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Teachers are able to modify lessons/activities more for specific students who have special needs

Changed the way SPED students are being accommodated

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Increased School/Home Collaboration

Parents/Caregivers have increased their tech proficiency

Parental involvement with home activities has increased

Home to School conferencing is more efficient

Parents have a better understanding of what their child is learning in school

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Our parents who have a difficult time attending parent/teacher conferences can now video conference with their child’s teacher to discuss victories and needs/concerns. I have included an example of a teacher who uses flipgrid to showcase students demonstrating what they have learned so far in the school year during parent teacher conferences. It allows the conference to be less subjective and allows the students to showcase what they learned~Shaun Wilson, Principal, Neil deGrasse Tyson STEM Academy, NYC (Cohort 3)

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Confidence has boosted among some students who are disorganized

Student achievement scores have increased in Math by 6% from 2017 SY

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Teachers are working together to learn new skills and share successful strategies

Teachers are opening up their classrooms to observe one another

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My teachers have changed the way they teach their students. VILs has shown my teachers that by giving students more voice and choice and allowing them to demonstrate their learning in various ways via the IPADs, students are gaining more confidence and accountability for their learning. Here is an example of how the devices have impacted the students in and out of the classroom ~Shaun Wilson, Principal, Neil deGrasse Tyson STEM Academy, NYC (Cohort 3)

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Newburg MS (Nicole Adell, Principal) JCPS, Cohort 5

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Newburg MS (Nicole Adell, Principal) JCPS, Cohort 5

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Teachers are taking on more leadership roles due to VILs. They feel empowered when they walk out of a Professional Learning workshop. Teachers are using a pineapple chart to invite their colleagues into their classrooms to observe lessons where they are incorporating a new app or strategy. Teachers realize that in order to lead, you do not have to lead from the front. Our teachers are empowering their students to lead PD for staff. The attached example is from Newburg MS (JCPS in Kentucky). The students gave a PD to the staff and created a tutorial for staff and students

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Teachers are able to use formative assessment to drive instruction in real time

Teachers are collaborating more often using technology

Teachers are including students in their planning

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Newburg MS (Nicole Adell, Principal)JCPS, Cohort 5

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Newburg MS (Nicole Adell, Principal)JCPS, Cohort 5

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Students creating tutorials on "How to use the homework app" This has had a huge impact on the percentage of students being more engaged and completing their home assignments.

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As Rhodes has a high population of English Language Learners, the speech selection feature and the ability to record videos has allowed our ESL teacher to transform her classroom into one that is not only personalized to each student, but one in which the students are able to practice all of the domains of language development.
Included below is a video created by one of our beginner ESL students only two weeks after rollout. Notice how she is able to practice her speaking, listening, and writing as she developed this video.

Moises Ortiz- Rhodes Middle School

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Movie- My Character Traits (nov. 1- 2018 8-42 a. m.).MOV

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@Newburg_JCPS in Louisville, Cohort 5,we have over 20 native languages spoken in our student population. Our EL teachers have noticed a complete shift in confidence with their kids having access  to  translators and speech to text/text to speech. Also, our EL teachers (and other teachers, too) are excited that they are able to provide immediate, private feedback to kids via the Google Suite tools, in a timely manner.

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I've noticed that more parents are involved simply because they can utilize their child's iPad. We are using Google Classroom school -wide as means of communication to students. Families are able to easily see work and class resources through this LMS. Newburg Middle School, C5 Louisville, KY

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Our Special Ed Teachers utilize the Speak Selection features with our SPED population. Speak selection can read a student’s email, iMessages, web pages, and ebooks out loud. It can help with comprehension for a wide range of learners. We also allow our students who struggle with organization to use Siri. Siri can help mitigate executive function challenges by scheduling activities and setting reminders. And Siri is integrated with VoiceOver — an advanced screen reader — so our blind and low-vision students can ask where the nearest music store is, and hear the answer read out loud. The example I am sharing is from an ELL class. This student uses Siri to ask for translations, definitions of words, and content that he is unfamiliar with.
~Shaun Wilson, Principal. Neil deGrasse Tyson STEM Academy, NYC (Cohort 3)

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With digital learning, our student with special needs now have effective forms of media to communicate learning and apply skills. Particularly, students can verbally communicate comprehension, understanding, and application through such apps as Flipgrid, shine creatively through Garage Band, and explore examples of learning through such apps as GooseChase! The students even got to describe their learning of math rules to the JCPS superintendent using FlipGrid!

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Excitement for MATH and SCIENCE! Say What?!

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Excitement for MATH and SCIENCE! Say What?!

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It's not often schools have to prompt students to stop doing math, but with the ST Math partnership made possible through VILS, students have become addicted to solving math problems! This program, along with the 24/7 digital access, has increased student engagement with math and problem solving! Such a brilliant program catered to the interests and learning styles of our young people! But, not just ST Math, GooseChase has provided an engaging way to immerse students in science by having them explore their environment and the ecosystem! The video shows students participating in their first GooseChase! When's the last time you saw students this excited about discovery and science!

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With the integration and full implementation of digital instruction, teachers have increased collaboration, willingly and without prompting reflect and share, and teachers seem eager to look for new strategies to engage students. As a school, we have all embraced digital citizenship by enforcing expectations and following systems regarding student devices. It's been a long time since I've seen such excitement centered around instructional planning! How refreshing as an administrator! Teachers who want to teach because they know they have the necessary resources!

