memo - Ontario Teachers' Federation · duties delivering remarks that included references to impact...
14
1516/E/139 February 17, 2016 memo To: OTF Executive From: Ian Pettigrew, Director, Curriculum and Assessment Re: Report on the Ministry of Education’s 21 st Century Teaching and Learning Roundtable (February 9, 2016) On Tuesday, February 9, 2016 Lindy Amato and Ian Pettigrew represented OTF at the Ministry of Education’s 4 th annual 21 st Century Teaching and Learning Roundtable (Roundtable) which brought together small teams from school boards across Ontario. The event was co-sponsored by CODE and the Ministry, both of whom are engaged in a collaborative 21 st Century Innovation Research study. The agenda and companion documents can be found at http://bit.ly/21Crt2016 Building on the learning focus of past provincial Roundtables, the purpose of the 2016 Roundtable was to link pedagogy, technology-enabled learning, and 21st century competencies and to share lessons gleaned by school boards from their quest to harness information and communication technologies (ICT) in the service of effective pedagogy. Finally, it was designed to offer a forum for knowledge mobilization around capacity building strategies to promote scaling-up effective and promising practices. Stephen Paquette, Anishinaabe Elder from the Wikwemikong First Nation, opened the event. In a video message, Liz Sandals, Minister of Education, underscored the need for students, in the 21st century, to develop competencies that would serve them in a global, knowledge economy. She applauded Roundtable participants for their ongoing innovative and transformational work in this area. Catherine Montreuil, Assistant Deputy Minister (ADM), Learning and Curriculum Division, and Janine Griffore, ADM, French-Language Aboriginal Learning and Research Division, shared duties delivering remarks that included references to impact evidence, Michael Fullan’s 6 C's, and the difficulties inherent in scaling up and replicating innovations in technology-enabled teaching and learning. They also shared a Ministry-developed video entitled Transforming Learning and Teaching: Ontario on the Move (http://bit.ly/1Qc9Fds ) in which directors and principals shared insights about successful practices that have been implemented system-wide, where they hope to go next and how and why their student achievement scores have increased. In addition, teachers and students reflected on how the learning environment had changed. Dr. Chris Dede (Harvard University) shared his international perspective as the keynote speaker entitled Ontario’s Journey of Transforming Education for the 21st Century: System Scaling for Student Outcomes. This was Dede’s third appearance as keynote speaker at the Roundtable.
Transcript of memo - Ontario Teachers' Federation · duties delivering remarks that included references to impact...
1516/E/139 February 17, 2016
memo
To: OTF Executive From: Ian Pettigrew, Director, Curriculum and Assessment Re: Report on the Ministry of Education’s 21st Century Teaching and Learning Roundtable
(February 9, 2016)
On Tuesday, February 9, 2016 Lindy Amato and Ian Pettigrew represented OTF at the Ministry of Education’s 4th annual 21st Century Teaching and Learning Roundtable (Roundtable) which brought together small teams from school boards across Ontario. The event was co-sponsored by CODE and the Ministry, both of whom are engaged in a collaborative 21st Century Innovation Research study. The agenda and companion documents can be found at http://bit.ly/21Crt2016
Building on the learning focus of past provincial Roundtables, the purpose of the 2016
Roundtable was to link pedagogy, technology-enabled learning, and 21st century competencies
and to share lessons gleaned by school boards from their quest to harness information and
communication technologies (ICT) in the service of effective pedagogy. Finally, it was designed
to offer a forum for knowledge mobilization around capacity building strategies to promote
scaling-up effective and promising practices.
Stephen Paquette, Anishinaabe Elder from the Wikwemikong First Nation, opened the event. In a video message, Liz Sandals, Minister of Education, underscored the need for students, in the 21st century, to develop competencies that would serve them in a global, knowledge economy. She applauded Roundtable participants for their ongoing innovative and transformational work in this area. Catherine Montreuil, Assistant Deputy Minister (ADM), Learning and Curriculum Division, and Janine Griffore, ADM, French-Language Aboriginal Learning and Research Division, shared duties delivering remarks that included references to impact evidence, Michael Fullan’s 6 C's, and the difficulties inherent in scaling up and replicating innovations in technology-enabled teaching and learning. They also shared a Ministry-developed video entitled Transforming Learning and Teaching: Ontario on the Move (http://bit.ly/1Qc9Fds) in which directors and principals shared insights about successful practices that have been implemented system-wide, where they hope to go next and how and why their student achievement scores have increased. In addition, teachers and students reflected on how the learning environment had changed.
Dr. Chris Dede (Harvard University) shared his international perspective as the keynote speaker
entitled Ontario’s Journey of Transforming Education for the 21st Century: System Scaling for
Student Outcomes. This was Dede’s third appearance as keynote speaker at the Roundtable.
1516/E/139-2
Dede observed that:
Information and Communications Technologies (ICT) can be an incredible “amplifier” of student learning;
It can support students by doing the mundane, easier tasks and liberating them to do deeper thinking;
In classrooms leveraging ICT, competition among students has an undercurrent of collaboration; so competition is not destructive;
ICT can help teaching occur in classrooms “with no front";
Achievement results and scores alone don't tell the whole, complex story;
Ontario and other jurisdictions have made progress with the pioneers and early adopters of ICT-enabled classrooms; however, there remains much work to be done with the vast majority of later adopters;
Fostering conditions that encourage risk-taking and unlearning habits will be necessary; and
Providing professional learning opportunities in technology-enabled learning for all teachers is imperative.
Dede also provided an opportunity for Board teams to discuss how they might assess their progress in the leveraging of ICT in four areas: curriculum and instruction; professional development; leadership, administration and instructional support; infrastructure and technical support. As a model, he offered North Carolina’s Digital Learning Progress Rubric (attachment 1). Following Dr. Dede’s keynote, morning breakout sessions (a full list is available at http://bit.ly/GalleryWalk16) provided an opportunity for participants to hear from Boards who participated in the Ministry’s $150 million Technology and Learning Fund. Ian attended the Simcoe County District School Board’s "Ripples of Inquiry: Possibilities" and the Waterloo District School Board’s "Learning - It's All About the Change." Lindy attended the Hamilton-Wentworth District School Board’s “Transforming Learning Everywhere...Driven by Instruction...Accelerated by Technology” and the Upper Grand District School Board’s “Digital Historian Project”. In the afternoon, participants were invited to a gallery walk in which they could connect with other innovation leaders across the province. Lindy and Ian shared OTF station ambassador duties and showcased OTF resources and initiatives connected to 21st Century learning and highlighted OTF Connects offerings. In the closing segments of the Roundtable, Catherine Montreuil returned to share "What Research Tells Us: 21st Century Competencies" She referred to Minister Sandals’ Achieving Excellence Mandate Letter Progress: Education (https://www.ontario.ca/page/mandate-letter-progress-education) which states: “By 2025, Ontario will have an education system that seamlessly integrates services from early years to adulthood. Ontario will be a world leader in higher-order skills — such as critical thinking and problem solving — which will allow Ontario to thrive in the increasingly competitive global marketplace.”
