2009-2012 NCLB

Title II Part D
District 31 & 22
Competitive
Grant

LIƒE Program-
The Leadership
Innovation for
Education

October 2009
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Welcome and Introductions
Celine Azoulay- Technology Innovation Manager, Staten Island & South Brooklyn
cazoula@schools.nyc.gov

 Office of Educational Technology

http://nycedtech.com
 Oitlive Website-
Title IID Information Portal LIƒE Program-
http://oitlive.com
 Please share your contact information
Link is found on OITLIVE website
Click on LIƒE tab and then click Survey
2009-2012 NCLB Title II Part D Competitive Grants
 Purpose:
> Improve students’ academic performance in the core subject
areas of English language arts, mathematics, science, and
technology literacy through effective use of technology in the
process of teaching and learning.
 Themes:
> Leadership and System Change through Technology Innovation

 System Change of Teaching and Learning through

Technology

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Project Design
 The LIƒE Program is designed to expand
the use of effective, research-based
practices to increase access to technology
infused learning and to develop a stronger
network of support for schools in their
efforts to bridge the achievement gap.
Application context & process
 We will work to achieve the following goals:

> The LIƒE Program is aligned to Children First reforms

and DOE educational technology strategy.

> Aligned to SSO structures.

> Strengthen mechanisms for transferring promising

practices or lessons learned beyond grant
participants.

> Purchase technologies that can be supported by

standard procurement and maintenance agreements.

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Professional Development Timeline Year 1
Session 1 LIƒE Program- Leadership Forum: Constituents to plan LIFE implementation

Session 2 Designing Standards-Based Projects

Session 3 Professional Development Course fro Teachers Facilitating Online Learning for Students (credit
recovery or advanced placement courses).
Session 4 Curriculum Mapping as a Tool for Project Based Learning

Session 5 Planning Student-Centered Assessment

Session 6 Building E-Portfolios: Essential Components

Session 7 Tools That Can Be Used to Author Professional and Student E-Portfolios

Session 8 Intel Teaching Program

Session 9 Creating E-Portfolios Using Web 2.0 Tools

Session 10 Web Portal Training/ E-Portfolios

Session 11 Using Student Data To Improve Instruction

Session 12 LIƒE Program- Leadership Institute Consultation, customized training, inter-visitation; school-
level PD

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 Project Overview
 Leadership Innovation For Education (LIƒE Program) will

> Provide an extensive blended model of professional development for teachers and instructional school
leaders to facilitate the infusion of technology enriched curriculum and assessment. Educators will enhance
curriculum with authentic, project based learning (PBL) units that engage students in real work learning
scenarios to improve student academic performance across all core content areas.

> Host digital PBL units and student work in electronic portfolios using a variety of digital media to demonstrate
mastery of new knowledge and skills.

> Explore online learning for students in need of credit recovery, advanced studies, college and exam
preparation, remediation and differentiation. Additionally, teachers will be equipped with the skills to facilitate
online learning.

> Provide a comprehensive and customized program of professional development for teachers and supporting
administrative staff including the SSO network teams and School Based Inquiry Teams.

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Project Overview
 Leaders
> Intel Leadership Forum for Principals and Intel Teacher Forum for educators
> Leadership Forums Across the Year
 Topics- low cost laptops, onsite tech support, 21st Century Curriculum, etc
 Teachers
> Professional Development for educators in shifting standard educational
practices to innovative practices to enhance student achievement.
> Intel Teach Essentials program where teachers learn to infuse 21st Century skills
into their curriculum in an effort to create project-based lessons that promote
problem solving, critical thinking and collaboration skills among students.
> Professional Development Course for Teachers Facilitating Online Learning for
Students (credit recovery or advanced placement courses).
 Students
> Development of ePortfolios for students to demonstrate personal learning goals and growth
over time.
> Students will use digital media to incorporate 21st Century Literacy Skills
> Participate in “Digital Support and Empowerment Teams”
Need for Project
 Academic Need

> All participating schools have been identified as schools in need of improvement,
schools under regents review, and/or schools requiring academic progress.
> Targeted schools in District 31 & 22 were cited for failure to meet AYP in ELA. In
the majority of schools failure to meet AYP was the result of poor performance
among ELL and SWD student populations.
> Students 4 year graduation rate is below citywide average, illustrating the need
for credit recovery.