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E.H. Cary Middle School, Dallas ISD, Cohort 5

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E.H. Cary Middle School, Dallas ISD, Cohort 5

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Usually during our Common Assessments the SPED teacher has to orally read to a group of students of different levels. So, after viewing Module 2 (Accessibility), they decided to upload the assessment onto Nearpod w/ a voice over. The students loved it, because they could listen to it as many times as needed. The teachers loved it, cause they could administer to different grade levels without being overwhelmed.

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Impossible no more! Differentiation! Prior to VILS, teachers struggled with how to reach varying levels of learners and how to embed interventions and enrichment. Through 1:1 technology and ongoing digital instruction professional development, teachers can now assign learning activities which appropriately reach a students zone of proximal development without singling out students, or overwhelming themselves with several different activities, or slowing down the learning process for the most gifted learner. This alone has been revolutionary for instructional planning and assessment for learning!

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Sabin MS, Colorado Springs School District 11, Cohort 3

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Sabin MS, Colorado Springs School District 11, Cohort 3

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Teachers are using the tablets to set up virtual site visits for their students with classes in other parts of the world. They are working with students to design the virtual site visits and collaborating with teachers in other subjects to integrate information that the students learn from the site visits to develop a cross curricular experience for the students. Tying real world experience to learning has resulted in greater gains in student comprehension as evidenced by better results on formative assessments. The example I attached is about students in Ms. Forget's Youth (Sabin MS in Colorado Springs) Ventures class connect with 4th graders from Trailblazer Elementary to teach and discuss the importance of empathy in every day life as well as in the Design Thinking Process. (Cohort 3)

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E.H. Cary Middle School, Dallas ISD, Cohort 5

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E.H. Cary Middle School, Dallas ISD, Cohort 5

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Students that are usually bound in a 4-wall classroom, were now outside collaborating & creating a student-created project using iMovie to share with their classmates.

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E.H. Cary Middle School, Dallas ISD, Cohort 5

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E.H. Cary Middle School, Dallas ISD, Cohort 5

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During PLC, teachers were collaborating & exploring different ways to increase engagement with different hook styles.

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Stacey Pasquel, Morris K Udall | Isaac School District

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Stacey Pasquel, Morris K Udall | Isaac School District

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We have seen a significant shift in values among our school and district, with more and more teachers realizing the value in effective integration of technology to improve student engagement and teaching/learning practices. Teachers are more willing to take risks with technology integration, allowing more opportunities for student choice and creativity in their learning. We also now have a computer science curriculum and are looking forward to offering the Verizon Innovative Learning Lab as an elective course next year, which will include four different innovative classes (VR/AR, 3D Design, Electronics and Coding/AI) curriculum tracks!

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E.H. Cary Middle School, Dallas ISD, Cohort5

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E.H. Cary Middle School, Dallas ISD, Cohort5

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I have had several teachers tell me that they have learned so much from their students in regards to being able to navigate the devices and apps.  This is an awesome feeling because it means that our students are sharing what they have learned on their own to benefit the greater community.  Because of this, I have been pulling my Tech Team and exploring some apps with them and instructing them to use them in class when given an opportunity to chose how they wish to use the content.  Apps such as Quizlet, Clips, and Keep have been learned.  Many of my Tech Team then goes in and introduces these apps to the teachers.  It is a backdoor kind of way to get more teach-nology into the classroom environments.

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Mater Academy Middle - Cohort 4 - Maria Montero --Parent Academies and REMIND

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Mater Academy Middle - Cohort 4 - Maria Montero --Parent Academies and REMIND

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I've noticed that as we have moved to a more digital platform student and parents are more involved in what is going on in the classroom.  The #1 App request on the iPAD is an app called REMIND where parents, students and teachers can send messages in secure ways.  Many of our teachers have also started using Google Classroom which is another way to stay connected.

In January we are beginning a series of Parent Academies surrounding Technology led by one of our "A TEAM" Teachers... more info on that is coming!

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Mater Academy Middle - Cohort 4 - Maria Montero - ELL and SPED Students Engaged! 

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Mater Academy Middle - Cohort 4 - Maria Montero - ELL and SPED Students Engaged! 

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Our ELL and SPED students use technology on a regular basis. Built into every class is a Differentiated Instruction group where students use the iPad on a specifically assigned topic. Students also use headphones to listen to audio to assist with understanding the concepts.

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Mater Academy Middle - Cohort 4 - Maria Montero -Google Classroom, Apple Classroom, QR Codes, Digital Portfolios and much more!

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Mater Academy Middle - Cohort 4 - Maria Montero -Google Classroom, Apple Classroom, QR Codes, Digital Portfolios and much more!

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I have noticed quite a lot of student engagement with the use of the devices. From creating google classroom accounts, monitoring students on-task by using apple classroom, creating personalized lessons, using digital tools and much more our kids and teachers use the iPads every day!!!

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Mater Academy Middle - Cohort 4 - Maria Montero

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Mater Academy Middle - Cohort 4 - Maria Montero

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The iPads have definitely impacted our culture - the Roll Out Day alone has become a day of excitement, interaction and community building. Everyone wants to know when the iPads will be out. The Teachers are excited about when the iPads can be used! Daily the iPads are used in class and teachers have created a common language of use -- form setting up Google Classrooms to using Digital Programs and Tools, the iPads have changed how kids learn and how teachers teach.

