Congratulations to Our Newest Stage 3 Districts!

Congratulations to our latest Network Member districts to reach Stage 3 in the Digital Convergence Framework! Each of the following districts achieved this important milestone in the month of December:

Capital School District (DE)

Elizabeth Forward School District (PA)

Hamilton Community Schools (MI)

J.O. Combs Unified School District (AZ)

Mt. Vernon Community School Corporation (IN)

Rock Hill Schools (SC)

Members of Mt. Vernon's team

Members of Mt. Vernon's team

Setting a goal of reaching Stage 3 takes continued motivation and focus by district stakeholders as they tackle over 30 Success Indicators relating to planning and launching the work of Digital Convergence. In stages 3 and 4, instructional changes will begin to manifest in the classroom and be refined over time as teachers become proficient in the district’s Instructional Model.

Members of J.O. Combs' team

Members of J.O. Combs' team

These districts will all be recognized for their hard work and will receive a Stage 3 trophy at the National Conference on Digital Convergence in La Jolla in February. Congratulations, everyone!

Members of Rock Hill's team

Members of Rock Hill's team

Axtell ISD Reaches a Stage 4

Congratulations to Axtell ISD for reaching a Stage 4 in the Digital Convergence Framework.  Much has been accomplished in Axtell over the last year.  The Axtell MC2 Team, (Meeting Challenges in Modern Classrooms,) has worked to develop systems for long-term, ongoing communication as it relates to modern learning and continues their pursuit of excellence as they strive to ensure each and every child has exposure to a world class education.  Axtell’s Instructional Model is front and center in each of the district schools.  Modern Curriculum includes the use of VitaNavis, Success Maker, World of Work, Gallup, and locally developed curricula to provide great educational experiences for kids.  Teachers are knee-deep in professional learning centered around district goals to make the instructional model come alive in each and every classroom.  School based leaders are versed in leading staff through 2nd order change and have stayed the course as stakeholders have moved in and out of the phases of change and transition.  The journey toward modern learning calls for ongoing motivation, commitment, accountability, and inspiration, all of which requires leaders to ask more of their stakeholders.  Axtell staff continues to give more and more of themselves and the results are evident.

Axtell began to tackle measuring student outcomes beyond quantitative state assessments by positioning itself as a District of Innovation.  In the state of Texas, Districts are eligible for designation if certain performance requirements are met and the district follows certain procedures for adoption as outlined in Statute. The designation provides the district will be exempt from certain sections of the TEC that inhibit the goals of the district as outlined in the locally adopted Innovation Plan.  This, and the use of Gallup as a means of measuring student outcome metrics, propels Axtell into a new landscape when it comes to student success and modern learning.

Reaching a Stage 4 is courageous and monumental.  Congratulations to all at Axtell ISD.

EBFA21BE-0C9C-4D11-9A7C-5D6C9D0A4789.full.JPG

Rock Hill Just... Rocks.

The great work rolls on in Rock Hill where we knocked out six Success Indicators across four drivers to bring them ever closer to stage 3. The team recently convened their instructional coaches to analyze target areas of their LEAP instructional model that teachers identified in order to build a coaching support plan. Their session at NCDC will tell the story of how they learned from past missteps to design the LEAP model and make it come to life, and it will be a must-see! 

 (h/t to Dr. John Jones and Heather Rollings for the photos!)

upload.jpg
upload.jpg
upload.jpg
upload.jpg

"Show Me What It Looks Like": Building Accelerated Classrooms with a Professional Learning Cohort

While all teachers in South Carolina's Chesterfield County School District will experience professional learning on their new RISE instructional model this year, a small group of teachers will take part in something extra. Chesterfield has launched its RISE Teacher Leader cohort with two goals in mind: to grow "resident experts" on the instructional model in each of their 16 schools, and to quickly get a group of "accelerated classrooms" up and running in order to show the rest of the district what RISE looks like in action. The RISE Teacher Leaders will meet monthly to extend what they've learned in Modern Teacher PL modules and share strategies.

upload.jpg

Executive Director of Curriculum and Instruction Wendy Folsom kicks off a meeting of the RISE Teacher Leaders. 

Pickerington’s Synthesis of P4P Stakeholder Feedback Leads to Refinement of Theory of Action and Development of Instructional Model Drafts

The Pickerington Schools Digital Convergence Steering Committee began their instructional models strategy session by reviewing Plan for Progress (P4P) stakeholder survey feedback data to inform the refinement of their Theory of Action statements. The P4P surveys included internal and external district community feedback to help inform the district wide strategic planning process. The team wanted to review the data gathered through the survey to inform the refinement of their Theory of Action statements so there would be direct alignment between the strategic plan and the work of Digital Convergence.

The team divided up into four groups with each group reviewing the current draft statement and offering opportunities for revisions. You could feel a synergy amongst the team as they arrived at a consensus for the refined statements.

 

Pickerington team members Julie Novel, Todd Stanley, and David Hayward collaborate in their small group to review and revise Theory of Action draft statements.

Pickerington team members Julie Novel, Todd Stanley, and David Hayward collaborate in their small group to review and revise Theory of Action draft statements.

The team came back together as a whole group and collaborated to come to a consensus on the final draft statements.

The team came back together as a whole group and collaborated to come to a consensus on the final draft statements.

The refined Theory of Action statements led the team to reflect on a series of prompts to help the team narrow in on the key elements they would like in an overarching instructional model for modern learning. The prompts asked the team to identify: 1) key elements of the Theory of Action they wanted to pull into the new instructional model, 2) current priorities that would lend to a modern learning environment, and 3) instructional aspirations they would like to see implemented through the new instructional model. The team worked within their four groups to develop aesthetically pleasing digital representations of their instructional model drafts. While each group presented a different spin on their graphic depictions of the instructional model, the content developed across all groups was very similar and had a blend of key elements from the Theory of Action as well as current priorities and modern learning practices already in place throughout the district.

Jena Cooper and Erik Barbon engage in an Affinity Mapping activity to flush out their major components and big ideas from the prompt responses.

Jena Cooper and Erik Barbon engage in an Affinity Mapping activity to flush out their major components and big ideas from the prompt responses.

David Hayward begins to draw a visual representation of his group’s instructional model. Julie Novel and Todd Stanley review other district instructional models for ideas.

David Hayward begins to draw a visual representation of his group’s instructional model. Julie Novel and Todd Stanley review other district instructional models for ideas.

Brian Seymour explains the first of his group’s two instructional model draft graphics to the steering committee.

Brian Seymour explains the first of his group’s two instructional model draft graphics to the steering committee.

The Pickerington team walked away from the strategy day with several solid instructional model graphics to synthesize into one draft model.

Ephrata Associated School District’s Students Accept the Media Center Design Challenge!

IMAGE.JPG
IMAGE.JPG
IMAGE.JPG

Students from Ephrata Associated School District were provided with the challenge to transform their traditional media center to a modern learning environment.  The new space includes a cafe, soft seating, whiteboard walls, collaborative furniture, conference rooms, a room to house blended courses and space for their hardcopy collection.  The Profile of the Ephrata Life Ready Graduate is prominently displayed for all students and staff.  What an innovative way to elicit student voice and ownership!