# data[].attributes.body
Make your Roses Red

# data[].attributes.body
Make your Thorns Purple

# data[].attributes.body
Make your Buds Green

# data[].attributes.body
All students have devices

# data[].attributes.body
Actively trying to make changes within the district

# data[].attributes.body
Robust internet

# data[].attributes.body
Schools have HQIM

# data[].attributes.body
We are a 1:1 district.

# data[].attributes.body
Superintendent has been supportive

# data[].attributes.body
Leadership team aware of importance of equity and of applied learning.

# data[].attributes.body
Individual teachers are independently finding tech solutions to enhance student experience

# data[].attributes.body
New tech leadership

# data[].attributes.body
In all content areas, teachers have access to electronic versions of our curriculum.  In those electronic materials, there are tech tools for students to enhance their learning.

# data[].attributes.body
Having a specialist class/elective class that gives students opportunities to embrace something they are passionate about

# data[].attributes.body
Staffing challenges

# data[].attributes.body
TIME, finding the time to do everything and do it well.

# data[].attributes.body
Need a digital literacy curriculum

# data[].attributes.body
Time for PD

# data[].attributes.body
Very forward thinking administration that focuses on student learning and development.

# data[].attributes.body
Encouragement to try something new and being ok with failing

# data[].attributes.body
Infrastructure is working much better

# data[].attributes.body
Structures in place to take next step to release ownership of learning to students

# data[].attributes.body
There are statewide grants to support teachers in their implementation of different tech elements.

# data[].attributes.body
Autonomy within the curriculum

# data[].attributes.body
Needing more time during the day to make every lesson with a stellar reason "why"

# data[].attributes.body
We are having this meeting, we are having the conversation!

# data[].attributes.body
We need a CB replenishment plan.

# data[].attributes.body
Cohesiveness has not yet been built

# data[].attributes.body
Continue to feel isolated

# data[].attributes.body
Consistent inclusion of SWDs in LRE across all schools

# data[].attributes.body
The educators on this committee

# data[].attributes.body
We have an instructional priority PK-12 that drives a laser-like focus on identifying and replicating effective instructional practices.

# data[].attributes.body
Systems for requesting apps, hardware, etc are unclear

# data[].attributes.body
Misalignment across roles that leads to lack of ownership, both at school and district.

# data[].attributes.body
Need more TIMs (tech integration managers) - especially at Elem

# data[].attributes.body
Lack of universal understanding of the "why" for key stakeholders

# data[].attributes.body
Low quality tech products are being used to water down the grade level HQIM

# data[].attributes.body
Hopefully getting TIM’s to work together

# data[].attributes.body
Giving teachers permission to seek their why

# data[].attributes.body
Hoping to conduct our needs assessment

# data[].attributes.body
District and school leadership teams are highly committed to taking whatever steps are necessary improving student outcomes

# data[].attributes.body
Opportunities for families to access their students' academic digital spaces.

# data[].attributes.body
Persistent achievement gaps across subgroups

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A district actively trying to make a positive change

# data[].attributes.body
Lack of common definition of what is meant by "student centered" classrooms.

# data[].attributes.body
Our team envisions a digital learning environment where curriculum, instruction, and assessment are seamlessly integrated to foster student-driven success and creativity. We aim to deliver a curriculum that adapts to individual strengths and passions, supported by dynamic instructional methods that leverage technology to make learning engaging, relevant, and personalized. Our assessment practices are focused on empowering students to demonstrate mastery through real-world problem-solving and reflective learning, ensuring they are not only prepared for academic achievement but also equipped to thrive in a rapidly evolving world.

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Curriculum, Instruction, and Assessment

Future ready curriculum, instruction, and assessment begins with involved and innovative leaders who support educators and learners in using data to create a learner-centered environment. Educators ensure equity in opportunity, and design academic content and instruction by leveraging adaptive technologies, tools, pedagogies, and resources to ensure relevance and deep understanding of complex topics. Access to multimodal, multiformat, and multi-sourced high-quality academic content greatly improves learner experience and promotes equitable academic opportunities. Educators apply innovative approaches to content design to accommodate for learner variability. Learner-centered, culturally relevant instruction creates opportunities to provide multiple perspectives on and around content, engage locally and globally with peers and experts, personalize learning for students, and encourage learner reflection on their own work and that of others. Educators assess competencies more fully as learners leverage technology to offer multiple pathways to demonstrate and deliver learning outcomes. Intentional collection of learners' understanding and progress is central to a responsive learner-centered environment. Learner data provides countless avenues of insight, serving as building blocks of assessment (diagnostic, formative, and summative); indicators of interest; and metrics of progress. Future ready educators rely upon data to inform instruction and improve the efficacy, expediency, and efficiency of learning. Similarly, future ready students develop data familiarity and fluency as well as the skills to better self-assess content mastery progress.