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Mater Academy Middle - Cohort 4 - Maria Montero

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Mater Academy Middle - Cohort 4 - Maria Montero

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The most exciting thing I have seen with regards to the iPads is the leadership teachers have taken in coaching, teaching, and supporting each other. Teacher practices have shifted to becoming more digital and more technology orientated but best of all teacher practices among peers has shifted to be more collaborative. Teachers have volunteered to train their fellow peers and act as coaches to improve all teachers. It has been so exciting to see

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Learning and Using new types of Formative Assessment

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Learning and Using new types of Formative Assessment

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Since the last teacher module (#4) on formative assessment, it seems like a light bulb has switched on for many of our teachers.  Their lessons are now incorporating engaging formative assessments with goformative, socrative, and flipgrid.  The immediate usefulness of these and the real-time data they provide really resulted in an increased level of buy-in from the teachers as we journey through year 1.  This photo is of a science class where students are recording answers to questions in partners using flipgrid, after having completed simulations of changing states of matter.  The teacher plans to use these videos to gauge student confidence with the material and to help her to plan moving forward.

Winston-Salem Preparatory Academy Cohort 5
-Dylan Eyre

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ECE Supports at Shawnee Middle School, JCPS 

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ECE Supports at Shawnee Middle School, JCPS 

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Here is a response from our Special Education teacher: "The iPad is the first accessibility device that my students have used that allow them to be fully immersed with their same age peers, without others asking "why do they have to have that?" or "why do they get to leave during a test?" The use of speech to text and text to speech has allowed my students to participate in grade level activities without the use of an in person reader or scribe.  On the first day we all had iPads, I walked around to check on all my students during an Edpuzzle activity, and asked if anyone needed help. One of my students said, "We just don't need you as much anymore, Mrs. Hall." While this candid comment was said in passing by my student, it really sums up the abilities these devices support, which in turn fosters independence in my students.

We have used applications such as Nearpod, FlipGrid, Edpuzzle, iMovie, google classroom, google documents/slides/graphs, Socrative, and Padlet. These programs have allowed my students to collaborate with one another in person and/or at home. They are also able to communicate their learning in various ways while showcasing their unique skills and interests.

All of my students have goals involving rate of completion, time on task, and other learning behaviors while instruction is presented: Our homework completion rates are at 100%, student in-class on task rates have skyrocketed, and latency to initiate a task after a given directive has significantly decreased."

Attached is a short video of a student working on an iMovie project in Mrs. Hall's class. The students are able to narrate their learning easily!

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Our school has always been an innovative and collaborative group of teachers, but the VILs grant has allowed this to blossom into something more. Here is a reflection that one teacher had about teaching digital citizenship in her classroom:

“The classroom should be a safe environment where students are allowed to make mistakes (both digitally and not) and our role as teacher is to correct that behavior. Also, we can't plan for every misbehavior, a lot of them will occur in the moment, and we have to take the opportunity to explain why it's inappropriate and teach the correct behavior.”

This shift in thinking has been transformative for our staff in their instruction and behavior management, but also in the way that teachers view their own professional learning. Teachers are willing to try something new, take a risk, and fail (First Attempt in Learning) in the goal of improving instructional practice and student learning. This new culture shift that has pushed us to be more collaborative, more supportive, and more innovative!

Below is an image of our teachers attending a training on GarageBand at our local Apple Store. This training took place on a Sunday — our teachers were SO EXCITED to give up a few hours on their weekend to learn something new!

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There are two things that have had a strong impact on teacher practice. The first thing is the mindset shift that has taken place regarding student engagement and learning activities. Mr. Bransford was one of our more hesitant teachers when it came to the technology. While he was very open to trying new things and using the iPads in his classroom, he was nervous about making a mistake in front of his kiddos or “getting it wrong” when going digital. In week 1, he fully implemented Google Classroom and was able to push out student notebooks and learning activities digitally. Two weeks ago, he was the FIRST teacher on our staff to try out a GooseChase (and it was a fantastic success). He went from digital novice to leader and innovator in 6 weeks, and it was a fantastic change to see in one of our less “tech savvy” teachers. Here is Mr. Bransford’s reflection on his practice:

“As a veteran educator, my initial feelings toward our school's digital instruction initiative were apprehension and fear.  That apprehension and fear were directed in the areas of classroom management and the change in the use of traditional systems.

Immediately following our school's rollout, my doubts and fears became minimal due to high level of trainings that we received from our school's Verizon Coordinator and the positive response that we received from students.  This allowed for an easier transition into utilizing advanced levels of technology to enhance instruction and the use of assessing student achievement.

Overall, the daily use of the iPads have positively impacted student learning.  The level of student engagement is high due to an abundance of content features for extensive learning.  Also, the use of Google Classroom has allowed for increased management of students due to the abilities to streamline student classwork, assessments, and grading.”

The second thing that we have seen in regards to teacher practice is more student-led, student driven lessons. Our student Tech Team coordinated embedded professional development last week for our entire staff. The students selected the apps and iPad features that they felt the teachers could be utilizing more effectively for their presentations. Some students even created slide decks to share with the teachers for later reference. This collaboration between teacher and student has been so important as we move towards higher level digital instruction and student choice. Attached is a photo from the tech team training last Friday.

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Nicole Adell; Newburg Middle; JCPS; Louisville, KY; C5

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Nicole Adell; Newburg Middle; JCPS; Louisville, KY; C5

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Since our iPad Rollout on Oct. 9, 2018, EVERY event that we have at Newburg, we have ALL students, families, and community members SIGN IN using a QR Code - which takes them to a Google Form for feedback. From our Jr. BETA Club Induction Ceremony, to our 2nd Annual Veterans Day Band Concert, to our 4th Annual Multicultural/International Festival, it's been wonderful to read how our families appreciate the way learning is changing at Newburg.

