� �A Report to the Board Curriculum Committee

January 16, 2018

For the past six years Radnor Township School District has provided one-to-one iPads for high school students as well as iPad carts and class sets to elementary and middle school students. The administration recommended a full review of the iPad program at Radnor High School as well as a look at the use of, and access to, devices K-12. This portion of the review assessed both the educational and financial impact of the current use of devices at Radnor High School.

Specifically, we wanted to learn the following:

� Question I: How do devices currently impact teaching and learning in RTSD?� Question II: How could / should devices enhance teaching and learning in

RTSD?� Question III: What device(s) and level(s) of access provide the optimal

learning experience and best meet district goals?� Question IV: What is the financial impact of the recommended program on

our budget?

High School Focus

Recommendations Part I: High School committee work, what was learned, foundational goals and beliefs (January ‘18)

Recommendations Part II: High School device recommendation, financials, timeline and related goals (February ‘18)

Recommendations Part III: K-8 committee work, beliefs, foundational goals, device recommendations and financials(September ‘18)

5-year Vision Statements (2011):

ü Interactive whiteboards and projectors in each classroomü Replace / refresh cycle based on capacity requirements

(software needs)ü Enhanced / aligned professional development curriculum,

instruction, website communicationü Pilot studies of handheld devices, eReaders, virtual

textbooksü Cost / benefit analysis of online classes, BYOT, virtual

desktopü Transformational use of technology

üInteractive whiteboards and projectors in each (applicable) classroom

üReplace / refresh cycle based on capacity requirements (software needs)

Enhanced / aligned professional development curriculum, instruction, website communication

ü Schoology® Learning Management System (LMS) adoption and training to unite teachers and students and to connect instruction and assessment

ü Designated high school technology coach in place for three yearsü Core APPs selected and supported with trainingü School wide Professional Learning Communities (PLCs)

establishedü Aligning Curriculum and Technology to Standards (ACTS) program

offered (optional)Pilot studies of handheld devices, eReaders, virtual textbooks

ü Piloted Kindle Fire©ü Piloted online textbooks in Biology, English, AP Psychology,

Thirteen (13) RHS courses currently have textbooks that are online.

üCost / benefit analysis of:üOnline classes: Year-long study found

rigor was lackingüBYOT: Study produced a

recommendation to allow limited BYOTüVirtual Desktop: This technology was

fading and study was abandoned

üTransformational use of technology

This slide is from the 2011 presentation

Our

Com

mitt

ee

11 Administrators

11 Teachers

2 Students

4 Technology Specialists

4 Community Members

Our Websitehttps://www.rtsd.org/Page/21513

February 2017 -Present

�Radnor High School (1:1 iPads)�ET Richardson Middle School (1:1 Chromebooks)�Lower Merion High School (1:1 Macbooks)�Ridley High School (1:1 iPads)�Downingtown STEM Academy (choice)�Downingtown Middle School (iPads)�Spring-ford High School (Windows Lap Top Pilot)�Spring-ford Middle School (Limited Technology)

Site Visits

April 16: Action Planning, timeline, rolesApril 25: Background standards, inventory,

Technology Plan, study questionsMay 11: SAMR Model, study tools (surveys,

look-fors)June 8: Debrief site visits, Social Emotional

Well Being and Technology presentation

Committee Meetings

(con’t)September 14: Teacher Voice (survey and

focus group results, how iPadsare used at RHS)

October 24: Student / Parent VoiceNovember 30: Draft Rationale and Beliefs,

technology vision, cost previewDecember 19: Belief and Data Review, Device

Experience

Committee Meetings

SurveysTeacher SurveyParent Survey

Student Survey

Focus GroupsK-12 Teachers

ParentsRHS Students

RHS Department ChairsRHS Core Tech TeamK-12 Tech Liaisons

� Google� Microsoft� Apple� ISTE Standards� SAMR� RHS Teacher � ISTE Conference� Technology and

Adolescent Social/ Emotional Well-being

� Google Leadership Symposium

� RTSD Technology Plan

Info Sessions &Presentations

1. College and career expectations require the use of technology.2. RHS students should have access to a (1:1), internet connected device.3. Students do not need to be proficient with one device.4. RTSD should articulate minimum expectations for the integration of

technology where it has been shown to benefit students by establishing:1. K-12 expectations for students’ mastery of critical technology

competencies.2. Consistent expectations for teachers’ understanding and effective

use of instructional technology to support student learning.3. Minimum expectations and guidelines for the use of Schoology

5. Integration of technology is most effective when paired with sufficient professional development and technical support.

6. Students need to be able to manipulate data and be proficient with the Microsoft Office Suite.

At the conclusion of their work, the committee agreed on the following belief statements.

Schoology is currently available in grade 3-12.

How do devices impact teaching and learning at RHS?� Schoology is by far the

most frequent, widespread and valued use of devices.

� Teachers and students have all noted improvements in note taking, organization, communication.

� Parents (65%), teachers (69%) and students (86%) report that technology has had a positive impact on learning.

� Students (66%) and teachers (77%) believe Schoology has improved communication.

� Students (77%) report a personal device has improved note taking and quality of research.

� Students (60%) report technology promotes collaboration with peers.

(con’t)� Devices are regularly used

to access resources and improve research.

� Devices are used both at home and in school.

� Devices positively impact work habits and creativity.

� School-based 1:1 equalizes the student population.

� Students (78%) and parents (80%) report technology enhances access to resources.

� Parents (62%) consistently see their child accessing resources using technology.

