# data[].attributes.body
In order for the school to meet the needs of the students, we focused on the following goals:

ongoing professional development

bimonthly meetings with community organizations

weekly professional learning community (PLC) meetings

feedback from students, teachers, parents, and community organizations

communicated and established financial goal

# data[].attributes.body
Most of the monies will primarily come from donations and fundraising efforts. Therefore, as mentioned by Moore, Bagin, and Gallagher (2014), in order to gain support and communicate the needs and goals to the community, it must be done on a continuing basis. Sharing and posting the needs and goals was done at a general assembly meeting before the implementation of the initiative. At subsequent meeting, communication continued where everyone was updated about the funds and purchases.

Graphs, charts, and diagrams are usually visually pleasing ways to communicate information. This can be shown and discussed at monthly meetings. As for the initiative, teachers can keep portfolios of exceptional student work that demonstrates 21st Century skills in action. Also, we may keep a video or picture diary of the numerous school events and activities that showcases student work throughout the year. Developing and conducting student surveys and exit tickets may be a great way to get more student feedback. Teachers and parents will also complete online surveys to share their thoughts.

There were numerous programs showcasing student work. Parents and the local community were invited to partake in the activities and presentations. We also invited local businesses to advertise and show how they support the school and the community. This gives the parents the opportunity to see what local community organizations have to offer their family. Invitations were sent via newsletters (both electronic and paper), email, automated calling system, and social media.

# data[].attributes.body
Before reaching out to the community organizations, school leaders determined the financial and volunteer needs. We took an inventory of technological devices in relation with the projected student population. Because we wanted to have at least two class sets of devices (tablets or netbooks) for each department, we researched to find the most cost effective devices on the market. We also did extensive research of the cost of applications and programs that were proven to be effective and meaningful. We looked at ways to invite volunteers that were knowledgeable about the applications (via a short online survey); they would come in to assist teachers by monitoring student usage and helping students appropriately navigate through the programs.

GEICO, Chick-Fil-A, several local universities and colleges, and local small businesses have helped us meet our goals. We partnered with Chick-Fil-A, who sponsored fundraisers, and some team members came to the school to discuss (with the students) how the useful and necessary the 21st Century skills are. Managers and owners of Chick-Fil-A also met with administrators and teachers. GEICO also sent representatives to share information about the skills and technology to the students in numerous classes. They generously donated devices and funds to support the student engagement initiative. Moreover, local businesses also donated funds in support of 21 TEC Learning. The universities and colleges work collaboratively with administrators to discuss ways to prepare students for college. They too visited the school and presented age-appropriate information. Student teachers and practicum students were given the opportunity to teach and show students 21st Century skills in practice.

# data[].attributes.body
This program emphasizes the importance of helping students identify and utilize 21st Century skills. Teachers will collaborate with each other to formulate lessons, activities and programs that utilize 21st Century skills. Schools will collaborate with local community businesses to discuss what skills are necessary to incorporate in their business. This will show students the real-world applications of the skills that they are learning. The modern-day labor markets desire workers with knowledge, competencies and skills who are: capable of making important and complex decisions, committed to continuous learning, and familiar with the use of networks both as an originator and contributor (as mentioned in Seifert, 2016). Also, the school and community can work together to determine how to purchase and/or use technology devices. School leaders and teachers can figure out ways to incorporate the use of technology into the standardized curriculum. According to Häkkinen, et al., (2015), there is a need to provide teachers with professional development to expand new teaching methods and assessment tools in order to better prepare students to be able to function in society. Furthermore, “teacher education could be a powerful channel for triggering long-term change in the field. In order to trigger change in schooling, pre-service teachers first need to learn how to adapt to the new learning culture by themselves as students” (Häkkinen, et al., 2015, p. 4).

# data[].attributes.body
When working with the community organizations, the school will implement and follow policies that comply with the school district.

an accessible, clearly written rationale and objective of the initiative

plan on how to monitor and provide financial information

provide school fundraising policies to community organizations

advertisement via school website and social media sites

By following the above policies, the school justifies its initiative. The objective and rationale should be made accessible to inform the governing school board, school community, and local community of the validity of the program. Financially, the school and participating community organization will maintain compliance with all taxing authorities. Since the school is held accountable for all funds that flow in and out of any school-based program, they must keep meticulous financial records. The school and organizations must collaborate, determine, and finalize fundraising targets prior to the partnership. This understanding will allow more effective and meaningful goal-setting tactics.

# data[].attributes.body
Building 21st Century skills for 21st Century students

# data[].attributes.body
Schools and the community collaborate to enhance student learning using technology

# data[].attributes.body
Häkkinen, P., Järvelä, S., Mäkitalo-Siegl, K., Ahonen, A., Näykki, P., & Valtonen, T. (2015). Preparing teacher students for 21st century learning practices (PREP 21): A framework for enhancing collaborative
problem solving and strategic learning skills.

Moore, E. H., Bagin, D., & Gallagher, D. R. (2014). The school and community relations (11th ed.) [Chegg eTextbook]. New York, NY: Pearson.

Seifert, T. (2016). Involvement, collaboration and engagement: Social networks through a pedagogical lens. Journal of Learning Design, 9(2), 31-45.