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Nicole Adell; Newburg Middle School; JCPS; Louisville, KY; C

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Nicole Adell; Newburg Middle School; JCPS; Louisville, KY; C

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The following message was an email sent to me and our VILS Coach, Chelsea Haynes.  The sender is a 25+ year ELA teacher and her message speaks LOUDLY about the mentality of Teacher Practice at Newburg:

I've spoken with Chelsea about creating a school blog for all students to publish their writings in a safe, private manner.  JCPS has us blocked from Google Blogger, and I assume it is for the protection of minors.  I don't blame them.  I'm looking for safe blogging sites for my student's to publish and get feedback from the outside world.  This is what I spoke with Chelsea about this past week.  If we can't find a safer platform, then maybe we could just create our own platform much like the Newburg Nexus.  What I know from past experiences is that when kids present their writing to outside sources, they make sure they publish quality work.  This is one way I've used publication to improve writing across the board.

My second idea is to have my students create Virtual Tours of Newburg for their Informational piece.  They will get to work as individuals, partners, or a group of no more than three.  This will require them leaving the classroom to interview and film staff, coaches, etc. and capture pictures for their video tours.  I know this will be highly engaging for the students, but coordinating it could become a logistic problem, but I have ideas around that.  I was wondering if this could become a contest for the best entries to: win a posting of their virtual tour on our Newburg website; and, win a small prize of some kind.  (Hey, it never hurts to ask, right Nicole?)

Let me know your ideas about my ideas.  I am ready to jump into Redefinition (SAMR) with the Virtual Tour idea.

Deborah Gandenberger

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Nicole Adell; Newburg Middle School; JCPS; Louisville, KY; C5

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Nicole Adell; Newburg Middle School; JCPS; Louisville, KY; C5

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We are being VERY intentional about supporting teachers in their DIGITAL practice/learning. This example is from our awesome librarian, Shannon Wilson, who is also our STLP Advisor. We had not had STLP at Newburg in 5 years, but this year, our student tech team (Tiger Tech Team - T3) serves as our STLP Team and we are doing some good stuff! This video was created by our teacher, but you'll see similar videos created by T3 Members in other areas because the students learned from Ms. Wilson.

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Nicole Adell; Newburg Middle School; JCPS; Louisville, KY; C5

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Nicole Adell; Newburg Middle School; JCPS; Louisville, KY; C5

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At Newburg, we have 21 languages spoken and our diversity is beautiful. Recently, as we were leaving to celebrate Thanksgiving, not all of our kiddos understood that traditional American holiday. A small group of 8th grade EL students wanted to learn more, and with their families' permission, their teacher taught a mini-lesson on this holiday. The class capped off with a traditional Thanksgiving Meal - several teachers pitched in. We wanted to capture this, so we called a T3 Member (Caitlyn P.) into the class to create a clip.

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Nicole Adell; Newburg Middle School; JCPS; Louisville, KY; C5

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Nicole Adell; Newburg Middle School; JCPS; Louisville, KY; C5

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We have been intentional about continuing the community activities at Newburg, but we have been DELIBERATE about getting our students engaged to capture these important moments.  The following two videos were made by T3  Members  - we are getting them ENGAGED and THEY are learning MORE about the inner workings of our school and community.

One video was created by T3 Member Ava D. for our Cross Country Banquet.  Our XC Coach had many pictures and he was trying to "find" a videographer - we suggested to get our kiddos engaged and use a student.

The other video was created by T3 Member Rolane B.  She captured the 2nd Annual Jo Adell Turkey Drive.

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Nicole Adell; Newburg Middle School; JCPS; Louisville, KY; C5

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Nicole Adell; Newburg Middle School; JCPS; Louisville, KY; C5

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This is the student-created Cross Country Banquet Video.

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Nicole Adell; Newburg Middle School; JCPS; Louisville, KY; C5

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Nicole Adell; Newburg Middle School; JCPS; Louisville, KY; C5

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One of our teachers, Cynthia Fields, was teaching the Day of the Dead Unit and her "practice" needed to be captured. So after Newburg identified Emily and Kendra as some of our digital story tellers, we sent these two kiddos to Ms. Fields' class and they "captured" her practice.

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Nicole Adell; Newburg Middle School; JCPS; Louisville, KY; C

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Nicole Adell; Newburg Middle School; JCPS; Louisville, KY; C

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At Newburg Middle School, in order to support our teachers, we are identifying students who are tech-savvy; outside of our T3 Members and having them tell "digital stories." We have 2, sixth grade students, Emily and Kendra, whose teacher spotted their tech-brilliance. These two students even participated in a Zoom Conference with MASTER Digital Story Tellers, Marco and Rosa from Digital Promise to learn from them! How exciting that was for our kiddos from Kentucky to conference with professionals from Los Angeles! This falls under Teacher Practice because at Newburg, we are trying to make it easier for teachers by using students to help them capture the wonderful practices (digital stories) that are occurring in their classrooms!