 Professional Need

> A significant % of teachers in targeted schools are teaching out of certification

> The turn-over rate for targeted schools is higher than that of non-targeted
schools.

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Project Goals

Goal 1 :
To provide a sustained, comprehensive program of
professional development for administrators and school/ district
leaders in order to expand the number of effective educators
who will be able to demonstrate promising practices of
instructional technology integration.

Goal 2:
To achieve measurable improvement in student academic
performance on NYS assessments in the core curriculum
areas of ELA, Mathematics, Science and Technology Literacy
for all students, including English language Learners (ELL’s)
and Students with Disabilities (SWD).

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Strategies and Activities
 Students will demonstrate increased achievement in English Language Arts, Math and Science.
 At least 80% of students will create high quality student centered e-portfolios that meet standards
as assessed by rubrics developed and administered by participating teachers.
 Students will demonstrate increased technology literacy skills as assessed by student surveys, as
well as a student technology literacy assessment of 8th grade students
 By the end of year one 10% of teachers will receive a minimum of 50 hours training to enhance
their instructional technology proficiency as part of a blended model of professional development
that includes face-to-face workshops, webinars, on-line courses towards IT certification, and on-site
and in-class support including coaching and mentoring. By the end of year two 25% of teachers in
participating schools will receive the same as above. By the end of year three 50% of teachers in
participating schools will receive the same as above.
 By the end of years 2 and 3 it is expected that each project school will develop approximately 10
online courses.
 By the end of year one, it is expected that each school will create at least 5 high quality, technology
rich PBL units in the core subject areas of ELA, Math or Science.
 Teachers will create professional e-portfolios to host their PBL units
 School administrators will attend approximately 36 hours of customized training including face-to-
face workshops, webinars, visits to model school sites, and on-site consultations. The training will
enable school administrators to observe and model best practices of technology infusion into
instruction and share PBL units

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Hardware
 Digi Tools – a package of all the digital tools to needed to
implement a 21st century model of project based learning
and e-portfolios that are rich with digital media.

 Service subscriptions

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 Professional Development Offerings
Overview:

Traditional workshop model

Online courses
Webinars – reflecting new content and a reiteration of traditional
workshop
Visits to model school sites; coaching & modeling on-site
e-Portfolio sharing
Conference presentation & forums for sharing best practices

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Evaluation

Evaluation Model

> Surveys
> Observation data
> Individual and group interviews
> Technology integration and technology literacy skills
assessments
> Student e-Portfolios assessed with rubrics

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School Expectations
Overview:

For LIFE to be most successful it is imperative that NYC DOE staff, school
staff and project staff work collaboratively for the good of the project.

 Educator Expectations
> Participating educators will attend all scheduled training.
> Share information with relevant staff members.
> Develop student e-Portfolios.
> Capture and publish innovative practices that enhance student achievement.
> Collaborate with project staff to target teachers who will be most successful.
> Provide opportunity for on-site professional development.
> Work with project staff to identify ways to infuse National Education Technology Standards.
> Encourage and support grant goals and objectives

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Principal Expectations
 Principals grant approval for their DAAR Technology Innovation
Manager to review school-level Periodic Assessment data in
ARIS in order to align the grant programs to their school
improvement and student learning needs.
 Principals will enable lead educators participating in grant
services to participate in inquiry teams to align the grant
program activities to the goals and strategies of the school CEP
and inquiry program.
 Principals will comply with evaluation process.
 Participating educators will turn key to other educators during
common planning, team meetings, grade conferences, etc.