Technology for Equity and Access

Just recently I considered the problem of practice, of delivery of instruction, of learning is the work. Generally, I think too much to consider truly the notion of passion at play in work. My work now can be dry, Title I – ironically, a program grown out of the socially conscious nineteen sixties and drafted alongside other game changing laws like the voter rights act! Maybe I want to make it more dry by learning how to apply the Kirkpatrick Four Levels training evaluation method to “follow the title money”. (I was going to go with something more contemporary than a 50 year old methodology, like “Impact of Learning”. However after a summer webinar hosted by Human Media Capital, I’m back to Four Levels. Stay Tuned.)

Scott wants us to consider the 8 Passions to help focus our individual work on the iLead team. In my application pitch, I mentioned wanting to follow title school implementation, adoption and adaption, of ed tech software, hardware, and network tools. Another interest I mentioned was knowledge representation and graphical conveyance of thought and ideas, trends and patterns and changes as developed and popularized by Edward Tufte. Besides registering for the on-line (natch!) Kirkpatrick training, I signed up Paul Hume and myself in two on-line classes on the use of Verizon’s “Thinkfinity” website for teachers (and parents) and as trainers of the use of the site. If I add that I am considering taking a new CourseWhere class on Balanced Literacy (revisited), then I think I can start to focus on interests if not passions.

I had used an iPod Touch (iPT) for just over a year before acquiring the iPad (Thanks again, Diane and Scott). Before that, I was a member of the Palm community. One app that I used on that platform was Time2Log, a time keeper I bought when I was a “Regional Consultant” for CDE. We had to keep track of our time among a variety of activities in a number of places. That is how I learned I spent over 50 hours a month traveling to 6 schools in southern Colorado and to Denver each month.

I continued this time keeping with the iPT using similar software, but after carrying the iPad around at work rather than the iPT, I let lapse the timekeeping not registering the evening events at the title schools, not even keeping track of work hours at home during the evening and weekend when the iPT sat nearby. Like a few other iLeaders I have seen, I often lug around both a laptop and the iPad. We have appreciate the convenience the iPad brings to our computing needs, but notice some limitations of the iPad.

However, I notice that there is a contest of sorts for classroom teachers to win a set of five iPads for their classroom! I may have already mentioned how I was doing more reading on the iPad. I had also begun playing with some music software and a piece of mind mapping software to sketch out ideas like I would do with Inspiration. For some visual fun, I purchased a piece of “visual playground” software called Uzu. With the steps into more fun literacy and the musico-graphic thoughts in mind. It is time to imagine how kids would use the iPad.

Here is an update on my experience using the iLead provided iPad. For starters, I have switched to quasi (the keyboard recommended Quasimodo…Yes, Master!) formal style because it is easier to type in the full words rather than contractions. Yes, I know an apostrophed phrase is often offered. Certainly, the most obvious the iPad and a full CPU differ in is the ability to “Windows” or open more than one app at a time. It is somewhat ironic that the plaything of the digital natives and wannabes somewhat forces uni-tasking. The loss of Flash is only mildly annoying and somewhat ameliorated by the knowledge that if Flash is not good enough for Bill G., then it is not good enough for me, either.

I have already blown the $Franklin that Scott lavished upon us. First things went to upgrading or purchasing “productivity software”, (yeah, right) such as Docs to Go and iAnnotate. I had been using an iPod Touch for over a year before getting the iPad. I never bought a print utility as I never saw the need. In a like manner, I never printed photos. BY THE WAY, IF YOU SEE A KODAK V570 IN A SMALL BLACK ZIP CASE, IT IS MINE THAT HAS BEEN MISSING FOR OVER TWO WEEKS NOW…

Right now, I am using the Word Press app, and ignoring my wife sitting with me here at Happy Lucky’s in Ft. Collins. [Later, we made some music together when, working on my saxophone scale studies, she pulled out her mandolin and asked me to help her with the fret notion and chords.] I noticed that the editing mode on the two plus wikis I have with the district reveals HTML tags that clutter the view when I use the iPad. Again, I miss the windows aspect of personal computing. However, I notice I am reading more on the iPad as well, especially docs off my iDisk cloud file space and the PDFs I can save locally on iAnnotate.