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Mr. Hussain/Quintanilla MS/ Dallas ISD/Cohort 5

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Mr. Hussain/Quintanilla MS/ Dallas ISD/Cohort 5

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All 8th grade students learned real world skills in thier science classes. Students measured the relationship between height of ramp vs. the speed of the car. IPADs enabled all students to capture and graph the data in real time. All of our 8th graders walked away with a real world skill of graphing using spreadsheets on the IPAD, along with a meaningful lab experience.

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The VILS program has created a “connected” atmosphere at Austin Middle School. Students are always connected to classroom assignments, materials, and resources. VILS has also helped connect our underprivileged students access to the outside world. The amount of access to information that they now have access to is AMAZING!

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Austin MS, Irving ISD, Cohort 4/Science Intervention

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Austin MS, Irving ISD, Cohort 4/Science Intervention

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Has increased the way teachers analyze data, track data, and use it to drive instruction. Students are also setting goals and tracking progress. It enables them to deliver differentiated engaging lessons to support the needs of their students. Digital breakouts and formative assessments have increased in use.

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Teachers use available LMS to more efficiently communicate with students and deliver content. They have also leveraged the iPads to create more engaging student lessons over a wide range of learning modalities. iPads and apps are used to connect with other classrooms and other schools to create a more authentic and collaborative environment.

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Fligrid comes to town!

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Over the long holiday break, we sent students home with a small assignment on FlipGrid. We asked students to interview their family members about what they are thankful for and share their responses with their peers on FlipGrid. We had a lot of fantastic responses -- students and families were very eager to reflect and share  via video messages with their peers and their families. We will be doing a similar project over the longer winter break to help connect families and students in learning and creating!

Shawnee Middle School, JCPS, Louisville, KY

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Flipgrid is where social and emotional learning happens! The leading video discussion platform for millions of PreK to PhD educators, students, and families.

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Share, share, share! EFMS - WSFCS Cohort 5

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Share, share, share! EFMS - WSFCS Cohort 5

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The teachers at EFMS are doing an amazing job at picking up apps they really like and sharing them with their fellow teachers. The best way to get teacher buy-in is to hear what works from fellow teachers, and our teachers are really willing to share.

Also, teachers have been really open to other teachers helping them out with the devices as well helping other teachers when they can. Having the devices has created a great atmosphere of sharing and openness in the school. Everyone wants to use these devices to their fullest potential. The obvious increase in student engagement has been truly motivating for these teachers.

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Student Tech Gurus EFMS - WSFCS Cohort 5

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Student Tech Gurus EFMS - WSFCS Cohort 5

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At EFMS, it isn't just the Student Tech Squad who knows what to do with the iPads. Our students have demonstrated extreme adeptness at using the iPads. Already, they have become experts not only at using the device but also in navigating the various tech tools they are using in class.

In fact, I have had several teachers comment on the fact that students are teaching them things as well! This has really increased student confidence in the classroom and in turn, has helped with engagement in the content.

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Music teachers are excited about technology. They are using Flipgrid, One Note, and Doceri with several other apps for more one to one feedback and enhancement of student performance

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GENIUS HOUR
This year at Crockett, the entire campus is participating in a Genius Hour focusing on the different entities of the City of Irving. Students have been grouped by interest and will be completing a 14 week journey to research, problem-solve, and create for our community.
Part of what we hope to do is have a documentary crew who will be the story tellers of Crockett's Genius hour.
All of this would be impossible without the VILS program! Access to tech, collaboration tools, and training has made this all possible.

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I love hearing from teachers how their mindset has changed from the beginning of the year till now. Instead of discussing all their problems, they are taking the time to troubleshoot with other teachers and myself to see how we can work around those problems and leverage technology. 

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I love hearing from teachers how their mindset has changed from the beginning of the year till now. Instead of discussing all their problems, they are taking the time to troubleshoot with other teachers and myself to see how we can work around those problems and leverage technology. 

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Teachers are also asking students for help rather than struggle. They know there is a learning curve for everyone so it's nice to see students helping their teachers.

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Teachers are looking forward to our PLC's on Wednesdays because we can collaborate with each other on what works/doesn't work, what apps or websites they enjoy, and how student engagement is increasing. Teachers feel they can share their celebrations and struggles with each other since we are all in this new boat together. 

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Teachers are looking forward to our PLC's on Wednesdays because we can collaborate with each other on what works/doesn't work, what apps or websites they enjoy, and how student engagement is increasing. Teachers feel they can share their celebrations and struggles with each other since we are all in this new boat together. 

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Krishunda Penn/ Columbia Heights Education Campus/ District of Columbia 

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Krishunda Penn/ Columbia Heights Education Campus/ District of Columbia 

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We have seen gains among all grades and groups in both ELA and math, but we are excited this year about what are ELL's are accomplishing. On the 2016-2017 PARCC our ELL’s increased in the percent of 4’s and 5’s by 4% in ELA, and 7% in Math! The number of ELL’s at level 1 in ELA decreased by 14% and in math by 19%!!! We are closing the achievement gap for our ELL’s!
One Specific story stands out for gains among our ELL's. Cindy Izaguirre-Lopez came to CHEC in the 6th grade not speaking English and not talking at all. Her 6th grade year was our 1st year of VILs and she contributes her language development to having the technology to translate in each class and being able to do extra language practice at home. By the end of 7th grade she was speaking English and received a 4 on ELA PARCC.

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F.L. Olmsted Academy North Increased Communication

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F.L. Olmsted Academy North Increased Communication

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Our parents and students have become much more aware of their progress within classes and their grades. Previously, communication was primarily reactive to teachers reaching out. Now, parents are communicating with teachers with questions about assignments, concerns, about grade, and even to celebrate their student's achievements.

