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April 2009
2009-2012 NCLB Title II Part D Competitive Grants <ul><li>Purpose:  </li></ul><ul><ul><li>Improve students’ academic perfo...
Application context & process <ul><li>SED has verbally approved our submitting a coordinated portfolio of independent but ...
Knowledge management <ul><li>Title IID competitive grants are intended to pilot and evaluate promising new practices that,...
Application development process <ul><li>CSD Design Teams </li></ul><ul><li>DAAR Technology Innovation Manager </li></ul><u...
Application development timeline 4/1 DAAR finalizes solicitation of proposed project ideas from Central stakeholders (DIIT...
Project Overview <ul><li>Program Name </li></ul><ul><li>Leadership and System Change through Technology Innovation </li></...
Need for Project <ul><li>Needs Based on: </li></ul><ul><ul><li>Title I Status </li></ul></ul><ul><ul><li>SRAP </li></ul></...
Project Goals <ul><li>Goal :   To achieve measurable improvement in student academic performance on NYS assessments in the...
Strategies and Activities <ul><li>Strategies: </li></ul><ul><ul><li>Project Based Learning Curriculum  </li></ul></ul><ul>...
Evaluation <ul><li>The project’s evaluation plan is modeled on the  Title II-D Evaluation Framework  developed by the Rese...
School Expectations <ul><li>Participation in professional development of a consistent basis. </li></ul><ul><li>Participant...
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District 31

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This was the basis of all projects for District 31

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Transcript of "District 31"

  1. 1. April 2009
  2. 2. 2009-2012 NCLB Title II Part D Competitive Grants <ul><li>Purpose: </li></ul><ul><ul><li>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.  </li></ul></ul><ul><li>Themes: </li></ul><ul><ul><li>Leadership and System Change through Technology Innovation </li></ul></ul><ul><ul><ul><li>Educational Leadership in Technology Infusion </li></ul></ul></ul><ul><ul><ul><li>System Change of Teaching and Learning through Technology </li></ul></ul></ul><ul><ul><ul><li>Innovative Approach to Technology Literacy and 21st Century Skills Acquisition and Assessment </li></ul></ul></ul><ul><ul><li>Technology Infusion into Instruction through Professional Development </li></ul></ul><ul><ul><ul><li>Embedded and Personalized Professional Development on Technology Infusion </li></ul></ul></ul><ul><ul><ul><li>Pairing and Mentoring Professional Development on Technology Infusion </li></ul></ul></ul><ul><ul><ul><li>Expanding Professional Development Opportunities through Online Technology </li></ul></ul></ul><ul><ul><li>Data-driven Differentiated Instruction and Learning </li></ul></ul><ul><ul><ul><li>Data-driven Personalized Instruction </li></ul></ul></ul><ul><ul><ul><li>Formative Assessment and Adaptive Learning </li></ul></ul></ul><ul><ul><ul><li>Performance-based and Innovative Assessment </li></ul></ul></ul>
  3. 3. Application context & process <ul><li>SED has verbally approved our submitting a coordinated portfolio of independent but complementary proposals aligned to NYC DOE citywide educational technology strategy. </li></ul><ul><ul><li>DAAR will coordinate and guide application development process to include primary stakeholders from DSS, DIIT, T&L, RPSG, BNPS. </li></ul></ul><ul><li>We will work to achieve the following goals: </li></ul><ul><ul><li>Coordinate the proposals into a complementary portfolio aligned explicitly to Children First reforms and DOE educational technology strategy. </li></ul></ul><ul><ul><li>Align to SSO structures. </li></ul></ul><ul><ul><li>Strengthen the research and evaluation design so that we can determine which proven practices should be scaled citywide. </li></ul></ul><ul><ul><li>Strengthen mechanisms for transferring promising practices or lessons learned beyond grant participants. </li></ul></ul><ul><ul><li>Purchase technologies that can be supported by standard procurement and maintenance agreements. </li></ul></ul>