1516/E/139-3
She noted that as part of its plan, Ontario is engaged and working with other provinces to identify pan-Canadian 21st century competencies. She underscored a “don't wait for us [at the Ministry] to innovate” approach. She also encouraged Boards to explore Ontario’s Draft 21st Century Competencies/Global Competencies (attachment 2) a hard copy of which was circulated at the session. She ended by referencing CODE’s two resources which consolidated Dede's ideas from the last two Roundtables:
• Technologies that Aid Learning, Partnerships on Real-World, Authentic Tasks
• Learning Partnerships among Educators Enabled by Technology Both are available at http://bit.ly/21Crt2016 Dede closed out the day with three final thoughts: 1. Ontario can, and should, share its collective wisdom with other jurisdictions; it has many
learnings and insights, from its foray into this area, to offer others. 2. The next stage of the journey is here, but it is not evenly distributed. More cross-pollination
needs to happen. Board leadership teams could benefit from tapping into the wisdom and expertise of other Boards.
3. Education often stalls out when it stops with the “early adopters". Knowledge diffusion will be important and must involve determining who the influential figures are to whom others will look and want to follow.
Catherine Montreuil and Lilian Patry, Manager - Student Success and Learning Until 18 Unit, French-Language Education Policy and Programs Branch, officially closed the Roundtable and Stephen Paquette, Anishinaabe Elder, was invited to close the event.
ISP/mr
25/Exec.
Attachments
© 2
01
5 N
C S
tate
Un
iver
sity
. All
righ
ts r
eser
ved
.
Le
ad
ers
hip
E
arl
y (
1 p
t)
De
ve
lop
ing
(2
pts
) A
dva
nc
ed
(3
pts
) T
arg
et
(4 p
ts)
L1
Sh
are
d V
isio
n
S
co
re:
__
_
Leaders
hip
has t
he b
asic
aw
are
ness o
f th
e p
ote
ntia
l of
dig
ital le
arn
ing in
educatio
n to
lead t
o p
ers
onaliz
ed le
arn
ing f
or
stu
dents
.
S
taff a
nd le
aders
hip
are
explo
rin
g d
iffe
rent
uses for
and
appro
aches to d
igital le
arn
ing.
Leaders
hip
has a
rela
tively
in
-depth
unders
tandin
g o
f dig
ital
learn
ing,
is d
evelo
pin
g a
share
d
vis
ion a
mong e
ducato
rs, and is
begin
nin
g t
o b
uild
buy-in
for
dig
ital le
arn
ing t
o le
ad t
o
pers
onaliz
ed le
arn
ing f
or
stu
dents
.
A
dig
ital le
arn
ing a
ppro
ach is
bein
g p
ilote
d b
ased o
n
dis
tric
t/chart
er
str
uctu
re, fu
ndin
g,
educato
r ro
les,
and s
tudent
dem
ogra
phic
s.
Leaders
hip
has a
n in
-depth
unders
tandin
g o
f dig
ital le
arn
ing,
com
munic
ate
s a
nd im
ple
ments
a
share
d v
isio
n a
mong e
ducato
rs a
nd
com
munity s
takehold
ers
.
Leaders
hip
obta
ins b
uy-in
for
com
pre
hensiv
e u
se o
f dig
ital le
arn
ing t
o
lead t
o p
ers
onaliz
ed le
arn
ing f
or
stu
dents
.
T
he d
igital le
arn
ing a
ppro
ach is
appro
pria
te t
o s
om
e a
spects
of
dis
tric
t/chart
er
str
uctu
re, fu
ndin
g,
educato
r ro
les,
and s
tudent
dem
ogra
phic
s.
Th
e d
istr
ict/chart
er
has d
evelo
ped a
te
chnolo
gy p
lan in
dependent
of th
e
dis
tric
t/chart
er
impro
vem
ent pla
n.
Leaders
hip
pro
mote
s a
share
d v
isio
n f
or
innovatio
n w
ith d
igital, p
ers
onaliz
ed
learn
ing a
mong a
ll educato
rs a
nd
sta
kehold
ers
.
T
he le
aders
hip
team
colla
bora
tes to
develo
p g
oals
and s
trate
gie
s f
or
an
eff
ective d
igital le
arn
ing in
itia
tive.
Leaders
hip
is s
hare
d o
r dis
trib
ute
d w
ith
diffe
rent sta
ff m
em
bers
takin
g o
n
leaders
hip
role
s w
ith d
igital le
arn
ing,
pro
fessio
nal le
arn
ing, dig
ital conte
nt,
and/o
r in
str
uctio
n.
Dig
ital le
arn
ing a
ppro
aches a
re a
ligned
with d
istr
ict/
chart
er
str
uctu
res,
goals
, fu
ndin
g,
educato
r ro
les, and s
tudent
dem
ogra
phic
s.
Dig
ital le
arn
ing is a
core
com
ponent
of
dis
tric
t/chart
er
impro
vem
ent pla
ns a
nd
technolo
gy p
lans.
Leaders
consis
tently m
odel best
pra
ctices
in t
he u
se o
f dig
ital re
sourc
es.
L2
Pers
on
nel
S
co
re:
__
_
Leaders
hip
recogniz
es t
hat
som
e s
taff m
em
bers
utiliz
e
dig
ital le
arn
ing t
o c
hange
instr
uctio
n a
nd e
ncoura
ges
these e
ducato
rs to c
ontin
ue to
exp
and t
heir k
now
ledge a
nd
skill
s a
round d
igital le
arn
ing.
Educato
rs d
o n
ot
have a
ccess
to instr
uctio
nal support
sta
ff to
help
fully
utiliz
e d
igital le
arn
ing
in t
heir teachin
g (
e.g
., c
oachin
g,
co-t
eachin
g, m
odelin
g, le
sson
pla
nnin
g).
Leaders
hip
consid
ers
dig
ital
com
pete
ncie
s a
s o
ptio
nal in
sta
ff r
ecru
itm
ent, h
irin
g,
evalu
atio
n,
and r
ete
ntio
n
pra
ctices.
Leaders
hip
encoura
ges t
eacher
leaders
in
the u
se o
f dig
ital
learn
ing t
o s
hare
with o
ther
sta
ff
mem
bers
and t
o m
odel or
coach
dig
ital le
arn
ing t
o m
eet th
e n
eeds
of
indiv
idual stu
dents
.
E
ducato
rs o
ccasio
nally
have
access t
o instr
uctio
nal support
sta
ff to h
elp
fully
utiliz
e d
igital
learn
ing in
their t
eachin
g (
e.g
.,
coachin
g, co
-teachin
g, m
odelin
g,
lesson p
lannin
g).
Leaders
hip
em
phasiz
es d
igital
com
pete
ncie
s, but
does n
ot
use
it a
s a
prim
ary
facto
r fo
r sta
ff
recru
itm
ent,
hirin
g,
evalu
atio
n,
and r
ete
ntio
n p
ractices.
