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COLCHESTER PUBLIC SCHOOLS
DIGITAL CONVERSION PLAN 2018-2021
CONTENTS
1. Overview of Innovation Nation and Personalized Learning
2. Definitions
3. Digital Conversion Team
a. Overview
b. Mission/Purpose
c. Team Members
4. Digital Conversion Team Goals
APPENDICES
A. DCT We Believe Statements
B. Needs Assessment
a. Instructional Technology
b. Professional Development
c. Resources
OVERVIEW OF INNOVATION NATION & PERSONALIZED LEARNING
We are Innovation Nation. The mission of Colchester Public Schools is to engage each
learner to prepare for the challenges of his or her tomorrow. We believe that when learning is
personalized, students develop innovator dispositions that prepare them for a lifetime of
learning.
Personalized learning is an approach to instruction whereby the teacher collaborates with the
student to design a learning experience that is based upon individual student interests, goals,
and levels of readiness. When learning is personalized:
Students... Teachers...
Own their learning by designing a pathway Actively create and nurture a community of
that is based upon personal goals and independent learners to expand the personal learning
relevant content that maximizes and network of each student.
extends their learning within and outside of
the classroom.
Reflect upon their progress, ask questions Use their knowledge of each student to support
that drive new learning, and collaborate students set goals, track progress, take risks, process
with others to deepen understanding and feedback, overcome barriers, and celebrate when
solve problems. goals are achieved.
Work with teachers to plan and showcase Provide the opportunity for students to engage in
learning outcomes. purposeful, relevant learning tasks, as well as with
the resources that align with student interests.
Use technology to access content, Use technology to engage students, access content,
collaborate, and create. monitor progress, facilitate learning, and collaborate.
Have a voice in the selection of content, Work with students to plan and design a learning
the way they express their understanding, experience that flexibly supports each student, meets
and determining which audiences will rigorous academic standards, and provides students
provide the best feedback to extend their with the opportunity to showcase innovative
learning.
dispositions.
Engage students in learning by using a variety of
resources, strategies, and learning environments in
order to inspire each student to become a lifelong
learner.
DEFINITIONS
Technology refers to the hardware, software, digital content, and applications that enhance
learning and the conditions for learning. The term, as used in this document, also includes the
tools and infrastructure that support access to the Internet and the management of technological
devices.
Hardware includes all of the physical resources that are used by students, parents, educators,
and the community to enhance learning and the conditions for learning. For example,
computers, wires, servers, switches, monitors, and wireless routers are all considered hardware.
Software is the collection of coded programs that are installed on hardware and used by users
to carry-out the tasks associated with managing technology or enhancing learning. For example,
Gmail, iOS, Powerschool, TabPro, and Achieve3000 are all considered software.
Open Educational Resources (OER) are digital content including articles, research, videos,
podcasts, etc., that are provided free of charge to educators as resources to facilitate learning.
OER can serve as both a supplement to or replacement of the textbook.
Learning Management System (LMS) is software that is used by educators to facilitate and
manage learning, and by students to extend their learning. Educators use an LMS to upload
content, manage course webpages, administer learning tasks or assignments, collect student
work, and monitor student participation and academic growth. Students use an LMS to manage
a portfolio of their work, collaborate with teachers/peers, monitor and manage course
assignments and tasks, and access course content.
DIGITAL CONVERSION TEAM
Overview
The Digital Conversion Team (DCT) was formulated in January of 2016 with the mission of
developing a technology plan for Colchester Public Schools. Students, educators, parents, and
community members joined together to understand first the District shift to personalized learning
under the District theme of Innovation Nation, and then plan for how technology would be used
to support and enhance learning in our schools. The DCT researched the work of the
Department of Education’s Future Ready Schools initiative, the 2016 International Society for
Technology in Education (ISTE) standards for students, as well as the work of other districts
and their transition to a more personalized learning environment supported by technology. The
product of this research resulted in a set of belief statements developed by the DCT for
technology use (see Appendix A). The DCT then split into three groups focused on instructional
technology, professional development, and resources. Each group collected data from
observations, interviews, surveys, and inventories to assess the needs of the district (see
Appendix B). Using the findings from the needs assessment, the DCT began the development
of a set of goals that will drive District decision-making in regard to technology. A subset of DCT
members then met to formulate, from the goals of each small group, a set of District goals for
technology as outlined in this document.
Mission/Purpose
Upon acceptance of these goals, the DCT will assume an advisory role, tasked with the
responsibility of monitoring, supporting, advocating for, and providing guidance around the
achievement of the DCT goals. The DCT will meet a minimum of twice annually to work with
school and district technology teams to see the DCT goals to fruition.
