2. One Small School’s Story: Collaboration, Training and Technology Shelee King George Puget Sound Center for Teaching, Learning and Technology

3. Dedicated To Bill Ellis Paul G. Allen Family Foundation Seattle School District Puget Sound Center for Teaching, Learning and Technology

4. Table of Contents TISS Grant Transforming High Schools Cleveland High School Cleveland’s Journey Lessons Learned The Road Ahead

5. Chapter One The TISS Grant

6. Technology Infusion in Small Schools a.k.a. TISS Grant from the Paul G. Allen Family Foundation Acknowledges the labor intensive tasks transitioning to small schools

7. How can technology be applied to enhance teacher productivity, efficiency, and effectiveness in the adoption of engaging instructional practices?

8. The TISS Wish Greater student engagement and personalization of learning More project based learning Increased use of technology to enhance teacher productivity, communication and effectiveness

9. Chapter Two: Transforming High Schools

10. Small Schools Advocate Learning strategies that are More personal Relevant Challenging

11. Size Matters Too many classes Not enough rigor Lack teacher/mentor relationships Tend to be rigid Tend to be schedule driven

12. Small Schools Emphasis on personalized learning Rigorous achievement Engaged communities of learning Professional growth for teachers Equity

13. Size Alone Does Not Make A Good School

14. Good Schools Have a common focus Have high expectations Are personalized Value mutual respect

15. Teachers in Good Schools Have time to collaborate Have time to strengthen their skills Integrate technology into the teaching and learning environment Value student exhibitions, performances, and portfolios

16. Chapter Three: Welcome to Cleveland High School

17. Cleveland High School Seattle School District –110 schools –46,416 students Part of the Gates Foundation High School Transformation and the Achievers Scholarships Programs

18. Small School Transition 2003 Small Schools Planning 2004 Small School Implementation 2004 TISS grant begins

19. Meet the Students

20. 735 Students 59% graduate 59% free/reduced lunch Culturally diverse –48% African American –28% Asian –11% Latino –11% Caucasian –2% American Indian

21. Cleveland Staff Of 44 certificated staff members 50% are new to Cleveland Current staff 40% have less than 4 years teaching experience –75% Caucasian –14% Asian –11% African American

22. Theme-based Learning Communities InfoTech Academy Global Studies Academy Health Environment and Life Academy Arts Conservatory Satellite

23. Student Advisory 20 students per advisory Intent –Build relationships –Personalize learning –Culminating project Reality

24. Achievement 2 nd year program improvement in Math and Reading Lowest test scores in the district and state Minimal progress

25. Resources Gates Foundation Paul Allen Family Foundation Social Venture Partners Global Visionaries One World Now Stuart Foundation Many OUTSIDE resources

26. If Good Schools Have Time for collaboration Time to strengthen skills Integration of technology into teaching and learning Student exhibitions, presentations and portfolios

27. TISS can provide this opportunity

28. Chapter Four: Cleveland’s Journey

29. TISS Journey Year 1 Grant focused Advisory formed Gathered information Selected tools Established training model

30. TISS Focus Personalize and improve learning Strengthen Web based communication among staff, students and parents Facilitate collaboration Provide meaningful professional development

31. TISS Advisory Interested business community members Fiscal manager: Alliance4Education Project manager: Puget Sound Center District technology representative Principal One teacher per academy

32. Gathering Information Parent Info Meeting Student Info Meeting Teacher Info Meeting Spring Survey 2004

33. Teachers What makes your job so labor intensive? What is the most difficult part of personalizing learning for your students?

34. “Keeping track of kids in my advisory; their attendance, their grades in all classes and to keep parents informed”

35. Personalization Need student information Need shared responsibility Connect the fragments

36. Parents Communication with teachers Student progress and attendance School information

37. Students Working technology Ability to share files with group members Grades

38. What do we need to meet the needs of parents, students and staff?

39. Tools Equipment Training Collaboration

40. SharePoint Collaboration tool Portals of communication Shared resources Widely used in business Educational application?

41. Online Progress Report Biweekly progress reports Paper nightmare Labor intensive

42. Scheduling Tools District Student Information System (SIS) District transition Building tool

43. Equipment TISS Mini Grants Tied to learning unit Collaborative Mid year journal reflection Year end presentation to Advisory

44. Training New tools Ongoing training Onsite support Monthly by academy

45. Peer Coaches Build capacity Opportunity to increase collaboration Reflect on teacher practice 8 Session Training

46. Development Team Meet the needs of staff, students and parents Honor the teaching and learning process Build tools

47. Summer Slam Development team –Attendance and progress report tool –Scheduling tool –Set up SharePoint Peer Coaching Training –Coaching skills –Engaging teaching practices

48. Conclusion of year 1 TISS identity Focus Tools PD plan Ready, set, rollout!

49. TISS Journey Year 2

50. TISS Progress Report Tool Easy Grade Pro Sync with the SIS Class lists import Accessible by all via password Student driven vs teacher driven Attendance