Leaders
hip
is b
egin
nin
g to c
reate
role
s
or
em
phasiz
e the im
port
ance o
f ro
les
for
teacher
leaders
or
instr
uctio
nal
coaches to h
elp
build
capacity a
mo
ng
oth
er
sta
ff m
em
bers
.
E
ducato
rs fre
quently h
ave a
ccess to
instr
uctio
nal support
sta
ff to h
elp
fully
utiliz
e d
igital le
arn
ing in
their t
eachin
g
(e.g
., c
oachin
g, co
-teachin
g, m
odelin
g,
lesson p
lannin
g).
Leaders
hip
sees d
igital com
pete
ncie
s
as s
trength
s in s
taff r
ecru
itm
ent, h
irin
g,
evalu
atio
n,
and r
ete
ntio
n p
ractices.
Leaders
reallo
cate
hum
an r
esourc
es
(e.g
., t
eacher
leaders
, in
str
uctio
nal
coaches)
to b
uild
capacity a
nd s
upport
the
share
d d
igital le
arn
ing v
isio
n.
Educato
rs h
ave “
just-
in-t
ime”
access t
o
instr
uctio
nal support
sta
ff to h
elp
them
fu
lly u
tiliz
e d
igital le
arn
ing in
their
teachin
g.
Leaders
hip
sees d
igital com
pete
ncie
s a
s
essentia
l in
sta
ff r
ecru
itm
ent, h
irin
g,
evalu
atio
n,
and r
ete
ntio
n p
ractices.
Multip
le p
ath
ways a
re in
pla
ce for
educato
rs t
o d
em
onstr
ate
le
aders
hip
for
dig
ital le
arn
ing a
nd h
ybrid
role
s a
re
consid
ere
d for
educato
rs d
em
onstr
atin
g
com
pete
ncie
s in d
igital le
arn
ing.
L3
Co
mm
. &
C
oll
ab
ora
tio
n
S
co
re:
__
_
School le
aders
use technolo
gy
for
limited w
ritt
en
com
munic
atio
n w
ith e
ducato
rs
and p
are
nts
.
Som
e technolo
gy (
e.g
., e
mail,
th
e d
istr
ict/chart
er
website)
is
used f
or
com
munic
atio
n a
nd
colla
bora
tio
n a
mo
ng c
olle
agues,
sta
ff, pare
nts
, stu
dents
, and t
he
com
munity.
Te
chnolo
gy is u
sed t
o c
om
munic
ate
, solic
it f
eedback,
and c
olla
bora
te w
ith
sta
kehold
ers
.
C
urr
ent
tools
and s
yste
ms a
re u
sed f
or
com
munic
atio
n, m
anagem
ent of
schedule
s a
nd r
esourc
es, perf
orm
ance
assessm
ents
, and p
rofe
ssio
nal
develo
pm
ent.
Multip
le m
eans o
f te
chnolo
gy (
e.g
.,
tele
com
munic
atio
ns, socia
l m
edia
, le
arn
ing m
anagem
ent syste
ms,
pare
nt
port
als
, th
e d
istr
ict/chart
er
website)
are
used t
o c
om
munic
ate
, solic
it f
eedback,
inte
ract, a
nd c
olla
bora
te w
ith a
ll sta
kehold
ers
.
C
urr
ent
tools
and s
yste
ms a
re e
mbedded
in p
ractice a
nd u
sed f
or
com
munic
atio
n,
managem
ent
of schedule
s a
nd r
esourc
es,
Att
achm
en
t 1 t
o 1
516
/E/1
39
© 2
01
5 N
C S
tate
Un
iver
sity
. All
righ
ts r
eser
ved
.
Le
ad
ers
hip
E
arl
y (
1 p
t)
De
ve
lop
ing
(2
pts
) A
dva
nc
ed
(3
pts
) T
arg
et
(4 p
ts)
perf
orm
ance a
ssessm
ents
, and
pro
fessio
nal develo
pm
ent.
A c
ulture
that support
s o
ngoin
g a
nd o
pen
com
munic
atio
n a
mon
g s
takehold
ers
exis
ts.
L4
Co
mm
un
ity
En
gag
em
en
t
Sc
ore
: __
_
Com
munic
atio
n w
ith the
com
munity a
t la
rge is t
ypic
ally
one-d
irectio
n a
nd
by o
ne t
ype
of m
edia
fro
m t
he
dis
tric
t/chart
er
and r
are
ly le
ads
to c
olla
bora
tio
n o
r dis
cours
e.
Pare
nts
/guard
ians r
eceiv
e
info
rmatio
n a
bout th
eir s
tudents
on a
quart
erly b
asis
thro
ugh
report
card
s.
Com
munic
atio
n w
ith the
com
munity a
t la
rge is t
hro
ugh
multip
le m
edia
and m
ay in
volv
e
sharin
g s
om
e info
rmatio
n t
hat
is
not
yet fin
al in
an e
ffort
to s
eek
feedback a
nd d
iscours
e.
Part
ners
hip
s w
ith the c
om
munity
are
connecte
d t
o s
pecific
events
or
initia
tives.
Pare
nts
/guard
ians h
ave lim
ited
access t
o in
form
atio
n a
bout th
eir
stu
dents
.
Com
munic
atio
n w
ith the c
om
munity a
t la
rge in
volv
es m
ultip
le m
edia
and is
specific
ally
desig
ned t
o s
olic
it f
eedback
and e
ngage c
om
munity m
em
bers
in
meanin
gfu
l dis
cussio
ns a
bout dig
ital
learn
ing.
Part
ners
hip
s w
ith the c
om
munity a
re
ongoin
g a
nd w
ith a
sm
all
num
ber
of
org
aniz
atio
ns o
r in
div
iduals
.
P
are
nts
/guard
ians h
ave a
ccess to
perio
dic
info
rmatio
n a
bout th
eir
child
ren’s
achie
vem
ent to
facili
tate
pare
nt
involv
em
ent
and a
dvocacy a
t school.
Well-
desig
ned s
trate
gie
s a
re u
sed t
o
engage t
he c
om
munity a
t la
rge, pro
vid
e
opport
unitie
s f
or
com
munity in
put, a
nd
seek v
olu
nte
ers
to a
ssis
t w
ith p
rom
otin
g
dig
ital le
arn
ing.
Str
ate
gic
part
ners
hip
s w
ith t
he c
om
munity
are
le
vera
ged t
o s
upport
dig
ital le
arn
ing
initia
tives.
Pare
nts
/guard
ians h
ave a
ccess to r
eal-
tim
e in
form
atio
n a
bout th
eir c
hild
ren’s
assig
nm
ents
, activitie
s, and a
chie
vem
ent
to f
acili
tate
pare
nt
involv
em
ent and
advocacy a
t school.