Team Members
The following individuals dedicated their time and expertise to the development of the DCT
goals. The DCT met as a whole-group on 1.5.17, 1.25.17, 2.16.17, 3.15.17, 3.24.17, 3.29.17
and 10.3.17, and as small groups during the spring of 2017.
The Writing Committee met on 5.10.17 and 5.16.17 to develop the DCT goals.
Maile Blumberger (student) Melissa Gerkey (parent)
Harrison Burr (student) Matthew Grimm (parent)
Luke Hajdasz (student) Ronnie Mertz (parent)
Chris Maffuid (student) Matt Parsons (parent)
Alexander Manelov (student) Danielle Pensa (parent)
Tamara Dimitri (parent) Matthew Sweeney (parent)
Jim Falcon (parent) Pamela Cannata (teacher)
Jeff Francoeur (parent) Kelli Cauffman (teacher)
Karen Groves (teacher) Jill Levasseur (teacher)
Amy Piacenza (teacher) Charles Hewes (administrator)
Matthew Pulick (teacher) Judy O’Meara (administrator)
Barbara Johnson (Library Media Specialist) Matthew Peel (administrator)
Maureen Vint (Library Media Specialist) Jennifer Reynolds (administrator)
Roger Jesse (IT Staff) Jeffry P. Mathieu (superintendent)
Randy Sperry (IT Staff) Jeremiah Frink (Dell Consultant)
NOTE: Individuals listed in italics served as members of the Writing Committee.
DIGITAL CONVERSION TEAM GOALS
1. Instructional Technology
a. Prepare students with the knowledge, ethics, critical thinking, and technological
skills necessary for a rapidly changing, global community.
b. Technology will be used to support and enhance the development of students’
academic, technical, social, and creative skills to innovate and solve personally
meaningful real-world problems in a global context (Strategic Plan Goal #2).
c. Technology will be used by teachers to engage students, access content, monitor
progress, facilitate learning, and collaborate.
d. Technology will be used by students to share work, access content, collaborate,
create, and build knowledge.
e. Curriculum and instruction will drive the appropriate (age, level, etc.) selection of
and access to technology used in the classroom.
f. Technology will be used ethically and responsibly by the entire school
community.
2. Professional Development
a. Establish minimum expectations for student and staff competencies for the use of
technology and a method for tracking progress.
b. Dedicate time for ongoing and embedded training and support for administration,
teachers and classroom support staff in the use of technology (instructional
technology, data management, communications, etc.).
c. Design and provide access to a variety of professional development for staff
based upon their competency and individual and/or curricular needs.
d. New learning around technology will be real-time, collaborative, and is facilitated
by and occurs between:
i. Teacher-to-teacher
ii. Teacher-to-student
iii. Student-to-teacher
iv. Student-to-student
e. Develop a network of support for student and teacher use of technology within
each school.
3. Family and Community
a. Colchester will be made aware of how technology supports Innovation Nation
and personalized learning.
b. Technology will be used to engage families and the community in the process of
learning and showcasing of student work.
c. Foster interactive communications between students and their families, teachers,
and administrators that monitor student progress towards their academic goals.
d. Technology will be used to create community relationships.
4. Resources
a. Provide year-round, equitable access to technology for student learning.
i. Student, staff, and family access to appropriate technology to support the
curriculum, academic standards, and personalized learning tasks.
ii. Uninterrupted, reliable internet access in all schools.
b. Evaluate school, family, and community resources to inform educational and
technological decision-making in relation to curriculum and academic needs.
i. Annually perform needs assessment/evaluation of technology resources
(current).
ii. Research and evaluate the new educational technology based upon need
(future).
iii. Report findings to the DCT and Board of Education.
c. Develop and maintain a fiscally responsible budget that supports technology
within personalized learning and Innovation Nation.
d. Establish a plan for purchasing, maintenance, and replacement of technology
and technological infrastructure.
e. Establish and maintain a team that supports technology and technological
infrastructure.
5. Policy
a. DCT will review and recommend policy and regulation that support DCT goals.
APPENDIX A
WE BELIEVE STATEMENTS
We believe that technology supports Innovation Nation and personalized learning
by:
From the Students...
● Providing a platform for student inquiry/creation
● Displaying student work/product beyond the classroom
● Building networks/connections
● Spurring students’ drive to attack problems and solve them through a
variety of methods
● Allowing direct access to primary sources and people/experts
● Connecting courses and material to worldwide possibilities
● Furthering personal skills and abilities
From Parents and the Community...
● Supporting individualized learning
● Learning Styles
● Pace of Learning
● Varying Interests (Accommodating)
● Monitoring Goals
● Collaboration (Internal & External)
● Access to experts
● Broadening access to knowledge
● Enhancing hands-on experiences
● Providing recognition (Achievements)
● Badges
● Showcasing
● Accessing multiple sources
● Self-assessment
● Assessing student progress
From Faculty & Staff...