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F.L. Olmsted Academy North Roll-Out Craziness, JCPS, Cohort 5

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F.L. Olmsted Academy North Roll-Out Craziness, JCPS, Cohort 5

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While it was obviously over a month ago, we had almost 70% of our student families attend our iPad Rollout event! In the past, our we were lucky to receive anything close to 25% so this single event alone is helping to get our parents in the building.

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F. L. Olmsted Academy North - ONN - Olmsted News Network!, JCPS, Cohort 5

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F. L. Olmsted Academy North - ONN - Olmsted News Network!, JCPS, Cohort 5

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Our students have begun filming their own news broadcasts to discuss historical events! (Maybe they can take over for Mr. Rodosky in the morning announcements?)

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F. L. Olmsted Academy North JCPS, Cohort 5

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F. L. Olmsted Academy North JCPS, Cohort 5

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Our students are doing some amazing things on the ST Math program. Last week alone, our students averaged a total of 53.1 minutes on the program OUTSIDE of class. Going to keep pushing for more, but WOW!

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One of our science teachers is working on Stop Motion photography. While the students are working in class, one student decided to go home and create his own.

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S sent me this today after school, he went home and made his own stop motion after learning about them this week in WIN class!! 😍 ⁦@OlmstedNorth⁩ ⁦⁦@jcpsforward⁩ ⁦@dpvils⁩ #findyourtruenorth #dpvils #JCPSBackpack

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S sent me this today after school, he went home and made his own stop motion after learning about them this week in WIN class!! 😍 ⁦@OlmstedNorth⁩ ⁦⁦@jcpsforward⁩ ⁦@dpvils⁩ #findyourtruenorth #dpvils #JCPSBackpack https://t.co/hM4FugML22

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S sent me this today after school, he went home and made his own stop motion after learning about them this week in WIN class!! 😍 ⁦@OlmstedNorth⁩ ⁦⁦@jcpsforward⁩ ⁦@dpvils⁩ #findyourtruenorth #dpvils #JCPSBackpack pic.twitter.com/hM4FugML22
— Miss Riedy (@MissRiedy) November 15, 2018

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S sent me this today after school, he went home and made his own stop motion after learning about them this week in WIN class!! 😍 ⁦@OlmstedNorth⁩ ⁦⁦@jcpsforward⁩ ⁦@dpvils⁩ #findyourtruenorth #dpvils #JCPSBackpack https://t.co/hM4FugML22

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S sent me this today after school, he went home and made his own stop motion after learning about them this week in WIN class!! 😍 ⁦@OlmstedNorth⁩ ⁦⁦@jcpsforward⁩ ⁦@dpvils⁩ #findyourtruenorth #dpvils #JCPSBackpack https://t.co/hM4FugML22

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S sent me this today after school, he went home and made his own stop motion after learning about them this week in WIN class!! 😍 ⁦@OlmstedNorth⁩ ⁦⁦@jcpsforward⁩ ⁦@dpvils⁩ #findyourtruenorth #dpvils #JCPSBackpack

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F. L. Olmsted Academy North, JCPS, Cohort 5

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F. L. Olmsted Academy North, JCPS, Cohort 5

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We held our annual STEAM Night in early November. During the event, our STLP/Tech Team and Mechanical Engineering classes combined to create CO2 powered Pinewood Derby Cars. The cars were raced throughout the evening. On a speedometer created by our tech team, the winning car registered at 46mph!

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46 mph! #findyourtruenorth pic.twitter.com/9mFse0rFAy
— Dr. Ryan Rodosky (@RodoskyRyan) November 12, 2018

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F. L. Olmsted Academy North, JCPS, Cohort 5

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F. L. Olmsted Academy North, JCPS, Cohort 5

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Our teachers came back to school two days EARLY from SUMMER to attend a variety of VILS Professional Developments sessions.

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F. L. Olmsted Academy North, JCPS, Cohort 5

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F. L. Olmsted Academy North, JCPS, Cohort 5

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Who says you can't have professional learning sessions on holidays? Our teachers were excited to learn about NearPod and to review our school-wide iPad expectations even while dressed in funny costumes (and led by "Steve Jobs")

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F. L. Olmsted Academy North, JCPS, Cohort 5

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F. L. Olmsted Academy North, JCPS, Cohort 5

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Students using their iPads to research the community action plans THEY CREATED. This one focused on suspensions in schools inspired by a NewsELA article they read in class.

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F. L. Olmsted Academy North, JCPS, Cohort 5

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F. L. Olmsted Academy North, JCPS, Cohort 5

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Teachers were excited to come in the day before Rollout to work with Tom and Avra from EdTech. Due to their instruction EVERY assignment at Olmsted Academy North can be found in a teachers Google Classroom (even our non-"techy" teachers).

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F. L. Olmsted Academy North, JCPS, Cohort 5

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F. L. Olmsted Academy North, JCPS, Cohort 5

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Talk about a change in culture! Our 8th grade students are messaging their teachers at 8:00pm for help on how to raise their grade on school projects.

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F. L. Olmsted Academy North, JCPS, Cohort 5

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F. L. Olmsted Academy North, JCPS, Cohort 5

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Our teachers have begun to allow students to choose their own methods to demonstrate their learning. These options allow our students to choose between written assessments using NearPod and audio/video assessments using FlipGrid to discuss their community action plans.

