Education that inspires... Opportunities for all

Gurnee School District

1:1 iPad Initiative

Education that inspires...Opportunities for all. This is the mission statement for Gurnee School District 56. It can be seen in the wide variety of program offerings available at each of the district’s four schools. It is profoundly evident in the use of technology throughout the learning environments.

Found in the far north suburbs of Chicago, this diverse school district of approximately 2200 students has been at the forefront of leveraging technology to enhance the educational experience and improve academic achievement for its students for the past decade. D56 strives to provide equitable access to learning through the use of 21st century classrooms while preparing students for 21st century lives.

Every classroom and learning space is equipped with Polyvision Eno boards, Front Row amplification systems, MacBooks and iMacs with the intention of increasing student engagement by reaching the students through the learning tools that best match their skill sets and the preferred method of learning for this generation. The 2012-13 school year

added MacBook Pros and iPads for every teacher along with iPads for all 2200 students, Pre-K through 8th grade. The 1:1 iPad Initiative has revolutionized the learning experience in Gurnee School District 56 for students, staff and parents, moving this district from great to greater.

D56 Students exploring with iPads

Gallery 1.1 Creating 21st Century Classrooms at D56

!Education that inspires…Opportunities for all

GURNEE SCHOOL DISTRICT 56

3706 Florida Ave. • Gurnee, IL 60031 • 847-336-0800 • www.d56.org

Shared LeadershipSchool leaders take collective ownership of the initiative.

Individual LeadershipA credible and inspirational thought leader sets and articulates the vision.

Community EngagementBroad community sponsorship supports the institution’s initiatives.

Shared LeadershipAlthough a thoughtful, inspiring leader is a necessary ingredient for a successful organization, it cannot be the only ingredient toward that end. Gurnee School District 56 is privileged to have a very strong Board of Education, administrative team and staff that supports shared leadership and collective efficacy. This was never more evident than during the development and roll-out of the 1:1 iPad Initiative. With full support and great enthusiasm from the Board of Education, D56 leadership, including administration and teachers from the Apple Vanguard team embarked upon this new frontier in education. In addition to the process of planning, professional development and advanced trouble shooting, hundreds of volunteer teachers and staff met with students and their parents, evening after evening, to introduce them to their new learning tool. This is just one example of the D56 community coming together for the common goal of one device for every student. This collaborative event has forever altered the educational experience for all D56 students.

Individual LeadershipSeven years ago, upon his arrival to the district, Dr. John Hutton, Superintendent of Schools, met with parents, students and staff reviewing a myriad of issues related to a new visionary structure. The administrative team, under the leadership of the superintendent, affirmed the mission statement of An education that inspires… opportunities for all, and developed a set of nine visionary statements that would be used to clearly define what this district would look like when the goal of the mission statement was achieved. Every day since then has been a step moving in that direction.

Visionary Leadership

Voices of D56

Movie 1.1 Visionary Leadership

Community EngagementThrough the energetic leadership of the superintendent and the support of the district’s Board of Education, administrative team and staff, an inspirational visionary statement and a quality strategic plan reflecting the norms of the community were developed and refined. As a result of on going community engagement meetings, continual analysis of academic growth and achievement data along with anecdotal information collected from all stakeholders, the strategic plan remains a living document that is the cornerstone to decisions that moves the district forward. The vision statements anchor all discussions and decisions and were the catalyst to the implementation of the 1:1 iPad Initiative.

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Student-centered learning opportunities with an emphasis on background knowledge, reading, writing, and mathematics.

The establishment of a learning environment that supports reflective thinking and a free exchange of ideas.

The use of MAP testing to facilitate curriculum revision, differentiated instruction, and targeted student interventions.

To monitor student progress to insure one year of growth for one year of experience.

To provide diverse learning opportunities that result in life-long learning.

The use of teacher feedback to encourage students to revise ideas, connect learning to life experiences, and apply learning to future

work.