Future Ready Skills for Deeper Learning

Future ready curriculum, instruction, and assessment are based on clear expectations that all students will leave the K-12 education system sufficiently and successfully prepared for college acceptance, career pathways, and workplace readiness. These expectations not only mandate solid grounding in standards-based content but also require intentional integration and support of future ready skills like critical thinking, problem solving, creativity, innovation, and self-direction. Instructional leaders emphasize a comprehensive and inclusive K-12 digital citizenship curriculum designed to introduce and support the complexities of media literacy. A robust digital citizenship curriculum addresses three comprehensive themes: (1) respect, (2) educate, and (3) protect.

R espect includes the following topics :

digital access - advocating for learners ' rights and access ;

digital etiquette - practicing appropriate online conduct ; and

digital law - understanding legalities of digital work, identity, and/or property.

E ducate includes the following topics:

digital communication - developing awareness and fluency of multiple digital communication media and making appropriate decisions for use ;

digital literacy - learning in a digital society ; and

digital commerce - becoming informed and effective consumers .

P rotect includes the following topics:

digital rights and responsibilities - informing and protecting basic digital rights (e.g. , privacy, freedom of speech);

digital safety and security - understanding how best to protect information housed online and/or in digital media; and

digital health and wellness - understanding the health and wellness implications (e.g. , physical, mental, emotional) of technology.

Future ready classrooms embed culturally relevant literacy into course content and provide opportunities for authentic learning in the context of today's diverse, globally and digitally connected society.

Personalized Learning

Personalization involves tailoring content, pacing, and feedback to the academic, social, and emotional needs of each learner. This includes developing multiple pathways through which learners are empowered to design, approach, and solve complex issues. Educators feature anti-racist, diverse and inclusive learning resources and materials, leverage technologies, and employ data collection and analyses to personalize learning experiences for each student. In doing so, conditions are created for learner autonomy, increased engagement, and individual goal setting.

Collaborative, Relevant, and Applied Learning

In future ready learning environments, curricula and content are embedded authentically within global and problem-based challenges, similar to the work of professionals in the larger society. Students collaborate with educators, fellow students, and others outside of the school environment on projects that often (1) involve the creation of knowledge-related products, (2) foster deep learning, and (3) have value beyond the classroom walls. Technology is used as a tool to enhance learning, such as when students connect with a school across the country on a community issue to identify and create solutions collaboratively.

Leveraging Technology

Future ready educators support and challenge student learning by integrating adaptive and emerging technologies appropriately and seamlessly into teaching and learning cycles and processes. Educators skillfully evaluate, adopt, and integrate multiple highly effective learning technologies to support a diverse range of learners, and ensure equity in access in the process. As content structures and needs fluctuate, educators respond with agility, fluency, and confidence assuring chosen pedagogical practices, instructional resources, and tools best reflect intended learning goals.

Assessment-Analytics Inform Instruction

Districts and schools use technology where appropriate to diagnose students' learning differences. Through authentic formative and summative assessment, educators use performance data to change the pace and breadth of content to meet students' needs. School systems have mechanisms such as team data meetings that result in clear next steps after analyzing data (i.e., processes and digital environments) that help educators use data to improve, enrich, and guide the learning process for all students. Educators actively use data to guide decisions that impact all students to improve learning most effectively. Similarly, students use data as confident self-directed learners, analyzing and assessing metrics to inform next tasks, resource acquisition, and content engagement strategies to meet personalized learning goals.

Learn the unique approaches educators and leaders can apply to ensure that students with disabilities have the resources they need to engage in personalized student-centered learning

Implement instructional strategies that align with and build on learning and human development research.

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E. A. Hanushek and L. Woessmann , Do Better Schools Lead to More Growth? Cognitive Skills, Economic Outcomes, and Causation (NBER Working Papers 14633) (Cambridge, MA: National Bureau of Economic Research, Inc., 2009).

L. Hamilton et al. , Using S tudent A chievement D ata to S upport I nstructional D ecision M aking (NCEE 2009-4067) ( Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education , 2009 ).