  4. 4. Knowledge management <ul><li>Title IID competitive grants are intended to pilot and evaluate promising new practices that, once proven effective, can be scaled to citywide implementation. </li></ul><ul><ul><li>Proposals should include an explicit plan for capturing and documenting findings and lessons learned and transferring effective practices to other schools, Networks, parents/community, and districts across the state. </li></ul></ul><ul><ul><ul><li>Projects are an opportunity to improve ARIS Connect through applied use and feedback. Knowledge management plan should outline how project will leverage ARIS Connect to share findings among NYC DOE educators beyond grant participants. </li></ul></ul></ul><ul><ul><ul><li>Other external Web collaboration and communication platforms will be coordinated across projects. </li></ul></ul></ul><ul><ul><ul><li>Offline knowledge transfer strategies (e.g., inter-visitations, lab sites, share fairs) should also be considered. </li></ul></ul></ul>
  5. 5. Application development process <ul><li>CSD Design Teams </li></ul><ul><li>DAAR Technology Innovation Manager </li></ul><ul><li>SSO reps </li></ul><ul><li>External partner reps </li></ul><ul><li>Charter & non-public school reps </li></ul><ul><li>Ed Tech Technician </li></ul><ul><li>Available support </li></ul><ul><li>DIIT representative </li></ul><ul><li>SATIF </li></ul><ul><li>KM representative </li></ul><ul><li>RPSG representative </li></ul><ul><li>T&L e-Learning or CTE representatives </li></ul><ul><li>Key Partners </li></ul><ul><li>DAAR Technology Innovation Managers </li></ul><ul><li>DSS representatives </li></ul><ul><li>DIIT representatives </li></ul><ul><li>DSI representatives </li></ul><ul><li>KM representatives </li></ul><ul><li>T&L representatives </li></ul><ul><li>CFI representatives </li></ul><ul><li>RPSG representatives </li></ul><ul><li>BNPS representatives </li></ul><ul><li>Activities </li></ul><ul><li>Propose candidate project ideas for CSD Design Teams to consider for developing grant proposals. </li></ul><ul><li>Conceive and design projects aligned to stakeholder and school priorities and local needs. </li></ul><ul><li>Recruit school participation (including non-publics) in design and planning. </li></ul><ul><li>Draft proposals. </li></ul>Community School Districts will be aligned to SSO partnerships according to SSO representation within each district. CSDs will be paired to maximize award potential. DAAR Technology Innovation Managers will draft proposals with input from key partners.* *TIM alignment to SSOs will build upon existing relationships with schools, LEAs, and SSOs. *SSO participation in CSD Design Teams will be allocated proportionally to SSO representation citywide.
  6. 6. Application development timeline 4/1 DAAR finalizes solicitation of proposed project ideas from Central stakeholders (DIIT, DSI, eLearning, CTE, BNPS). 4/3 SSOs and BNPS communicate candidate project ideas to schools. DAAR & DSS finalize SSO-based CSD Design Teams. 4/8 SSOs & BNPS finalize candidate project selections/proposals for their schools. 4/15 CSD Design Teams complete grant application outlines. 4/17 SSOs, BNPS, and other stakeholder partners review and provide feedback on project outlines. 4/20 – 4/30 CSD Design Teams draft grant applications. 4/30 SSOs, BNPS, and other stakeholder partners review and provide final feedback on the grant applications. 5/1 TIMs finalize grant applications. Community Supts submit to SED.