The facilitation of teacher collaboration to identify and solve problems.

To provide rich staff development opportunities to maximize student learning.

To promote civility and mutual respect in the school environment.

D56 Vision Statements

Parents learning about the iPad with their children

Gallery 1.2 Community Engagement

Innovative Learning and Teaching

Student LearningLearning is a personal experience for every student.

Instructional PracticesFaculty are master learners who expertly guide their students through difficult and complex tasks.

Curriculum DesignInnovative and rigorous curriculum is designed to leverage technology.

A revolution of teaching and learning took place in Gurnee School District 56 with the successful implementation of the 1:1 iPad Initiative. Within days of the iPad rollout, instruction, learning and assessment began to transform. Changes in the classrooms, hallways, buses and the homes of the students quickly became apparent.

Student LearningThe 1:1 iPad Initiative has led to a transformation of

student learning through the use of apps, including

the iWork Suite of Pages, Keynote and Numbers;

as well as iMovie, Garageband and iPhoto. These

apps allow students to demonstrate their learning

and open the possibilities to their most creative

ideas. Energy and enthusiasm spike when

collaboration and technology are used in concert to

tackle a challenge or solve a problem.

Most impactful has been the use of work flow

apps such as Edmodo, Schoology, Goodnotes and

Nearpod. These apps have shown a direct

relationship to student engagement both in class

and with increased homework return rates. Within

weeks of receiving the iPad teachers saw

homework being returned more quickly and more

frequently. Students have access to lessons, notes

and instructional videos created by their teachers not

only during their classes but away from school. iBooks

Author has provided a tool to bridge the gap between

students with and without internet access at home.

Those students with no access drop assignments,

projects and quizzes into an iBook to take home,

deemphasizing the need for internet access.

An example of an innovative and engaging instructional

practice that grew to meet the demand of students is

Innovative Learning and Teaching

First Graders at River Trail School working with their iPads

Gallery 1.3 Innovative Teaching and Learning

the use of the iPad to conduct evening online discussions. A teacher

provided this opportunity for a single class that was struggling with the

content. When the other classes heard about this they demanded a

similar opportunity for themselves, even though they weren’t showing

any difficulty with the content. MIddle school students asking to spend

their evening discussing a novel with their teacher can happen because

of the iPad and is happening because of the iPad.

Instructional PracticesTeachers are utilizing apps such as Nearpod, not only to conduct lessons, but also complete formative assessments while teaching. As a result of the ability to build in questions and see all student responses in real time, adjustments including re-teaching or redirection can take place immediately increasing the power and effectiveness of instruction.

With the adoption of the Common Core State Standards (CCSS), school districts are faced with the challenge of not only rewriting their curriculums but also finding and purchasing new materials that align with the CCSS. Throughout the CCSS training, District 56 teachers were encouraged to take advantage of the Open Source Curriculum Content philosophy to assist with the transition to these new standards. Having a device in every student’s hand as well as MacBook Pros and iPads for all teachers increases the accessibility to these tools and resources. This allows the school district to be pragmatic and not rush to purchase ”CCSS aligned” materials.

An example of innovative instruction would include the participation of a 5th grade class in an e-mission with the Challenger Learning Center. The Front Row Sound System, Apple computers and Polyvision Eno Boards worked in concert to simulate a weather crisis being monitored and impacting the United States. Students were able to FaceTime with headquarters and run each of the tasks required as teams with each student accepting the responsibilities of their jobs readily. This event prompted other teachers to think about the possibilities for the new technology. Classes are FaceTiming with each other; authors are using FaceTime to visit with students. These events increase in number as the teachers’ comfort levels improve daily. As a result, more teachers are requesting to participate in the Challenger Learning experience for the new school year.