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F. L. Olmsted Academy North, JCPS, Cohort 5

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F. L. Olmsted Academy North, JCPS, Cohort 5

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Our Robotics and Engineering students in Mr. Wolken's class are creating augmented reality cubes (they they constructed) along with CoSpaces app to create a virtual, fantasy world within their classroom.

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At Crockett Middle School (Cohort 4), teachers are inviting others into their classrooms to share their expertise! There is opportunities for reflection, feedback, and collaboration!

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Leonna Kendrick/Dee CoyleLang Middle School, Dallas ISD, Cohort 5

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Leonna Kendrick/Dee CoyleLang Middle School, Dallas ISD, Cohort 5

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We had a very successful STEM night with our parents. Parents enjoyed working with their students to color pictures and see them come to life with Quiver. While other parents gave us the weather using our Padcaster. Our students were excited to show their parents different fun activities to could do using technology.

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Leonna Kendrick/Dee CoyleLang Middle School, Dallas ISD, Cohort 5

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Leonna Kendrick/Dee CoyleLang Middle School, Dallas ISD, Cohort 5

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Our students found an app that displays popular music. So they searched Carol of the Bells and  independently learned it.

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Harris Middle School/ San Antonio ISD/ Cohort 5

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Harris Middle School/ San Antonio ISD/ Cohort 5

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Our students in our AVID Excel class have utilized the technology to explore different colleges and the pathways to college and career readiness. To get some of their questions answered about college admissions and about the college experience for first generation college students, the AVID Excel students partook in a virtual call with a Senior Academic Adviser from the University of Texas.

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Harris Middle School/ San Antonio ISD/ Cohort 5

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Harris Middle School/ San Antonio ISD/ Cohort 5

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With the technology, teachers are now giving students more voice and choice in how they demonstrate their knowledge and skills. With this choice, learning has become more relevant and students are more engaged in the process.

Student Book Review on Apple Clips: https://flipgrid.com/s/0cdd083f0024
Student-Created Assessment on Bloxels: https://drive.google.com/file/d/1hqXXsO2cPVaCKEdcHbvSMJIhMrx1QLUd/view?usp=sharing

Student Choice Board: https://docs.google.com/document/d/1IlOIeGI9WZ32iilhG3U8ou_8sIyLqPt_o54mTMnWgQk/edit?usp=sharing

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Harris Middle School/ San Antonio ISD/ Cohort 5

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Harris Middle School/ San Antonio ISD/ Cohort 5

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Once a week teachers are engaging in a VILS PLC. During PLC's teachers are collaborating with each other to plan technology-infused lessons, units of instruction, and assessments. Using HyperDocs/Slides, teachers are working through personalized PD pathways and submitting reflections via Flipgrid and student artifacts via Google Classroom. Teachers are inviting each other into their classrooms via our Pineapple Chart to share the exciting ways they are using the technology in their classroom, as well as to get feedback on the ways in which they are integrating the technology into instruction.

Examples of Teacher Reflections:
https://flipgrid.com/s/909f5ca8e8e4
https://flipgrid.com/s/3a68579d8fb2
https://flipgrid.com/s/890e6e865af6

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Harris Middle School/ San Antonio ISD/ Cohort 5

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Harris Middle School/ San Antonio ISD/ Cohort 5

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The communication between students, parents, and teachers has drastically increased as a result of the technology. Parents are able to see their child's work, missing assignments, etc. via Google Classroom. With Remind, teachers are able to send helpful reminders and information to parents and students. Flipgrid has also been a helpful tool to amplify the discussion with parents and students.

We have plans in the future to continue to host family events regarding cyber safety, as well as use newly purchased tech subscriptions to facilitate student-led conferences.

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Cory Martin / Bowie MS / Irving ISD / Cohort 4

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Cory Martin / Bowie MS / Irving ISD / Cohort 4

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We purchased a Nearpod license this year to try to increase student engagement with the iPads.  Both teachers and students have responded positively to having Nearpod in the classroom.

We have noticed that the iPads have been actively used and that teachers are becoming more fimilar in using the iPad (functionality, usage, etc.)

This has also been apparent when we have PD days when staff members are bring and using their iPads instead of their laptops.

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Cory Martin /Bowie MS / Irving ISD / Cohort 4

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Cory Martin /Bowie MS / Irving ISD / Cohort 4

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Teachers have been collaborating and discussing what happens through social media and other collaborating platforms.

I have noticed here at Bowie that teachers are sharing their daily routines and what happens in the classroom to show both parents and community what we are doing here at Bowie MS.  We are sharing "Our" story so others wont have to hear it "second" hand.

Teachers have also been collaborating with other school within Irving in order to become expert groups and the focus in where students are teaching students and the teachers are more in the facilitator role. They use various forms of communication like Flipgrid and Padlet.

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We contracted a live Video Remote Interpretation (VRI) service to meet the diverse language access needs of our community and help teachers build authentic relationships with families. We are the only school in the NYC Department of Education with this service.

Teachers utilized the service, which allows immediate access to interpreters in over 100 languages,  on our Verizon iPads for the first time at parent conferences with great success.

Additionally, teachers are using the data plan to access interpreters and converse with parents at student dismissal and other family engagement events.

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Teachers are using the "Invite Guardian" feature on Google classroom to communicate with parents about student grades and performance, and parents have access to learning materials so that they can offer academic support at home.

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Students in the AVID classroom were able to explore careers on interest through one on one Nepris sessions with professionals in their field of choice.