Final notes, the fun stuff. Check out ThumbJam. And Voice of Selene. Blowing air through my saxophone and getting the overtones to play through my head has been a recent re-discovery, but focused strumming on the two music apps is also good head play.

For the iLead grounding – reflection activity, we are to write “about one of the myths that you believe now nor believed at one time. Share how you came to believe the myth.”

This may be a stretch of the assignment, but a belief I expressed about (paraphrase) “all people are generally alike” was debunked by the intercultural rating inventory as a low level manifestation of cultural proficiency. I wonder if there is even any thing as common sense, I don’t have any, and have always considered myself something of an outlier, so I can’t remember what the prompt was. I declared a universalist position. Perhaps my understanding of common physical and emotional needs, a hope for any truth a out a “perennial philosophy” that might undergird support for a human declaration of human rights brings out a sentiment for equality. Add to this being raised in a society that communicates to world neighbors by speaking more loudly and more slowly. On reflection, we don’t have to be alike, or even share much in common, to hope for common understanding and appreciation.

I have only a few observations to report about my use of the iPad and district blogs and wikis. Since I am posting now and notice that today is Tuesday, I will simply pledge to blog at least once a week on Tuesday. Perhaps “Two for Tuesday” since I just posted on my Federal Funds blog. I created a private wiki, I hope, since some personnel information lay embedded in the several consolidated application elements and to keep the title principals at ease about posts and archives. [The elementary principals recently reviewed with Dr. Bankes the district's communications practices. Tons of email and sudden notices of quick responses needed are a great concern.]

I am using my now called MobileMe Apple services. I have had a mac.com address since March 3, 2001, but rarely used more than the email. Now I am using iCal, iGallery and iDisk. I recently upgraded my internet bandwidth at home and can make better use of the iDisk storage. (Open from and save to the iDisk to keep changes available everywhere.) The iPad is a great eReader, but now a very, for me, easy to use input device with the last observation being that adding and editing dates on iCal is lots easier on a regular keyboard and full CPU features.l

I switched to iCal from First Class’ calendar when I couldn’t get a reliable sync between FC and my year old iPod and my brand new iPad. As part of the routine setting I must do to touch all the bases for work at the admin – a shift to a customer service model – I will set the time to blog on iCal. Anyway, here’s a post about how digital tools appear to me to be more clearly in evidence at the admin and, as time goes on, how it impacts connections to folks in the field, the front line knowledge workers in schools and classrooms, even to parents and families.

iPads are more evident in use by administrators at directors and auxiliary (coordinators) meetings, at TLT, PLL and levels meetings. I am seeing users employ a variety of note-taking apps, I like SoundNotes, to keep track of their notes and thinking at administrator events. [Not paradoxically, I am reverting somewhat to a composition book I'd labeled "Title Grants Notes 2009-2010-2011". Reminds me of the line in a futuristic Mad Max sort of video by a codger explaining to a teen that "a book is a non-volotile storage medium". Withstands coffee spills, but hard to index, sort and search.]

A number of directors and coordinators have set up wikis to post policy, hang policies and archive working documents for easy retrieval. Here’s a think aloud moment. Even though I was one of the first to follow Diane Lauer in establishing a wiki, she and others have surpassed me in terms of reach and implementation. To be sure, her work represents more reach and implementation than my little corner in Learning Services and focus on the Title IA schools. However, after hearing the principals share with Dr. Bankes their perceptions and frustrations with admin-school communications, it is more clear a wiki and blog is the way to go.

Here are some strands I want to make clear in my next posts:

Progress on developing the Title wiki to increase clarity and access to messages about federal grant work,
Focus on what I see happening at the admin and the schools with digital media and “technology” facilitated working
Searches of digital technology connections between home and school, one example, opening computer labs before school

I also need to read and follow other’s blogs and posts!

