This inspirational session will highlight the key components of a successful high school
model where the entire school is an Academy of Information Technology. Participants
will learn about strategies that make this model effective, such as technology integration
in the content area classrooms, building a culture of support for all students and
empowering students and teachers with their data.
Comprehensive IT opportunities for students when the whole school is the academy
1. Comprehensive IT: Opportunities for Students
When the Whole School is ‘The Academy’
Crooms Academy of Information Technology
Seminole County Public Schools
Sanford, FL
Dr. Connie Collins, Principal
Demetria Hayes, Assistant Principal
croomsaoit.org
3. Crooms Academy of Information Technology
School Profile for 2011-2012
Seminole County Public Schools‟ only dedicated
magnet
Open enrollment for all rising freshmen and
students are randomly selected for admission
585 students
Student population: 51% White, 22% Hispanic, 20%
African American, 4% Multiracial, and 3% Asian
Forty-seven percent of student population is
economically disadvantaged
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4. Crooms Academy of Information Technology
School Profile for 2011-2012
School grade of “A” on Florida‟s School
Accountability Report
US News and World Report’s #1 Most Connected
Classrooms in the US
Listed in US News and World Report’s list of US
Best High Schools
Consistently listed in Newsweek as one of US Best
High Schools
National Academy Foundation, Distinguished
Academy
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5. “Poor students do not exhibit low academic
achievement because they are poor but
because of the way that we treat poor children. .
. What commentators call an „ethnic gap‟ is, in
fact, a teaching gap, a curriculum gap, and an
expectations gap.”
Doug Reeves, 2006 in The Learning Leader
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7. It Takes a Village:
A Multi-Pronged Approach
Stephen Covey, ISTE International Conference 2011
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8. Our Schoolhouse Model
Technology Integration in the Content Areas
Professional Learning Communities
Response to Intervention
Kagan Learning Strategies
Ruby Payne Poverty Training
Beginning with end in mind (UbD)
Marzano‟s High Probability Strategies
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9. We Control Factors
We Can Control
What gets taught
Who teaches it
How it gets taught
Empowering both teacher AND students with data
and monitoring to motivate students and improve
student achievement
Academic interventions during the school day
Extended day activities
Student support through faculty academic
advocates and community mentors
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10. Areas of Focus
Integrating technology
Empowering both teachers and students with
data and monitoring to motivate and improve
student achievement
Building a culture of excellence and support for
all students
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11. Integration of Technology
Every student is issued a personal laptop which
comes loaded with software and hardware
Access to the Internet and network resources
on campus is given via a wireless network
Crooms Academy has 10 computer labs
including an Apple Mac desktop lab, a game
and simulation lab, and a world languages lab
The school also features SMART technologies
in every classroom
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12. Integration of Technology
Technology coursework offered onsite and
through early college/dual enrollment at
Seminole State College of Florida
Staff uses technology and Web 2.0 tools to
support and improve instruction
Students use technology to enhance learning in
content course
Cross-curricular projects between core
academic teachers and technology teachers
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13. Integration of Technology
IT Industry Certifications
Adobe Dreamweaver Associate
Adobe Flash Associate
Adobe Photoshop Associate
Certified Internet Web (CIW) Design Specialist
Cisco Certified Network Associate (CCNA)
Cisco Certified Entry Network Technician
(CCENT)
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14. Integration of Technology
CompTIA A+
CompTIA Linux+
CompTIA Network+
CompTIA Security+
Oracle Certified Associate
Microsoft Office Specialist
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20. Using Data and Progress Monitoring to
Drive and Improve Instruction
“Data-driven decision making can produce its
intended effects only if supported by
organizational capacity that allows schools and
leaders to intentionally change instructional
practices in the face of new information”
(Halverson, et al., 2005).
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21. Using Data and Progress Monitoring to
Drive and Improve Instruction
Our district provides a wealth of data
o One platform to access current and historical
information on every student
o Standardized test scores
o Attendance and demographic information
o Ability to sort and filter
o Provided to every teacher
o Triangulation of data for a „whole picture‟
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22. Using Data and Progress Monitoring to
Drive and Improve Instruction
During pre-plan teachers review student
achievement from previous year and reflect on
strengths and needs
Teachers develop a personal improvement plan
based on instructional needs of students
Teachers analyze current student data and
adjust instruction to achieve maximum
achievement
Teachers work in teams at grade level and
department to implement best practices
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23. Using Data and Progress Monitoring to
Drive and Improve Instruction
Monitor student progress through periodic screening
and diagnostics in: English, Writing, Reading, Math, and
Biology (Discovery Assessment and Write Score)
Teachers adjust instruction based on results
Teachers proactively support students to prevent
regression
Tutoring and a variety of interventions or acceleration
are provided as needed
Teachers and students conference and set goals for
improvement and students monitor their own progress
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24. Building a Culture of Support
for All Students
Literacy strategies implemented in core
academic and technology courses
Advisement lessons: Weekly lessons that
support best instructional practices
20-minute uninterrupted block of Silent
Sustained Reading three days per week
Guided Study Academic Intervention during the
school day
After-school tutoring and student support
SAT and ACT preparation
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25. Building a Culture of Support
for All Students
Literacy Leadership Team
o Surveys of student and teacher literacy needs
o One Book, One School Project
o Promotion of reading through Scholastic Reading Counts
Quiz Competition
o Strategy of the Month Program
o Support of classroom libraries
Panther Pals
Explorers Club for at-risk students to develop
cultural literacy, vocabulary, and leadership Skills
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26. Building a Culture of Support
for All Students
Four Year Career Plan
o 9th grade: Success Skills
o 10th grade: Enhanced Success Skills
o 11th grade: Job shadowing
o 12th grade: Internships, Exit Interviews
Business Advisory Council
Tech Fest
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27. There Is No Silver Bullet
Combining a variety of research based
practices, providing the support to implement
and monitor these practices have led to our
successful IT academy
We collaborate as a staff to provide the best
atmosphere for success for all students
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28. “Nothing you do for children is ever
wasted. They seem not to notice us,
hovering, averting our eyes, and they
seldom offer thanks, but what we do for
them is never wasted.”
-Garrison Keillor
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Editor's Notes
Share- we don’t have magic answers. We follow the current researched based practices and believe that all of our efforts combined help our students be successful. We will present a ‘smorgasbord’ of strategies that we have adopted and implemented that we believe have been impactful. We hope that you will find something that you can takeaway and apply to your academy.Integrating technologyEmpowering both teachers and students with data and monitoring to motivate and improve student achievementBuilding a culture of excellence and support for all students
Dual Enrollment Courses: A+, Bitmap Graphics, Introduction to Digital Media, Introduction to Computer Programming, Web Programming, Network Cabling, Internetworking Security, Intriduction to Web 2.0 tools – iPad apps, social media (twitter, Facebook, edModo), blogs, student response systems (“clickers”), Prezi software, polleverywhere.com, digital content (online books, lynda.com), podcasting, Schoology, etc.
If we have learned anything it is that there is no silver bullet. Good strong instruction, support, recruitment, progress monitoring, rigorous and relevant curriculum, continuous improvement model, short and long range planning and goal setting by staff AND students