L5
Su
sta
inab
ilit
y
S
co
re:
__
_
Lim
ited f
unds a
vaila
ble
for
imple
menta
tio
n o
f dig
ital
learn
ing in
itia
tives t
o m
eet th
e
goals
and o
bje
ctives o
utlin
ed in
the d
istr
ict/chart
er
impro
vem
ent
pla
n.
Sta
kehold
ers
are
not
engaged
in d
iscussio
ns a
bout
long-t
erm
fu
ndin
g p
lans f
or
dig
ital
learn
ing.
Th
e d
istr
ict/chart
er
leaders
hip
te
am
is n
ot consid
erin
g o
ptio
ns
for
support
ing d
igital le
arn
ing
thro
ugh m
anaged s
erv
ices
optio
ns (
bundle
d c
onte
nt, S
IS,
LM
S, m
obile
devic
e
managem
ent, P
D,
netw
ork
, etc
.).
Dis
cre
tio
nary
funds a
nd/o
r fu
nds
re-a
llocate
d fro
m o
ther
pro
gra
ms
are
used t
o a
dvance
imple
menta
tio
n o
f som
e d
igital
learn
ing in
itia
tives t
o m
eet th
e
goals
and o
bje
ctives d
efin
ed b
y
the d
istr
ict/chart
er
impro
vem
ent
pla
n.
A t
eam
of sta
kehold
ers
has b
een
identifie
d t
o c
reate
lo
ng-t
erm
fu
ndin
g p
lans; te
am
mem
bers
could
inclu
de d
istr
ict/
chart
er
leaders
, pare
nts
, busin
ess a
nd
foundatio
n r
epre
senta
tives,
and
oth
ers
.
Th
e d
istr
ict/chart
er
leaders
hip
te
am
is e
xplo
rin
g o
ptio
ns f
or
support
ing d
igital le
arn
ing
thro
ugh m
anaged s
erv
ices
optio
ns.
Dis
cre
tio
nary
funds a
nd/o
r fu
nds r
e-
allo
cate
d f
rom
oth
er
pro
gra
ms a
re u
sed
to a
dvance im
ple
menta
tio
n o
f m
ost
of
the d
igital le
arn
ing in
itia
tives t
o m
eet
the g
oals
and o
bje
ctives d
efin
ed b
y t
he
dis
tric
t/chart
er
impro
vem
ent pla
n.
A t
eam
of sta
kehold
ers
is a
ssem
ble
d t
o
cre
ate
lo
ng
-term
fundin
g p
lans;
team
m
em
bers
could
in
clu
de d
istr
ict/
chart
er
leaders
, pare
nts
, busin
ess a
nd
foundatio
n r
epre
senta
tives,
and o
thers
.
T
he d
istr
ict/
chart
er
leaders
hip
team
has
identifie
d m
anaged s
erv
ices o
ptio
ns t
o
support
som
e d
igital le
arn
ing in
itia
tives.
Th
e d
istr
ict/
chart
er
has a
lo
ng
-term
fu
ndin
g p
lan that in
clu
des o
ngoin
g f
undin
g
for
dig
ital le
arn
ing a
s a
core
opera
tin
g
cost.
Th
e d
istr
ict/
chart
er
has a
susta
inabili
ty
pla
n f
or
dig
ital le
arn
ing, support
ed b
y a
ll sta
kehold
ers
, th
at
identifies p
rio
rities a
nd
drives d
ecis
ions to m
eet th
e g
oals
and
obje
ctives d
efin
ed b
y t
he d
istr
ict/chart
er
impro
vem
ent
pla
n.
Th
e d
istr
ict/
chart
er
uses m
anaged
serv
ices t
o s
upport
dig
ital le
arn
ing
functio
ns w
hen c
ost-
eff
icie
nt and
eff
ective.
L6
Po
lic
y
S
co
re:
__
_
Data
privacy a
nd c
onfid
entia
lity
polic
ies a
re n
ot
yet in
pla
ce.
Dis
tric
t and s
chool polic
ies,
inclu
din
g a
ccepta
ble
or
responsib
le u
se,
have n
ot been
update
d t
o a
ddre
ss m
obile
te
chnolo
gie
s.
Dis
tric
t/chart
er
leaders
have n
ot
yet
consid
ere
d p
olic
ies t
hat
enable
and s
upport
24/7
access
Data
privacy a
nd c
onfid
entia
lity
polic
ies a
re in t
he p
rocess o
f bein
g d
evelo
ped.
Polic
ies a
ddre
ssin
g federa
l and
sta
te r
equirem
ents
(e.g
., F
ER
PA
, C
IPA
) fo
r re
sponsib
le u
se b
y
stu
dents
and s
taff
have b
een
develo
ped,
but
not fu
lly
com
munic
ate
d a
nd im
ple
mente
d
for
all
stu
dents
, pare
nts
, and
Data
privacy a
nd c
onfid
entia
lity p
olic
ies
are
in
pla
ce a
nd a
re in t
he p
rocess o
f bein
g c
om
munic
ate
d to a
ll m
em
bers
of
the s
chool com
munity.
P
olic
ies a
ddre
ssin
g federa
l and s
tate
re
quirem
ents
(e.g
., F
ER
PA
, C
IPA
) fo
r re
spon
sib
le u
se b
y s
tudents
and s
taff
have b
ee
n d
evelo
ped a
nd
com
munic
ate
d t
o a
ll stu
dents
, pare
nts
, and s
taff.
Data
privacy a
nd c
onfid
entia
lity p
olic
ies
and p
rocedure
s a
re in p
lace
and h
ave
been c
om
munic
ate
d to a
ll m
em
bers
of
the
school com
munity.
Polic
ies a
ddre
ssin
g federa
l and s
tate
re
quirem
ents
(e.g
., F
ER
PA
, C
IPA
) fo
r re
spon
sib
le u
se b
y s
tudents
and s
taff
have b
een d
evelo
ped,
com
munic
ate
d,
and e
nfo
rced.
Dis
tric
t and s
chool polic
ies, in
clu
din
g
© 2
01
5 N
C S
tate
Un
iver
sity
. All
righ
ts r
eser
ved
.
Le
ad
ers
hip
E
arl
y (
1 p
t)
De
ve
lop
ing
(2
pts
) A
dva
nc
ed
(3
pts
) T
arg
et
(4 p
ts)
to d
evic
es a
nd c
onte
nt, f
lexib
le
uses o
f tim
e, and a
ltern
ative
assessm
ents
.
P
olic
ies a
nd filt
ers
pre
vent
stu
dents
and t
eachers
fro
m
access t
o m
any e
ducatio
nal
resourc
es.
sta
ff.
Dis
tric
t and s
chool polic
ies,
inclu
din
g a
ccepta
ble
or
responsib
le u
se, have b
een
revie
wed,
and r
evis
ions t
o
addre
ss m
obile
technolo
gie
s a
nd
oth
er
update
s a
re b
ein
g
consid
ere
d.
Dis
tric
t/chart
er
leaders
are
begin
nin
g t
o c
onsid
er
polic
ies
that
enable
and s
upport
24/7
access t
o d
evic
es a
nd c
onte
nt,
fle
xib
le u
ses o
f tim
e,
and
altern
ative a
ssessm
ents
.