First a word on the Press app. I had seen it on the app store while browsing on my iPOD. The reviews weren’t good so I didn’t bother until I got the pad. Set it up at the iLeaders orientation. Later I noticed it was unresponsive, would not bring up my two blogs though their name appeared on the pull down from the top left button. So I deleted both blogs and re-entered them, and here I am with this post on the Pad.

I reported while doing the blogger on the scene from the TLTs that I noticed the cursor would jump to previous line and wondered whether my ringed ring finger strayed over the KB area. I might affirm that suspicion after seeking the same happen while typing on Docs to Go. I think now my tendency to hunker over the screen in order to accommodate my poor eyesight ten fed to push my hands up.

Right now I’m slouching back on a piece of lawn furniture which affords a view of the Pad surface from the lower half of my lenses and keeps my hands lower on the KB. So, is the iPad the ultimate slacker toy?

[What follows is my rough transcription of the words of Dr. Judy Skupa on the evening of Monday 26 July at the Thompson board room. She greeted and guided members of the TSD staff present to begin work on the new strategic plan. I apologize in advance for any reporting errors. I was asked to consider participating with others on Cultural Proficiency, but self-assigned over to Digital Citizenship and will work with Don Cochran.]

There are some 8 sub-committees represented among the district staff and at least one community member/parent.

We are talking about strategy for your particular area. Every big area has a lead.” You represent about 1/3 of the people who will work with you. More work on this will yield more clarity.

Currently, the district works under four operating principles:

basic skills
Safety and belonging
Critical and creative
School to Life

Your voice is going to be critical to develop strategies.

The Last work on t strategic planning included 10 to 15 people working a Saturday morning. World changes require a different tack.

Also, there are achievement gaps to close, there has developed a predictable set of outcomes [from the increase in diverse and disadvantaged subgroups].

We are writing this plan for the incoming group of kindergarteners.

There is also a readiness gap in addition to an achievement gap.

See the demographic shift to 24% Hispanic students by 2020, plus greater poverty.

See, the Davinci Institute:Future of Education.

However, funding sources are narrowing. We might partner with a larger institution, which challenges our identity and autonomy.

There is also the challenge of intergenerational working and learning.

What will working conditions look like to a more mobile and competitive staff?

[Dr. Skupa is sharing the strategic plan survey results. 3000 Pieces of data.]

District priorities from the survey:

Robust Learning

Global

Responsible

Productive

Culture of excellence

What one thing can we do as a district to actualize the five areas?

Not the day to day, short term action, but the overarching approach to a problem is what we seek. Think broadly to set the foundation of your more detailed work. What strategy gives

Strategies are not desired outcomes or action plans.

Strategies can be considered as theories of action, underlying assumptions about how we will move from one state to the next.

It is a testable hypothesis about getting to the desired state.y WHO and WHAT they will do.

if and if, and if, (the strategy part) then.

We don’t expect an extensive literature search. we do need to identify vital actions. And we need to find the ones who do THAT well? What can we learning from their work? How similar are conditions for THEM to Loveland’s?

A word about wording; recommend changes and mergers with the members of those groups as the work progresses.

Team leads can take some of the Mondays or Tuesdays, other meetings are not optional. select your strategy by 26 August. Board presentation at a work session on 13 Sep. We can develop action plans soon.

We can dream about what we can do if barriers are removed.

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[Here's my second shot at conducting an on-the-scene blogging. remember yesterday I noticed the blog app made me cranky about the

[App report,l the editor kicked me off, losing a bit of text before auto save. While doing this, It kicked me to a Plugins page, and just now again moved the cursor back in the line I was typing; there again! I wonder if my right ring finger is straying outside the keyboard.]

Theory X and Theory Y; technical vs. Adaptive change. Six Secrets, Elmore, Senge, Pink,

At around 1:00, time for a scavenger hunt. I have not been connected much, so the power drain has only been from 98% to 82%’ that with two hours less time than yesterday when I reported a drop to 48% @ 3:00. Gotta go.