51. Progress Report Sample

52. Staff Rollout August training Leadership support Expectation to use Easy Grade Pro for attendance and progress reports

53. Student Rollout A new focus for advisory A new emphasis for teacher training Students ask good questions

54. Parent Rollout Online viewing of Progress Reports –Student network accounts Parent orientation Community access locations Word spreads

55. Big Win At the end of the first month… 18,193 hits 242 of 735 students (or parents) access their progress reports 43 of 45 teachers look at the online version of progress reports at least once

56. Beyond the Tool Teachers reflect on grading and teaching practices Academies begin to compare student progress across classes Coaches provide just in time support

57. Internalizing Students begin to ask questions Advisory focus moves from the tool to student reflection and goal setting Personalizing learning

58. Journey Roadblock Momentum halts Change in leadership Change in district support Only a detour: New leadership support

59. SharePoint for Communication Public Web site Maintained by each academy Communication to community Emphasis on public communication

60. Coaching Collaborations Migrating to the Northwest: Should We Stay or Should We Go? Students decide what to leave behind when migrating to a new home. Getting’ Down with Langston How does the art and music of the Harlem Renaissance reflect the time period?

61. Mini Grant Implementation Video editing project Using Inspiration and Posters to present “Arrival Stories” Document cameras for writing prompts and presentations On line staff handbook Video portfolios for Arts Conservatory

62. Mini Grant Reflections “The collaboration experience was a rewarding one for me because I worked on my coaching skills. I also learned a lot about how my collaborating teachers thought about technology. It was challenging to bring technology into the picture without my collaborating teachers seeing this as more work.”

63. Mini Grant Reflections “Working with my two collaborating teachers has been wonderful. They have been very excited about adding another dimension to their teaching.”

64. Mini Grant Reflection “One student that has become quite experienced using Photoshop will be entering several of his Photoshop works in an exhibition later this month. He is now assisting other students in the use of this program.”

65. Mini Grant Reflection “The collaboration is the part that has moved us forward. This collaboration between teachers has given the students an example of how we want them to connect with others and connect in a different way with materials.”

66. Mini Grant Reflection “I was amazed that students who show little interest in class work and are failing most other classes, really got into the video editing and know more about it than I do at this point!”

67. Peer Coaching Triads Deliberate collaboration 5 coaches with 2 collaborating teachers each affects 15 staff members Deepen our understanding about student work Increase engaging instructional practices District equipment incentives

68. Chapter Five: Lessons Learned

69. Evaluation Administered a self-report skill and practice survey (Pre and Post) –Year One 19 responded –Year Two 28 responded In Year Two included questions related to technology tools –Easy Grade Pro –Online Student Progress Reports

70. Communication with Parents I have been delighted when I have been able to email a progress report to a parent, to clarify a point or simply update a parent about a student’s work.” 23 out of 28 teachers reported using online student progress reports to communicate progress to parents.

71. Impact on Advisory Classes 26 out of 28 teachers reported using online student progress reports to review student progress in other classes “Easy Grade Pro has made it possible for me to get a total academic picture of my students.”

72. Impact on Teacher Practices 22 of 28 reported using EGP to record grades 25 of 28 reported using EGP on a daily or weekly basis “Almost every student knows how to access their grades on line and they do so frequently. I post grades almost every day for this reason.”

73. “I can monitor student progress more quickly thus allowing me more time for lesson planning and delivery.”

74. 20 of 28 reported monitoring student progress in other classes on a daily, weekly or monthly basis 22 of 28 report using online student progress reports with students “Students can now track what their grades are and don’t wait until the end of the quarter.”

75. “I know my students really pay attention when the grades are updated which inspires me to stay on top of it.”

76. Good Schools Value Time for collaboration Time to strengthen skills Integration of technology into teaching and learning Student exhibitions, presentations and portfolios TISS provides this opportunity

77. Other Lessons Honor teacher needs Build district relationships Align resources Maximize Peer Coaching Strengthen collaboration Build capacity for sustainability

78. Chapter Six: The Road Ahead

79. The Road Ahead Advisory curriculum Academy Integrated Units Transition to district tools Expand the use of SharePoint’s collaboration feature Implement Coaching Triads Sustainability emphasis

80. When we reach the end of the road …

81. … we need to have empowered students.

82. They show up every day …

83. …believing we will teach them.

84. As educators, we owe them the very best opportunity to learn.

85. May we collaborate to make a difference.

86. We are the Faces of Cleveland

87. Contact Information Project Management and Evaluation –Puget Sound Center for Teaching, Learning and Technology www.pugetsoundcenter.orgwww.pugetsoundcenter.org –Shelee King George skgeorge@pugetsoundcenter.org skgeorge@pugetsoundcenter.org TISS Tool Development –Clif Swigget clif@mindsai.comclif@mindsai.com Small Schools Initiative in Seattle Schools –Alliance4Education –Emily Carlson emily@alliance4ed.orgemily@alliance4ed.org