P
olic
ies a
nd filt
ers
pre
vent
stu
dents
and t
eachers
fro
m
access t
o s
om
e e
ducatio
nal
resourc
es.
Dis
tric
t and s
chool polic
ies, in
clu
din
g
accepta
ble
or
responsib
le u
se,
have
been r
evie
wed a
nd r
evis
ed t
o s
upport
dig
ital le
arn
ing a
nd a
ddre
ss m
obile
te
chnolo
gie
s.
Dis
tric
t/chart
er
leaders
are
begin
nin
g t
o
revie
w a
nd e
xplo
re p
olic
ies t
hat
enable
and s
upport
24/7
access t
o d
evic
es a
nd
conte
nt, fle
xib
le u
ses o
f tim
e, and
altern
ative a
ssessm
ents
.
B
arr
iers
to a
ccess b
y s
tudents
and
teachers
to a
ppro
pria
te e
ducatio
nal
resourc
es h
ave b
een a
ddre
sse
d.
accepta
ble
or
responsib
le u
se,
have b
een
revie
wed a
nd r
evis
ed a
s n
ee
ded to
support
dig
ital le
arn
ing
and m
obile
te
chnolo
gie
s.
Polic
ies t
hat
enable
and s
upport
24/7
access t
o d
evic
es a
nd c
onte
nt, f
lexib
le
uses o
f tim
e, and a
ltern
ative a
ssessm
ents
are
in
pla
ce.
Com
munic
atio
n a
round p
olic
ies r
ela
ted t
o
data
privacy a
nd d
igital le
arn
ing e
xis
ts in
multip
le f
orm
ats
and is d
esig
ned for
specific
audie
nces o
f pare
nts
, te
achers
, and s
tudents
.
L7
Co
nti
nu
ou
s
Imp
rove
men
t
Sc
ore
: __
_
Th
e d
istr
ict/chart
er
is n
ot yet
consid
erin
g e
valu
atio
n p
lans o
f dig
ital le
arn
ing in
itia
tives.
Dis
tric
t/chart
er
leaders
are
consid
erin
g e
valu
atio
n p
lans o
f dig
ital le
arn
ing in
itia
tives.
Dis
tric
t/chart
er
leaders
have b
egun t
o
develo
p e
valu
atio
n p
lans o
f dig
ital
learn
ing in
itia
tives.
Lim
ited s
ourc
es o
f data
are
used to
evalu
ate
the im
ple
menta
tio
n o
f dig
ital
learn
ing in
itia
tives.
Dig
ital le
arn
ing in
itia
tives a
re im
pro
ved
based u
pon s
um
mative r
esults o
f th
e
evalu
atio
n.
A t
eam
of sta
kehold
ers
(in
clu
din
g
dis
tric
t/chart
er
leaders
) develo
p
evalu
atio
n p
lans o
f dig
ital le
arn
ing
initia
tives.
Multip
le s
ourc
es o
f data
are
used to
evalu
ate
the im
ple
menta
tio
n a
nd im
pact
of
dig
ital le
arn
ing in
itia
tives.
Dig
ital le
arn
ing in
itia
tives a
re c
ontinuously
im
pro
ved b
ased o
n r
esults o
f th
e o
ngoin
g
evalu
atio
n.
© 2
01
5 N
C S
tate
Un
iver
sity
. All
righ
ts r
eser
ved
.
Pro
fes
sio
na
l L
ea
rnin
g
Ea
rly (
1 p
t)
De
ve
lop
ing
(2
pts
) A
dva
nc
ed
(3
pts
) T
arg
et
(4 p
ts)
P1
P
rofe
ss
ion
al
De
velo
pm
en
t F
oc
us
Sc
ore
: __
_
Pro
fessio
nal develo
pm
ent
activitie
s a
re p
lanned a
nd
imple
mente
d t
o a
ddre
ss d
igital
learn
ing in
genera
l, b
ut
do n
ot
specific
ally
addre
ss the d
igital
com
pete
ncie
s for
educato
rs.
Pro
fessio
nal develo
pm
ent
resourc
es lack s
pecific
ity a
nd
focus o
n s
tandard
ized,
scrip
ted
teachin
g s
trate
gie
s.
Pro
fessio
nal develo
pm
ent
activitie
s
are
pla
nned a
nd im
ple
me
nte
d to a
lign
to a
t le
ast
one o
f th
e d
igital
com
pete
ncie
s for
educato
rs:
o
Researc
h-b
ased m
eth
ods for
the
eff
ective u
ses o
f te
chnolo
gy t
o
support
instr
uctio
nal str
ate
gie
s
that
enhance a
nd e
xte
nd
learn
ing f
or
all
stu
dents
. o
T
echnolo
gy t
ools
and r
esourc
es
to s
upport
pers
onaliz
ed s
tudent
learn
ing.
o
Conte
nt
are
a-s
pecific
str
ate
gie
s
for
inte
gra
tin
g d
igital le
arn
ing in
to
the c
urr
iculu
m,
or
leadin
g a
dis
tric
t/chart
er
into
a d
igitally
-enable
d le
arn
ing e
nvir
onm
ent.
o
Additio
nal pro
fessio
nal le
arn
ing
for
adm
inis
trato
rs to in
clu
de
evalu
atio
n o
f auth
entic d
igital
learn
ing,
altern
ative
assessm
ents
, and u
sin
g d
ata
for
contin
uous im
pro
vem
ent.
P
rofe
ssio
nal develo
pm
ent
resourc
es
occasio
nally
focus o
n d
igital le
arn
ing
str
ate
gie
s for
specific
types o
f stu
dent
learn
ers
.
Pro
fessio
nal develo
pm
ent
activitie
s
are
pla
nned,
imple
mente
d,
and
evalu
ate
d t
o a
lign t
o a
t le
ast tw
o o
f th
e
dig
ital com
pete
ncie
s for
educato
rs:
o
Researc
h-b
ased m
eth
ods for
the
eff
ective u
ses o
f te
chnolo
gy t
o
support
instr
uctio
nal str
ate
gie
s
that
enhance a
nd e
xte
nd
learn
ing f
or
all
stu
dents
. o
T
echnolo
gy t
ools
and r
esourc
es
to s
upport
pers
onaliz
ed s
tudent
learn
ing.
o
Conte
nt
are
a-s
pecific
str
ate
gie
s
for
inte
gra
tin
g d
igital le
arn
ing in
to
the c
urr
iculu
m,
or
leadin
g a
dis
tric
t/chart
er
into
a d
igitally
-enable
d le
arn
ing e
nvironm
ent.
o
A
dditio
nal pro
fessio
nal le
arn
ing
for
adm
inis
trato
rs to in
clu
de
evalu
atio
n o
f auth
entic d
igital
learn
ing,
altern
ative
assessm
ents
, and u
sin
g d
ata
for
contin
uous im
pro
vem
ent.
