. > Targeted schools in District 31 & 22 were cited for failure to meet AYP in ELA. In the majority of schools failure to meet AYP was the result of poor performance among ELL and SWD student populations. > Students 4 year graduation rate is below citywide average, illustrating the need for credit recovery.

 Professional Need > A significant % of teachers in targeted schools are teaching out of certification > The turn-over rate for targeted schools is higher than that of non-targeted schools.

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Project Goals Goal 1 : To provide a sustained, comprehensive program of professional development for administrators and school/ district leaders in order to expand the number of effective educators who will be able to demonstrate promising practices of instructional technology integration. Goal 2: To achieve measurable improvement in student academic performance on NYS assessments in the core curriculum areas of ELA, Mathematics, Science and Technology Literacy for all students, including English language Learners (ELL’s) and Students with Disabilities (SWD).

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Strategies and Activities  Students will demonstrate increased achievement in English Language Arts, Math and Science.  At least 80% of students will create high quality student centered e-portfolios that meet standards as assessed by rubrics developed and administered by participating teachers.  Students will demonstrate increased technology literacy skills as assessed by student surveys, as well as a student technology literacy assessment of 8th grade students  By the end of year one 10% of teachers will receive a minimum of 50 hours training to enhance their instructional technology proficiency as part of a blended model of professional development that includes face-to-face workshops, webinars, on-line courses towards IT certification, and on-site and in-class support including coaching and mentoring. By the end of year two 25% of teachers in participating schools will receive the same as above. By the end of year three 50% of teachers in participating schools will receive the same as above.  By the end of years 2 and 3 it is expected that each project school will develop approximately 10 online courses.  By the end of year one, it is expected that each school will create at least 5 high quality, technology rich PBL units in the core subject areas of ELA, Math or Science.  Teachers will create professional e-portfolios to host their PBL units  School administrators will attend approximately 36 hours of customized training including face-toface workshops, webinars, visits to model school sites, and on-site consultations. The training will enable school administrators to observe and model best practices of technology infusion into instruction and share PBL units

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Hardware 

Digi Tools – a package of all the digital tools to needed to implement a 21st century model of project based learning and e-portfolios that are rich with digital media.

 Service subscriptions

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Professional Development Offerings Overview:

Traditional workshop model Online courses Webinars – reflecting new content and a reiteration of traditional workshop Visits to model school sites; coaching & modeling on-site e-Portfolio sharing Conference presentation & forums for sharing best practices

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Evaluation Evaluation Model > > > >

Surveys Observation data Individual and group interviews Technology integration and technology literacy skills assessments > Student e-Portfolios assessed with rubrics

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School Expectations Overview:

For LIFE to be most successful it is imperative that NYC DOE staff, school staff and project staff work collaboratively for the good of the project.  Educator Expectations > Participating educators will attend all scheduled training. > Share information with relevant staff members. > Develop student e-Portfolios. > Capture and publish innovative practices that enhance student achievement. > Collaborate with project staff to target teachers who will be most successful. > Provide opportunity for on-site professional development. > Work with project staff to identify ways to infuse National Education Technology Standards. > Encourage and support grant goals and objectives

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Principal Expectations  Principals grant approval for their DAAR Technology Innovation Manager to review school-level Periodic Assessment data in ARIS in order to align the grant programs to their school improvement and student learning needs.  Principals will enable lead educators participating in grant services to participate in inquiry teams to align the grant program activities to the goals and strategies of the school CEP and inquiry program.  Principals will comply with evaluation process.  Participating educators will turn key to other educators during common planning, team meetings, grade conferences, etc.