● 24/7 access for students, staff
● Providing multiple platforms, tools for all
● Allowing for multiple personalized experiences within a learning space
● The opportunity for students to set and pursue personal goals
● Instantly expanding the knowledge-base of educators and learners
● Connecting the world with the classroom
● Expanding the opportunities for real-world applications
● Empowering students to be creators, not just consumers
● Allowing for collaboration with family members
● Enabling students to do inquiry, independent projects, and solve
problems
● Targeting different learning styles, such as multimodal texts
● Sharing student learning to involve community and parents
APPENDIX B
Instructional Technology (see slideshow)
Professional Development
Data Collection:
1. What data did you gather? Why?
● Surveys:
○ PD needs and experiences related to digital learning: To gather information
about existing staff knowledge and what they want to learn to do in terms of
digital learning
○ Needs assessment and use of education technology: To build a model of
professional development
○ Articles: What is currently being done for PD
○ Groundbreaker interviews: Gather information about the new instructional
practices that we will implement next year
2. What tools did you use to gather data? (ex: survey, interviews, walk-through, etc.)
2 surveys in Google Forms, interviews, articles
3. Where/from whom did you gather the data? (ex: students, teachers, documents, etc.)
Surveys: staff
Interviews: Groundbreakers
4. What barriers existed to the process of data collection (ex: small sample size, there was
no documentation available, etc.)
● Survey 1: PD needs and experiences related to digital learning: Relatively small
sample size: 59 responders: Many of the people who had tech experience were
the responders
● Survey 2: Needs assessment and use of education technology: Relatively small
sample size: 80 responders:
5. Is there additional data your team recommends we collect? Why?
● An exit survey at the end of the year guaranteeing the summer off can be
administered
Results:
6. What does the data say? (Ex: 25% of respondents agreed that….)
Survey 1: PD needs and experiences related to digital learning:
● Majority (72%) of respondents felt supported by district to seek out PD
● 73% said district supports teachers in self-directed use of technology that
enhances professional growth
● What kind of PD taken part in:
○ What school offers
○ Webinars
○ Online courses
○ PD in and out of district
○ Conferences
● What could be done to improve personalized learning: (Wide range of
needs)
○ Time
○ Google Doc, Excel, or Naviance help
○ Etc.
Survey 2: Needs assessment and use of education technology:
● 80% of those surveyed prefer small group PD
● 45% felt they had basic tech skills
● 44% feel they are proficient
● 7% feel they are advanced
● 50% use applications once a month or less
● 40% feel they can set digital learning goals for themselves and for
students
● What have you found to be the greatest advantage of using tech in the
classroom?
○ Student engagement
Findings
1. How should the data be interpreted? (Ex: There too few devices to allow for universal
access to digital content)
● Too few devices
● Fearful that tech won’t work
● Huge range of abilities and comfort levels within staff in regards to use of
digital technology
● Smaller groups would be more desired
● Take into account the variety of different learning styles and PD formats
available
Resources
Data Collection:
1. What data did you gather? Why?
● Anecdotal data throughout walk-through (strengths and negatives of the current
technology building)
● Interviews of IT using the sub-audit
● Skype interview with industry expert
● Superintendent knowledge of the buildings within the district and the budget
○ Budget & line items
2. What tools did you use to gather data? (ex: survey, interviews, walk-through, etc.)
● Walk-through of Bacon Academy with parents, admin, teacher, student
● Jeff Mathieu interviews
● BOE budget documentation
3. Where/from whom did you gather the data? (ex: students, teachers, documents, etc.)
● Administration
● Teacher
● Student
● Existing technology within Bacon
● District IT staff
4. What barriers existed to the process of data collection (ex: small sample size, there was
no documentation available, etc.)
● No knowledge of schools other than Bacon and CES
● Lack of group’s understanding of curriculum and instruction district-wide
● Confusion regarding document questions in sub-audit.
○ Questions can be answered in different ways for each building within district
5. Is there additional data your team recommends we collect? Why?
● Quantitative data from teachers and those affected daily by the current status of
technology within the district
Findings:
1. How should the data be interpreted? (Ex: There too few devices to allow for universal
access to digital content)
● Adequate funding for the purchase of, the replacement of, and the maintenance of
technological devices across the district is needed on a sustainable basis
● Adequate funding for the purchase of, the replacement of, and the maintenance of
technological devices across the district is needed on a sustainable basis
● A recurring plan is needed to sustain new technology district-wide
● More IT support is needed
● CPS is limited in fidelity of using various data found to make decisions in regards to
purchasing and upkeep of technology
● Staff utilize data to inform instructional and curricular decisions in an inconsistent
manner across the district