P
rofe
ssio
nal develo
pm
ent
resourc
es
frequently f
ocus o
n d
igital le
arn
ing
str
ate
gie
s for
specific
types o
f stu
dent
learn
ers
.
Pro
fessio
nal develo
pm
ent
activitie
s
are
pla
nned,
imp
lem
ente
d,
and e
valu
ate
d t
o a
lign to
all
dig
ital
com
pete
ncie
s for
educato
rs:
o
Researc
h-b
ased m
eth
ods for
the
eff
ective u
ses o
f te
chnolo
gy t
o
support
instr
uctio
nal str
ate
gie
s
that
enhance a
nd e
xte
nd
learn
ing f
or
all
stu
dents
. o
T
echnolo
gy t
ools
and r
esourc
es
to s
upport
pers
onaliz
ed s
tudent
learn
ing.
o
Conte
nt
are
a-s
pecific
str
ate
gie
s
for
inte
gra
tin
g d
igital le
arn
ing in
to
the c
urr
iculu
m,
or
leadin
g a
dis
tric
t/chart
er
into
a d
igitally
-enable
d le
arn
ing e
nvironm
ent.
o
A
dditio
nal pro
fessio
nal le
arn
ing
for
adm
inis
trato
rs to in
clu
de
evalu
atio
n o
f auth
entic d
igital
learn
ing,
altern
ative
assessm
ents
, and u
sin
g d
ata
for
contin
uous im
pro
vem
ent.
P
rofe
ssio
nal develo
pm
ent
resourc
es
regula
rly f
ocus o
n d
igital le
arn
ing
str
ate
gie
s for
specific
types o
f stu
dent
learn
ers
to p
ers
onaliz
e le
arn
ing for
each s
tudent.
P2
P
rofe
ss
ion
al
De
velo
pm
en
t F
orm
at
S
co
re:
__
_
Does n
ot apply
researc
h-
based p
rin
cip
les o
f eff
ective p
rofe
ssio
nal
learn
ing.
Is d
esig
ned to a
ddre
ss
larg
e g
roup n
eeds a
s
dete
rmin
ed b
y
dis
tric
t/chart
er
goals
or
initia
tives.
Is d
eliv
ere
d f
ace
-to-f
ace o
r in
a s
ynchro
nous s
ettin
g.
Applie
s a
t le
ast
one o
f th
e
researc
h-b
ased p
rincip
les o
f eff
ective p
rofe
ssio
nal le
arn
ing,
inclu
din
g o
pport
unitie
s t
hat
are
jo
b-e
mbedded, ongoin
g,
rele
vant,
and s
usta
inable
.
Is
desig
ned to a
ddre
ss la
rge
gro
up n
eeds id
entifie
d thro
ugh
perc
eptio
ns o
f dis
tric
t/chart
er
leaders
.
Is
deliv
ere
d f
ace
-to-f
ace o
r in
a
synchro
nous s
ett
ing
.
Applie
s s
om
e r
esearc
h-b
ased
prin
cip
les o
f effective
pro
fessio
nal le
arn
ing, in
clu
din
g
opport
unitie
s t
hat
are
jo
b-
em
bedded, ongoin
g, re
levant,
and s
usta
inable
.
Is
desig
ned to a
ddre
ss la
rge
gro
up n
eeds id
entifie
d thro
ugh
data
(e.g
., s
urv
eys, te
acher
evalu
atio
ns).
Is
som
etim
es o
ngoin
g w
ith
coachin
g,
pro
fessio
nal le
arn
ing
com
munitie
s, and m
ento
rin
g.
Is t
ypic
ally
deliv
ere
d f
ace
-to-f
ace
or
in a
synchro
nous s
ett
ing,
but
info
rmal opport
unitie
s a
re
encoura
ged.
Applie
s r
esearc
h-b
ased
princip
les o
f effective
pro
fessio
nal le
arn
ing, in
clu
din
g
opport
unitie
s t
hat
are
jo
b-
em
bedded, ongoin
g, re
levant,
and s
usta
inable
.
Is
pers
onaliz
ed b
ased o
n
part
icip
ants
’ pro
fessio
nal le
arn
ing
needs id
entifie
d thro
ugh d
ata
(e
.g., s
urv
eys, te
acher
evalu
atio
ns).
Is
ongoin
g t
hro
ugh p
eer
observ
atio
n,
assessm
ent,
coachin
g,
pro
fessio
nal le
arn
ing
com
munitie
s, and m
ento
rin
g.
Inclu
des o
pport
unitie
s f
or
info
rmal and a
nytim
e,
anyw
here
le
arn
ing.
© 2
01
5 N
C S
tate
Un
iver
sity
. All
righ
ts r
eser
ved
.
Pro
fes
sio
na
l L
ea
rnin
g
Ea
rly (
1 p
t)
De
ve
lop
ing
(2
pts
) A
dva
nc
ed
(3
pts
) T
arg
et
(4 p
ts)
P3
P
rofe
ss
ion
al
De
velo
pm
en
t P
art
icip
ati
on
Sc
ore
: __
_
Dis
tric
t/chart
er
pro
vid
es a
t le
ast
one o
pport
unity t
o m
eet th
e
pro
fessio
nal d
evelo
pm
ent
needs o
f educato
rs; th
ese
opport
unitie
s a
re t
ypic
ally
availa
ble
aft
er
school or
durin
g
the s
um
mer.
E
ducato
rs p
art
icip
ate
in a
t le
ast
10 h
ours
of pro
fessio
nal
develo
pm
ent or
in the
equiv
ale
nt
of com
pete
ncy-
based p
rofe
ssio
nal le
arn
ing
opport
unitie
s p
er
year,
to m
eet
their indiv
idual pro
fessio
nal
develo
pm
ent needs.
Dis
tric
t/chart
er
pro
vid
es s
om
e
opport
unitie
s t
o m
eet th
e p
rofe
ssio
nal
develo
pm
ent needs o
f educato
rs;
these o
pport
unitie
s a
re typic
ally
availa
ble
aft
er
school or
durin
g the
sum
mer.
E
ducato
rs p
art
icip
ate
in a
t le
ast
20
hours
of pro
fessio
nal develo
pm
ent or
in t
he e
quiv
ale
nt of com
pete
ncy-
based p
rofe
ssio
nal le
arn
ing
opport
unitie
s p
er
year,
to m
eet th
eir
indiv
idual pro
fessio
nal develo
pm
ent
needs.
Dis
tric
t/chart
er
pro
vid
es m
ultip
le
opport
unitie
s t
o m
eet th
e p
rofe
ssio
nal
develo
pm
ent needs o
f all
educato
rs,
inclu
din
g s
om
e t
ime
to p
art
icip
ate
in
pro
fessio
nal le
arn
ing o
pport
unitie
s.
Educato
rs p
art
icip
ate
in a
t le
ast
35
hours
of pro
fessio
nal develo
pm
ent or
in t
he e
quiv
ale
nt of com
pete
ncy-
based p
rofe
ssio
nal le
arn
ing
opport
unitie
s p
er
year,
to m
eet th
eir
indiv
idual pro
fessio
nal develo
pm
ent
needs.