It’s about 2:25. The scavenger “team building” activities have finished, and the judges are tabulating and confirming results.

[My take on the use of the iPad for on-the-scene blogging is that unless portability is an issue, a laptop would be easier to use, though short entries between activities or brief debriefs afterwards would work just fine with the iPad. I wonder if a Bluetooth keyboard would make the behavior of the cursor moot, though it would be another piece of gear. For those of you old enough to remember, I used to use an Apple Newton. twill have it. The thing was bulky, but it had stylus handwriting and HW recognition.]

Folks at the iLead session are here with their new iPads. I will take notes here with it to practice the use of the keyboard and the app. We just finished a couple of group activities, now we are hearing Dr. C discussing perceptions and criticisms of public education. Current point: federal and media oversight and criticism. He’s reading a story critical of public Ed spending.

“We are the stewards of 21st Century Learning”, he replies, then shares social and tech statistics to make the point to Keep Up. One highlight: increased Latino Graduation Rate. “There’s something of a rebound in CSAP scores…Good progress, but it’s been the case. Now we need to exceed the standards [we set for ourselves].

We’ve closed the twenty something ethnicity gap gap by2%, not enough. There is also a big gap in free and reduced lunch kids. Dr. C is now recounting facilities and program developments, including the “Innovation School”.

“Changing Conversations” include revised standards, growth model, SB 193 and other accreditation, achievement, and college and careee readiness. Furthermore, Ed Sec and Elem Act ESEA, the new NCLB and changes in CSAP.

“Your goals are my goals”, declares Dr. C and goes on to explain the four goals: Ss achievement and gap reduction; Strategic Planning; Strategic Resource Allocation and Use; and Organizational Climate and Culture via Community Engagement and Outreach. [Q: Something that will be very important to build strong alliances for oversight and support from the community!]

“Our main resource is people”, but we have to meet a $2,000,000 challenge [cut that much from the budget].

Dr. C now remarks on the fourth goal around community, it’s our charge to engage.

We are in “like groups” to work through the super’s goals.

The discussion with the group of elementary, many title, principals are discussing goal 1 and goal 4. [Q: I asked how to connect them; achievement and gap closing with community involvement and engagement.]

The talk is about training parents how to help with teaching and learning. “Teachers should be paid to work after hours.”

“Our work should be to agree on [what good teaching and learning looks like. Q: Instructional Rounds!]

After a break,
Wes Fothergill presented a short “email etiquette” presentation, then moved on to crisis management for principals. One scenario shared is smelling gas in the building with reference to the crisis guide and the development of the quick reference card showing clear guidelines and procedures. After first calls, then call Wes, Mike Jones if he’s not available. Wes requests that principals “answer their phones”.

Now, distribution of non-profit based materials through schools. “We are talking upwards of a million pages passed out last year. we will accept electronic requests that can be acessed through th website. Rocky Mountain Parents will be the clearinghouse for news and info, as well as the City of Loveland and McKee Medical. Put the Friday Folder link on your school’s website. Spanish postings should be prepared by the requesters…” There was some discussion of requiring submitters to prepare dual language postings.

Now, a word about using the district style guidelines, and advice about using templates rather thank ordering letterhead…

Finally, a word about release of student info in media…you must have parental permission to publish student names and or images. If the event is public, then no permission required. Get the releases signed at registration every year. Question about “public” yielded to description of “complete openess to anyone who passes by”.

Finally, a request for TLT to sit in district booths at least 2 hours for at least one event to promote the district’s visibility and goodwill in the community. The TSD Back to School issue is out. It and Community News is no cost to the district.

Another break, then Dr. C reviewed the six Secrets of Changes and the model of the district’s infrastructure. He’s finishing up with a treatment of theories of action leading to moral purpose and other systems leadership issues. One participant asked about whether there are realistic expectations for some groups. Dr. C can only offer that the district will not fall to triage treatment.