� Students (81%) believe technology enhances their efficiency.

� Students (65%) report technology has improved their creativity.

� 73% of students report technology allows them to“domore than ever before.”

(con’t)Although a direct correlation cannot be drawn, after three years of a full 1:1 implementation, Radnor High School has maintained, or improved, their status on the following state and national rankings.

ü Advanced Placement Equity and Excellence ü School Performance Profile (SPP) Scoresü School Digger ü US News and World Report ü Great Schools ü The Washington Post: Most Challenging High

Schools

How could/should devices impact teaching and learning at RHS?� Expand the use of

Schoology features� A keyboard would increase

the use of devices in some areas

� Revisit the idea of online or blended course work

� Revisit the goal of transformational learning

� Some teachers (37%) report using creativity tools.

� The content areas that had more intense professional development, have higher device usage levels.

� Students and parents noted frustration with Schoology because of inconsistent use of some features.

� Sites with successful 1:1 cite extensive professional devolvement as a key component to their success.

� Teachers and students expressed concern about the about the reliability of the wi-fi

� Parent focus group members expressed concern about gaming and distractions

� Parents expressed concern that technology-based assignments are sometimes low level alternates to more rigorous tasks such as exams (e.g. iMovie vs. written piece)

� 35% of RHS teachers report wireless connection as the biggest barrier to technology use.

� 36% of teachers characterize technology as unreliable.

� 13 parents surveyed reported devices have had a negative or overwhelmingly negative impact on learning

� 1 parent expressed concern about “electropolution”

� Parents and students reported Schoology can sometimes be frustrating because use is not always consistent

� Students and parents in focus groups felt iPads made printing cumbersome

� Students shared frustrations with the lack of a keyboard with the iPad

� Teachers and administrators expressed concern over the reduction of technology personnel and programming

� ACTS professional development program eliminated in 16-17

� Full-time Director of Instructional Technology eliminated at the end of the 16-17 school year

� High school technology coach reduced from three days to one

� The post-secondary world we are preparing students for pre-supposes students have access to, and are comfortable with, a device.

� Students require devices to fully benefit from, and interact with, the many features of the district's Learning Management System (Schoology©) at home and school.

� Parents, students and teachers all associated improvements in communication, note taking, organization and access to resources to students 1:1 devices.

� Providing devices through the school “equalizes the playing field” for all students.

� There are groups of teachers moving into the appropriation and transformational stages and eliminating 1:1 would stifle this growth.

� To date, 13 courses at RHS have textbooks that are accessed online.

From Our Radnor Students……� Technology gives students more time to learn.� Apple Classroom has mitigated game playing, we now spend more time learning.� Technology is not for games, technology can actually help you learn and I have learned more

with my iPad.� We need 1 to 1 because if the High School truly wants to pride itself with providing the best

education to prepare students for the real world, then the only way to do that is give students access to a personal device.

� With an iPad, the library is never closed.� Students have a great sense of responsibility when the device is personal.� Efficiency improves learning – technology reduces the amount of time needed to set up for

learning and has increased the pace of learning.� Discussion boards in class allow us to share thinking throughout the class and it happens

parallel to class discussions. There is a lot more input, sharing and out of box thinking with technology.

� We will be at a major disadvantage if we leave RHS without technology skills.� Outcomes are not mechanical tasks like making a movie, better examples are how we can get

learn to prioritize intellectual choices. � Digital portfolios allow us to measure our own growth, to evaluate the process, present my final

product, and reflect on my growth. I can now share beyond the four walls of RHS.

From our expert panel….� We expect students to come to college able to troubleshoot a basic

standard interface. Be able to install software, add or remove plug-ins, effectively use presentation software such as PowerPoint or design software.

� I expect employees to be experts on social media management –know that people will Google you and manage your presence for that.

� The trend is away from specialization to generalization. Workers in any position need some level of tech skills. Tech skills are hard skills.

� Everyone needs to have a working knowledge of the Microsoft Office Suite.

� Be with your thoughts. Reboot your brain, innovative thoughts come when people unplug, so intentionally have time using no technology.

� Be technologically nimble.� The greatest computer is the human mind.

What do we need a 1:1 device to do?

q Allow users to access the full suite of Schoology© and Microsoft Office.

q Have broad enough functionalities to be a user’s only device

q Have a proven track record of large scale deployment manageability

q Be durable and portableq Have a keyboard and an extended battery lifeq Have a useful lifespan greater than four yearsq Successfully host commonly administered

assessments (AP, CDT) and core resources such as online textbooks

q Start up very quicklyq Provide online and offline capabilities

What do we want students to do with the device?

q Interact with the full suite of Schoology©features

q Access applications that support creativity, critical thinking, collaboration and communication

q Access course resources and data basesq Simulate the types of technology

experiences students will have in post-secondary schooling and work

q Type on a keyboard / create contentq Take CDT, AP, ACCESS and other

assessmentsq Quickly have access to device featuresq Use the full Microsoft Office Suiteq Use the device online and offline

What are the goals? How will they be measured?

Recommendations Part I: High School committee work, what was learned, foundational goals and beliefs (January ‘18)

Recommendations Part II: High School device recommendation, financials, timeline and related goals (February ‘18)

Recommendations Part III: K-8 committee work, beliefs, foundational goals, device recommendations and financials(September ‘18)

What device and level of access provide the optimal learning experience and best meet district goals? Recommendations

Part IIFebruary 2018

What is the budgetary impact of the recommendation?

Recommendations Part II

February 2018