- -- , Visible L earning for T eachers : Maximizing I mpact on L earning ( Oxford, England: Routledge , 2012) .

A. Powell et al., Blending Learning: The Evolution of Online and Face-to-Face Education from 2008- 2015 ( Vienna, VA: iNACOL , 2015) ,

http://www.inacol.org/wp-content/uploads/2015/07/iNACOL_Blended-Learning-The-Evolution-of-Online-And-Face-to-Face-Education-from-2008-2015.pdf .

International Society for Technology in Education, " ISTE Standards ," www.iste.org/standards (accessed June 16, 2020) .

J. Johnston and L. T. Baker, Assessing the Impact of Technology in Teaching and Learning ( Ann Arbor, MI: University of Michigan , 2002) .

D. W. Johnson and R. T. Johnson, Learning T ogether and A lone: Cooperative, C ompetitive , and I ndividualistic L earning ( Boston : Allyn and Bacon , 199 1 ).

C. Fadel and C, Lemke, Technology in Schools: What the Research Says (San Jose, CA: Cisco Systems, 2006), www.cisco.com/web/strategy/docs/education/TechnologyinSchoolsReport.pdf .

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---, Assessment : D riving E ducation T ransformation ( Santa Clara, CA: Intel Corporation, Commissioned and published by Cisco Systems, 2011) http://www.intel.com/content/dam/doc/white-paper/education-assessment-tranformation-paper.pdf .

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Curriculum, Instruction, and Assessment Future ready curriculum, instruction, and assessment begins with involved and innovative leaders who support educators and learners in using data to create a learner-centered environment. Educators ensure equity in opportunity, and design academic content and instruction by leveraging adaptive technologies, tools, pedagogies, and resources to ensure relevance and deep understanding of complex topics.

# data[].attributes.body
We have staff who are experts on how to enhance learning with technology.

# data[].attributes.body
Centers use computers as digital babysitters not creating something

# data[].attributes.body
Middle School Science - OpenSciEd Adoption. Teachers are working hard to learn the curriculum and engage their students in deeper thinking through the HQIM.

# data[].attributes.body
Middle School Science - there is not consistent support or resources for teachers across the three middle schools.

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CIA "manitory" computer time by programs (Math and ELA)

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lack of accountability/ not wanting to be responsible for the decision that needs to be made.

# data[].attributes.body
Tech not used to support UDL.

# data[].attributes.body
We have tech-based HQIM for ELA, Math, Science, and Social Studies. We have iReady for BOY, MOY, and EOY assessments. Teachers and admins are starting to use Pear Assessment for other assessments as well.

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Middle School Science - there are engaged teachers who want to take on leadership responsibilities to support their peers.

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Elementary Science - there is a common curriculum for all K-5 buildings.

# data[].attributes.body
some CIA programs are just sit and complete

# data[].attributes.body
District has budgeted for HQIM

for Math K-12

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Elementary Science - there is little to no time with teachers for support around science instruction.

# data[].attributes.body
Teachers use computers to keep kids occupied while they conference

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Not having a unified monthly focus/curriculum for STEM teachers in the district.

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HS Math department working hard at changing how they deliver curriculum to students

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With all of the tech-based curriculum, teachers need guidance on when it is appropriate to use digital tools, versus doing work "unplugged." Right now a lot of classrooms are all or nothing.

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Some elementary schools offer STEM programs to their students.

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Students use devices to consume and not create.

# data[].attributes.body
Tech does not support differentiated student learning.

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There are hard working people that want to put in the effort to make this school department one of the best

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TIMs (tech integration managers) starting PD programs to link CIA and EdTech tools like pear deck

# data[].attributes.body
High School Science is trying to adopt an HQIM, but there is a need for Professional Development.

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HS ILT generates great conversations about student output and how the leadership team can support teachers to continue to create opportunities for student learning

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NBPS focuses on teaching grade-appropriate content/skills to the depth of the standards.

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Being able to have district/ grade level meetings with our departments

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Data rich - Implementation poor

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Science MCAS is changing for 5th and 8th graders to support students' deeper thinking!!

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Define and align to "deeper learning."

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Not a true buy-in and implementation of district purchased Math HQIM by MS math teachers and CILs

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More opportunities for students to be given the time to use computers as a creator/investigator

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More choice Professional Development.

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NBPS has vision and action plan for HQI and HQC.