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Tech Team students teamed up with the Tech Team from Colin Doggett's school in San Antonio (Cohort 5) to trade tips and tricks about iPad troubleshooting.

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Teachers are growing their professional learning networks by joining Twitter, following educators, participating in chats, etc. We are contributing to a culture of continuous growth and lifelong learning. Our "Hasthtag Winner" Kimberly Reed.

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iPads at home combined with learning management systems like Google Classroom and Schoology enable learning to happen at school and at home.

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Our principal, Eric Ogle, always models risk taking with regards to technology. He leverages tech to lead staff meetings and professional learning.

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Democratization of Student Voice - Edison MS (LAUSD)

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Democratization of Student Voice - Edison MS (LAUSD)

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Traditional classroom discussions privilege the voices of outgoing students, who are most likely to volunteer their opinions. Take-home iPads democratize those voices by allowing multiple modes of contribution. Teacher Kelly McDaniel Thorisson heard from all students using the Opinion app when she created an essay- and audio- based assignment called "Who Inspires You?"

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Team Nomack creates the monthly newsletter "Tech on the Throne" for teacher learning about best practices, apps and resources, Twitter news, and staff shout out.s

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Easel.ly is a simple web tool that empowers anyone to create and share powerful visuals (infographics, posters)... no design experience needed! We provide the canvas, you provide the creativity.

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Sutter MS LAUSD Cohort 5 Nearpod Increases Engagement 

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Sutter MS LAUSD Cohort 5 Nearpod Increases Engagement 

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Students in Ms. Roe's 6th grade Science class use nearpod 3D for viewing erosion of rocks. Then they answered questions on the nearpod platform, drew sketches of erosion, and later took a quiz for formative assessment.

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Students are being engaged daily through group collab projects, blended learning, and intervention programs. They are more motivated towards getting better grades and participate more in class than they have before.

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Sutter MS LAUSD Cohort 5 PE Teachers Create a Kahoot Game for Rainy Day 

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Sutter MS LAUSD Cohort 5 PE Teachers Create a Kahoot Game for Rainy Day 

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PE teachers worked together to create a Kahoot game for students to review skills. PE teachers us
ed the Kahoot game on a rainy day! Content teachers have come on board and use iPads daily, but PE has been searching for ways to implement the iPads into their subject areas. This was a first introduction for PE teachers to use tech in a way that helps them further skills they want students to learn.

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Sutter MS LAUSD Cohort 5 iPads Increase Accessibility for ELD 1 Students

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Sutter MS LAUSD Cohort 5 iPads Increase Accessibility for ELD 1 Students

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Students in Ms. Huerta's ELD 1 and 2 Class use iPads with earbuds to have stories read to them. Teachers had students turn the speech feature and kids used their earbuds to listen to the story in class. Later, they used Google Translate to assist with vocabulary and meaning.

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This year we hosted our first Tech Fair in collaboration with the Tech Exchange! It was an awesome day for students and families to get more information about local tech organizations and affordable wifi... and families also had the opportunity to take home a refurbished desktop computer! Our Tech Team helped out and ran a station with the Spheros!

We have also been working on clarifying protocols, systems, and processes with students. Students are showing more responsibility after our iPad expectations assembly in November.

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SDC Teachers collaborate to have their students respond to a prompt on Flipgrid. Ms. Bass and Ms
. Enriquez merged their classes for the day to have students respond to a prompt on what makes them happy in their Special Day Classes. They scaffolded the lesson by having students use Thinking Maps, then they did a Think Pair Share prior to recording their answers on the Flipgrid.

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STEM Awareness and Engagement- Janice Houston Houston MS/Cohort 4/ Irving ISD

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STEM Awareness and Engagement- Janice Houston Houston MS/Cohort 4/ Irving ISD

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I created a video that talked about AMAZON deciding not to add a new headquarters in the Dallas area--the reason, lack of a STEM ready workforce. I used to video to introduce CSed Week and the relevance of becoming STEM literate.

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During a grade level meeting, one of my teachers shared out how she was using the app Vittle to record lesson demonstrations to post for her students to have as a resource. The way it came up was so organic, the principal was the one who shared this with me. We are going to have mini tech shares at each grade level meeting where teachers can share out or ask questions in a protected time.

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Sheppard Middle School:We have a Family Engagement Earners program at Sheppard .  Parents sign in on an iPad at all events, parent/teacher conferences, or any time they are present for a school related activity.  We partner with our School LInks Services programs.  Parents who achieve certain levels of hours ear school swag, family field trips, free dress passes for their students.

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Sheppard Middle School:We have a Family Engagement Earners program at Sheppard .  Parents sign in on an iPad at all events, parent/teacher conferences, or any time they are present for a school related activity.  We partner with our School LInks Services programs.  Parents who achieve certain levels of hours ear school swag, family field trips, free dress passes for their students.

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Sheppard Middle School: We use Echo(an LMS) that teachers can create files/tiles that students can access scaffolded materials. Para's who work with our Special Ed population are also given teacher iPads so that they can access the same curriculum as the students.

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Sheppard Middle School: We use Echo(an LMS) that teachers can create files/tiles that students can access scaffolded materials. Para's who work with our Special Ed population are also given teacher iPads so that they can access the same curriculum as the students.

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Pineapple PD is off and running.  It is a great opportunity for teachers to start learning from each other. I was pleasantly surprised by how little I have had to push for teachers to start putting themselves on the Pineapple Chart. Highly suggest giving it a shot at any school