Dis
tric
t/chart
er
pro
vid
es m
ultip
le a
nd
varie
d o
pport
unitie
s t
o m
eet th
e
indiv
idual pro
fessio
nal develo
pm
ent
needs o
f all
educato
rs, in
clu
din
g tim
e
to p
art
icip
ate
in
pro
fessio
nal le
arn
ing
opport
unitie
s.
Educato
rs p
art
icip
ate
in a
t le
ast
50
hours
of pro
fessio
nal develo
pm
ent or
in t
he e
quiv
ale
nt of com
pete
ncy-
based p
rofe
ssio
nal le
arn
ing
opport
unitie
s p
er
year,
to m
eet th
eir
indiv
idual pro
fessio
nal develo
pm
ent
needs.
P4
P
rofe
ss
ion
al
Le
arn
ing
C
om
mu
nit
ies
Sc
ore
: __
_
Educato
rs o
ccasio
nally
share
le
ssons a
nd a
ctivitie
s thro
ugh
infr
equent com
mon p
lannin
g
and p
rofe
ssio
nal le
arn
ing
com
munity m
eetin
gs.
In t
heir p
rofe
ssio
nal le
arn
ing
com
munitie
s, educato
rs o
ccasio
nally
share
stu
dent-
cente
red lessons a
nd
activitie
s t
hat
pro
mote
hig
her-
level
thin
kin
g.
In t
heir p
rofe
ssio
nal le
arn
ing
com
munitie
s, onlin
e a
nd o
fflin
e,
educato
rs f
requently s
hare
new
or
impro
ved s
tudent-
cente
red u
nits,
lessons, and/o
r activitie
s that
pro
mote
hig
her-
level th
inkin
g.
Educato
rs r
egula
rly c
olla
bora
te in
their
pro
fessio
nal le
arn
ing c
om
munitie
s a
nd
are
giv
en t
ime t
o s
hare
, cre
ate
, or
vet
instr
uctio
nal conte
nt, s
trate
gie
s, and
assessm
ents
.
© 2
01
5 N
C S
tate
Un
iver
sity
. All
righ
ts r
eser
ved
.
Co
nte
nt
&
Ins
tru
cti
on
E
arl
y (
1 p
t)
De
ve
lop
ing
(2
pts
) A
dva
nc
ed
(3
pts
) T
arg
et
(4 p
ts)
C1
Ed
ucato
r R
ole
Sc
ore
: __
_
Educato
rs s
ele
ct and a
pply
te
chnolo
gy a
nd d
igital conte
nt
based o
n their f
am
iliarity
of th
e
resourc
es.
Educato
rs a
re c
onsid
ere
d t
he
prim
ary
pro
vid
ers
of in
form
atio
n
and k
now
ledge in
the
cla
ssro
om
.
E
ducato
rs r
are
ly inte
gra
te d
igital
conte
nt in
to c
urr
iculu
m d
esig
n.
Som
e e
ducato
rs s
ele
ct
and a
pply
te
chnolo
gie
s a
nd d
igital conte
nt
based o
n the o
vera
ll needs o
f th
e
cla
ssro
om
.
S
om
e e
ducato
rs a
re facili
tato
rs o
f le
arn
ing r
ath
er
than the s
ole
pro
vid
ers
of
info
rmatio
n a
nd
know
ledge.
Som
e e
ducato
rs u
tiliz
e le
arn
er
pro
file
s a
nd f
orm
ative a
ssessm
ents
to
make r
eal-
tim
e in
str
uctio
nal
decis
ions t
o m
eet th
e n
eeds o
f each
stu
dent.
Som
e e
ducato
rs s
eam
lessly
in
tegra
te d
igital conte
nt
into
curr
iculu
m d
esig
n.
S
hifts
in
the e
ducato
r ro
le in
a d
igital
learn
ing e
nvironm
ent are
driven a
t th
e t
eacher
level and a
re n
ot
syste
mic
.
Educato
rs h
ave the s
kill
s,
resourc
es,
and s
upport
to s
ele
ct
and a
pply
techno
logie
s a
nd d
igital
conte
nt based o
n t
he o
vera
ll needs
of
the c
lassro
om
.
M
ost
educato
rs a
re f
acili
tato
rs o
f le
arn
ing r
ath
er
than the s
ole
pro
vid
ers
of
info
rmatio
n a
nd
know
ledge.
Most
educato
rs u
tiliz
e le
arn
er
pro
file
s a
nd f
orm
ative a
ssessm
ents
to
make r
eal-
tim
e in
str
uctio
nal
decis
ions t
o m
eet th
e n
eeds o
f each s
tudent.
Most
educato
rs h
ave s
kill
s t
o
seam
lessly
in
tegra
te a
nd s
upport
th
eir u
se o
f dig
ital conte
nt in
curr
iculu
m d
esig
n.
S
hifts
in
the e
ducato
r ro
le in
a
dig
ital le
arn
ing e
nvironm
ent
are
driven a
t th
e s
chool le
ader
level
and a
re n
ot syste
mic
.
Educato
rs h
ave the s
kill
s,
resourc
es, and
support
to s
ele
ct
and a
pply
technolo
gie
s a
nd
dig
ital conte
nt
based o
n the n
eeds o
f in
div
idual le
arn
ers
.
E
ducato
rs a
re facili
tato
rs o
f le
arn
ing r
ath
er
than t
he s
ole
pro
vid
ers
of in
form
ation a
nd
know
ledge.
Educato
rs u
tiliz
e le
arn
er
pro
file
s a
nd
form
ative a
ssessm
ents
to m
ake r
eal-
tim
e
instr
uctio
nal decis
ions to m
eet th
e n
eeds o
f each s
tudent.
Educato
rs h
ave s
kill
s to
seam
lessly
in
tegra
te a
nd
support
their u
se o
f dig
ital
conte
nt in
curr
iculu
m d
esig
n.
Shifts
in
the e
ducato
r ro
le in
a d
igital
learn
ing e
nvironm
ent are
driven a
t th
e
dis
tric
t le
vel.
C2
Stu
den
t-C
en
tere
d
Le
arn
ing
Sc
ore
: __
_
Stu
dents
part
icip
ate
in le
arn
ing
activitie
s t
hat
genera
lly r
equire
rote
mem
orizatio
n o
r sim
ple
re
call.
S
tudents
have little
fle
xib
ility
to
sele
ct th
eir o
wn le
arn
ing p
ath
s.
Stu
dents
infr
equently o
r separa
tely
part
icip
ate
in
le
arn
ing a
ctivitie
s t
hat
develo
p c
ritical th
inkin
g,
com
munic
atio
n, colla
bora
tio
n,
and
cre
ativity s
kill
s.
Som
e s
tudents
are
able
to s
ele
ct
pers
onaliz
ed le
arn
ing p
ath
s b
ased
on t
heir learn
ing d
iffe
rences.