Now, Dr. C is discussing the issues of “Our Leadership Focus”as depicted by the 4 in 1 pyramid graphic.

[Lunch Break]

The lunch break is followed by a standup delivered by Mike Jones! He describes the evaluation process and that there will be changes to memos of concern and understanding, generally, embodying the accountability that is represented by the district operating principals. All this to reduce confusion and questions that have come at the end the year. Luis Martinez is explaining changes now. [Q: I'm not familiar enough with negotiations to appreciate the changes. Whatever they are will be in place for two years, so there will be time to learn.] Luis’ presentation was followed by some discussion about conference days. Perhaps a workday on Wednesday before parent teacher conferences has become problematic.

Now, a “rare issue” discussion about troublesome staff behavior; “rarely does a problem occur only once. Show us the documentation, Mike Jones says, else it [the unacceptable activity] has only happened once.” See, a letter of concern, a call to Vickie or Michelle, to document a problem.

Vickie, “Start performance management early [mid-year = October]. We’ll call to ask who is a concern. In Jan. Another followup about new or previous concerns and a check for documentation.”

Mike, “We want to avoid troublesome, expensive work at the end of the year.” He’s describing how to handle verbal, then written warnings to an employee of concern.

Vickie, “Document details, the facts, what happened, specific.” A question about “I’ve been tolds” should be treated with the verbal step, then followed in the letter step.” Here, the Facts and the Rules. [Next, the Impact].

So, what negative or adverse consequences did or could have happened? i.e. Leaving room unattended.

Next, Suggestions, i.e. Read policy, review procedures. Then Knowledge, for a letter of reprimand &c. Question about an association representative in attendance was answered with reminder that principals does not need to weigh the employees convenience, but get the talk done. Called help can only be a witness.

Vickie walked the TLT members through templates she distributed. Mike advised not to negotiate the discard of any letters on file. That can be discussed later, but consideration should be given to potential, later re-occurrences. Refusal to sign a letter can be addressed by signature of a witness to the receipt of the letter. A question about Spanish interpretation raises the question and issue of training for interpreters in the many cases possible. [Q. We don't have district interpreters, only translators.]

Now, evaluations. Do pre-evals early, get in twice each semester for probationary staff for sufficient observation time. Digital recordings can not be made without prior notification (agreement?). See, Policy GCOA-R. Ratings of staff for evaluations were only quickly discussed. More time was spent on Appeals which are only triggered by overall “unacceptable” rating and involve four levels of discussion, the last involving the assistant superintendent for HR.

More positively, coverage of “What License Staff Appreciate in Evaluators”.

More practically, a press to make clear in the evaluation, and beforehand, why a person is not going to be renewed. “I’m concerned…” Be specific in your feedback. “Hold people accountable, they have three months to confirm the hire and six more months to stay on next year.” SB10-191 will bring changes with accountability for teachers and principals partially based on student growth. [See, CDE for more detail.]

Judy Skupa finishes the day with a look at the future with Annette Overton: Core Values, Balanced Scorecard and Strategic Plan updates. Judy describes now the data gathering, survey taking involved to begin a comprehensive process with multiple stakeholder opportunities. Core Values, she says are different than Guiding Principles, e.g. Wishes versus Works. Core Values are a out the organization that we want to stand through legislative or other changes.

[Q: Here I stopped journaling. I noticed that Safari on the iPad was not handling Word Press well, specifically, the cursor would land out of sight after saving and resuming the typing. Typing would jump the text beneath the keyboard where the cursor was not visible. Toggling between "Visual" and "HTML" tabs on the Edit Post page, and between the one or two column radio buttons seemed to help, but then I had to drag down the cursor to the bottom of the text to resume typing. I noticed later in the afternoon that the cursor had jumped up the text and that I was typing within previous paragraphs. I tried to tap and drag text but the usual copy and paste steps would now work so I quit entering text. Final note. I started with 100% battery life in the morning which dropped to the high 40s by 3:00 pm. The WiFi seemed weak, but I was able to stay connected through most of the day.]