  7. 7. Project Overview <ul><li>Program Name </li></ul><ul><li>Leadership and System Change through Technology Innovation </li></ul><ul><li>·         System Change of Teaching and Learning through Technology </li></ul><ul><li>  </li></ul><ul><li>Creating a School-wide Project Based Learning Curriculum Using Curriculum Mapping K-12 </li></ul><ul><li>This project will support Principals, APs, department chairs, teachers, and guidance counselors within a school to implement an interdisciplinary project-based learning curriculum across grades and subjects using curriculum mapping tools. Through three year-long phases, school teams will progressively develop the components of a comprehensive PBL curriculum, including defining exit-level competencies, developing vertically aligned progressions of skills and associated performance-based assessments, and interdisciplinary projects designed to build students’ toward the targeted competencies. The program will address the multiple dimensions of implementing such a comprehensive program, including developing effective interdisciplinary curriculum teams, professional development in PBL instructional strategies, developing performance-based formative and summative assessments, scheduling, and collaborative review of student work. Curriculum design will be supported through online curriculum mapping tools; student projects and performance-based assessments will be supported through ePortfolios; instructional units will incorporate rich instructional technologies that promote 21 st century learning. </li></ul><ul><li>Providing online opportunities for student learning: Digital curriculum for 21 st century learning; (Credit recovery, Credit Accumulation, remediation, advanced placement coursework) 6-12 </li></ul>
  8. 8. Need for Project <ul><li>Needs Based on: </li></ul><ul><ul><li>Title I Status </li></ul></ul><ul><ul><li>SRAP </li></ul></ul><ul><ul><li>Academic Performance – schools not making AYP </li></ul></ul><ul><ul><li>NCLB – </li></ul></ul><ul><ul><ul><li>To improve student academic achievement through the use of technology in elementary and secondary schools; </li></ul></ul></ul><ul><ul><ul><li>To assist every student – regardless of race, ethnicity, income, geographical location, or disability – in becoming technologically literate by the end of eighth grade; and </li></ul></ul></ul><ul><ul><ul><li>To encourage effective integration of technology resources and systems with professional development and curriculum development to promote research/evidence-based instructional methods that can be widely replicated. </li></ul></ul></ul><ul><ul><li>Current feedback and evaluation of Title IID Leadership project </li></ul></ul><ul><ul><li>Survey analysis of the needs and interest that was shared with School Support Organizations  (SSO) and the Bureau of Non Public Schools (BNPS) determined that the greatest interest lie in implementing a program that addressed Leadership and System Change through Technology Innovation with particular interest Project Based Learning, curriculum design, and online learning opportunities for students. </li></ul></ul><ul><ul><li>Engage students in 21 st century learning </li></ul></ul><ul><ul><li>Improve teaching and learning using appropriate technology </li></ul></ul>
  9. 9. Project Goals <ul><li>Goal : To achieve measurable improvement in student academic performance on NYS assessments in the core curriculum areas of ELA, Mathematics, and Science for all students, including English Language Learners (ELL’s) and Students with Disabilities (SWD) (TAG) </li></ul><ul><li>Goal : To provide a sustained, comprehensive program of professional development for administrators, school/district based leaders and students in order to expand the constituency of effective advocates for instructional technology integration. </li></ul><ul><li>Goal: Support Principals, APs, department chairs, teachers, and guidance counselors within a school to implement an interdisciplinary project-based learning curriculum across grades and subjects using curriculum mapping tools to transform teaching and learning opportunities for students. </li></ul>
  10. 10. Strategies and Activities <ul><li>Strategies: </li></ul><ul><ul><li>Project Based Learning Curriculum </li></ul></ul><ul><ul><li>Use ePortfolios for: </li></ul></ul><ul><ul><ul><li>Measuring student learning </li></ul></ul></ul><ul><ul><ul><li>Documenting and sharing teacher products </li></ul></ul></ul><ul><ul><li>Identifying Best Practices to use as models of promising practice </li></ul></ul><ul><ul><li>Planning for Staff Development </li></ul></ul><ul><li>Activities: </li></ul><ul><ul><li>Workshops, Institutes, online courses for teachers, coaching, modeling, inter-visitation, observe best practices in action </li></ul></ul><ul><ul><li>Courses for certification </li></ul></ul><ul><ul><li>Train the Trainer professional development for administrators, supervisors, and network support specialists </li></ul></ul><ul><ul><li>After school digital media classes for students (MS & HS) </li></ul></ul>
  11. 11. Evaluation <ul><li>The project’s evaluation plan is modeled on the Title II-D Evaluation Framework developed by the Research and Policy Support Group, the Division of Accountability and Achievement Resources, the New York City Department of Education.  The Framework includes four main components: </li></ul><ul><li>(1) Implementation </li></ul><ul><li>(2) Factors Potentially Affecting Implementation:   </li></ul><ul><li>(3) Student Outcomes:   </li></ul><ul><li>(4) Other Non-Student Outcomes:   </li></ul><ul><li>Activities for evaluation include but are not limited to: </li></ul><ul><li>Interviews (teacher, student, leader), focus groups, online surveys, evaluation of professional development, </li></ul>Overview:
  12. 12. School Expectations <ul><li>Participation in professional development of a consistent basis. </li></ul><ul><li>Participants will share promising practices in ARIS KM community. </li></ul><ul><li>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. </li></ul><ul><li>Principals will enable lead teachers 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. </li></ul>Overview:
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