Stu
dents
som
etim
es p
art
icip
ate
in
le
arn
ing a
ctivitie
s that
part
ially
in
tegra
te c
ritical th
inkin
g,
com
munic
atio
n, colla
bora
tio
n,
and
cre
ativity s
kill
s.
Many s
tudents
are
able
to s
ele
ct
pers
onaliz
ed le
arn
ing p
ath
s b
ased
on t
heir learn
ing d
iffe
rences.
Stu
dents
fre
quently p
art
icip
ate
in
learn
ing
activitie
s t
hat
inte
gra
te c
ritical th
inkin
g,
com
munic
atio
n, colla
bora
tio
n,
and c
reativity
skill
s.
Stu
dents
are
able
to s
ele
ct
pers
onaliz
ed
learn
ing p
ath
s b
ased o
n t
heir le
arn
ing
diffe
rences.
C3
Dig
ita
l C
on
ten
t
Sc
ore
: __
_
Stu
dents
have n
o a
ccess o
r lim
ited a
ccess t
o d
igital conte
nt
with r
ich m
edia
such a
s
str
eam
ing v
ideo,
podcasts
, anim
atio
n, etc
.
E
ducato
rs h
ave o
ccasio
nal
access t
o d
igital conte
nt fo
r in
str
uctio
n.
Dig
ital conte
nt
is s
ele
cte
d
without
teacher
input.
P
rocure
d c
onte
nt needs t
o b
e
purc
hased a
nnually
for
each
stu
dent and t
eacher
and is n
ot
transfe
rrable
betw
een s
tudents
as n
eeded.
Stu
dents
have s
chedule
d a
ccess to
dig
ital conte
nt
with r
ich m
edia
such
as s
tream
ing v
ideo,
podcasts
, anim
atio
n, etc
.
E
ducato
rs h
ave r
egula
r access to
dig
ital conte
nt
in t
he c
lassro
om
for
instr
uctio
n.
Dig
ital conte
nt
is s
ele
cte
d w
ith
limited t
eacher
input.
Annually
lic
ensed d
igital conte
nt is
purc
hased b
ased o
n a
n e
nro
llment
count, a
nd n
ot lic
ensed t
o s
tudents
and t
eachers
.
P
rocure
d c
onte
nt w
hic
h is n
ot
annually
lic
ensed is p
urc
hased o
ne
Stu
dents
have a
nytim
e/a
nyw
here
access t
o d
igital conte
nt w
ith r
ich
media
such a
s s
tream
ing v
ideo,
podcasts
, anim
atio
n, etc
.
E
ducato
rs h
ave r
egula
r access to
dig
ital conte
nt
in v
ario
us
instr
uctio
nal sett
ings (
e.g
., s
chool,
hom
e, com
munity).
E
ducato
rs a
nd s
tudents
have in
put
into
the s
ele
ctio
n o
f dig
ital conte
nt.
P
rocure
d c
onte
nt has a
fle
xib
le
licensin
g m
odel th
at
is b
ased o
n t
he
num
ber
of concurr
ent users
.
P
are
nts
have a
ccess t
o v
iew
dig
ital
conte
nt w
ith s
tudents
.
Stu
dents
have a
nytim
e/a
nyw
here
access t
o
dig
ital re
sourc
es w
ith a
ric
h v
arie
ty o
f m
edia
ty
pes (
e.g
., s
tream
ing v
ideo, podcasts
, anim
atio
n, etc
.) f
or
consum
ptio
n a
nd
cre
atio
n o
f in
form
atio
n.
Educato
rs h
ave a
nytim
e/a
nyw
here
access
to d
igital conte
nt and r
esourc
es a
nd
seam
lessly
in
tegra
te s
ele
cte
d r
esourc
es
appro
priate
ly.
Th
e d
istr
ict/
chart
er
has c
reate
d a
pro
cess
for
vett
ing d
igital conte
nt and instr
uctio
nal
resourc
es, seekin
g in
put fr
om
teachers
, stu
dents
, and p
are
nts
.
T
eacher-
cre
ate
d d
igital conte
nt is
sto
red
centr
ally
and c
an b
e s
hare
d a
s a
ppro
pria
te.
© 2
01
5 N
C S
tate
Un
iver
sity
. All
righ
ts r
eser
ved
.
Co
nte
nt
&
Ins
tru
cti
on
E
arl
y (
1 p
t)
De
ve
lop
ing
(2
pts
) A
dva
nc
ed
(3
pts
) T
arg
et
(4 p
ts)
Pare
nts
have lim
ited a
ccess to
the d
igital conte
nt availa
ble
to
their s
tudents
.
tim
e o
n a
non
-tra
nsfe
rrable
lic
ense.
Pare
nts
have a
ccess t
o v
iew
som
e
of
the d
igital conte
nt availa
ble
to
their s
tudents
.
Pro
cure
d c
onte
nt has a
fle
xib
le lic
ensin
g
model th
at
allo
ws for
transfe
rabili
ty b
etw
een
stu
dents
and e
ducato
rs, or
is b
ased o
n t
he
tota
l enro
llme
nt of th
e s
chool.
C4
On
lin
e
Le
arn
ing
E
xp
eri
en
ces
Sc
ore
: __
_
Stu
dents
do n
ot
have r
eadily
availa
ble
access to a
varie
ty o
f cours
es a
nd c
ours
e c
onte
nt th
at
meets
their le
arn
ing n
eeds.
Stu
dents
do n
ot
have a
ccess to
onlin
e c
ours
es o
r are
actively
dis
coura
ged fro
m t
akin
g t
hem
.
T
eachers
do n
ot use a
le
arn
ing
managem
ent syste
m.
Stu
dents
have v
ery
lim
ited a
ccess t
o
a v
arie
ty o
f cours
es a
nd c
ours
e
conte
nt th
at m
eets
their le
arn
ing
needs,
inclu
din
g o
nlin
e c
ours
es.
Som
e teachers
use the le
arn
ing
managem
ent syste
m o
f th
eir
choic
e.
Most stu
dents
have a
ccess to a
varie
ty o
f cours
es a
nd c
ours
e
conte
nt th
at m
eets
their le
arn
ing
needs,
inclu
din
g o
nlin
e c
ours
es.
Th
e d
istr
ict/
chart
er
pro
vid
es a
suite
of
diffe
rent
applic
atio
ns t
o s
erv
e a
s
a le
arn
ing m
anagem
ent syste
m.
All
stu
dents
have a
ccess t
o a
variety
of
cours
es a
nd c
ours
e c
onte
nt th
at m
eets
their
learn
ing n
eeds, in
clu
din
g o
nlin
e c
ours
es.
A c
om
pre
hensiv
e le
arn
ing m
anagem
ent
syste
m is in
pla
ce to facili
tate
anyw
here
/anytim
e a
ccess to instr
uctio
nal
mate
ria
ls a
nd s
tudent/te
acher
com
munic
atio
n.
Attachment 2 to 1516/E/139