Curriculum DesignAs the district’s curriculum is being rewritten to align with the CCSS and Next Generation Science Standards (NGSS), D56 took advantage of iBooks Author and began creating their own Science iBooks in 2012 to accompany each new unit of instruction in grades K-5. Teachers across the district are now creating iBooks of their own to match units of instruction, such as a Middle School Lab Safety Guide, that ensures instruction in this critical area is comparable in all schools and classrooms across the district. Teachers in other content areas are now intrigued by the possibilities and creating their own books for their students and individual classroom use.

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Movie 1.3 PAGES: TALKING WORKSHEETS

Movie 1.2 Innovative Learning & Teaching

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Movie 1.4 KEYNOTE: INTERACTIVE LEARNING

Movie 1.5 GARAGE BAND: FLUENCY RECORDINGS

A DISTINGUISHED PROGRAM APPLICATION

GURNEE SCHOOL DISTRICT 56

VIKING PRAIRIE TRAILRIVER TRAIL SPAULDING

See what we do with our apps!

Ongoing Professional Learning

Relevant and Timely Professional DevelopmentFaculty engage in a cycle of inquiry that promotes reflection, experimentation and sharing.

Relevant and Timely Professional DevelopmentProfessional Development is the cornerstone of instruction in Gurnee School District 56. The majority of training is conducted within the district as it allows for an ongoing, long- term approach to a given topic. Programs are designed to meet the needs identified through a full district analysis as well as the needs identified at school improvement days by the professional learning communities and School Improvement Teams. Specialized sessions are offered after school to meet unique needs, while district needs are offered through release time events held throughout the school year. Recent areas of focus included Common Core State Standards and Rigor in the Classroom, Use of Socratic Seminar at the Middle School level and Integrating Instructional Technology in the Classroom.

D56 has a longstanding relationship with Apple Professional Development, having established an original Vanguard Technology Team five years ago. This group worked with Apple trainer, Dr. Rae Niles, for four years creating an ongoing, job-embedded trainer of trainers model.

With the acquisition of new devices the district opted to continue the relationship with Apple Professional Development. A new Vanguard group was created to work with the new Apple trainer, Mr. Dan Schmit. D56 took this opportunity to expand the learning model by continuing to use the original Vanguard group as trainers, as well. The new group works with Dan, returns to their buildings and trains the original Vanguard members. This process doubles the number of “trainers” at each site and

Ongoing Professional Learning

Teachers assisting teacher on an app deep dive.

Gallery 1.4 Ongoing Professional Learning

allows each building the ability to differentiate the instruction during early release days of technology based professional development, with the remainder of the staff. Each school now has enough trainers to provide anything from large group to one-on-one instruction based on the needs of the staff.

Three to four times a year the new Vanguard group works with the Apple trainer for two days on a predetermined area of focus that is intended to continue the work started years ago. D56 is using the SAMR model to measure growth and progress.

Upon receipt of the new MacBook Pros and iPads, all staff were required to attend a two-hour, after school training session on the new equipment in order to trade in their previous computer and receive their brand new Macbook Pros and iPads. These sessions allowed for an overview of the new operating system and special features that would ease their work including the introduction of cloud-based services such as iCloud to facilitate a digital workflow.

In the past, a model called, “Bring –a-Friend” was added to allow trainers to bring a colleague to work with Dr. Niles for a day on a specific content area. This model is set to continue. Additional training in the use of instructional technology is offered at the D56 Annual Summer Tech Academy. This event offers small group sessions taught by district teachers. The most recent academy classes focused on specific workflow apps.

Finally, in February of 2013, a full day inservice, created by the

Vanguard group, was a huge success in providing learning opportunities for teachers on the use of the iPad. Staff was able to participate in a class as a student, where specific apps were modeled throughout instruction. Deep dives into the apps were then offered based on the interest of the teachers. A Speed-Apping session was created to allow all staff to share what they have learned on their own whether it is apps or tricks for use of the iPads. This full day of support and learning in the midst of the iPad rollout provided all staff with the opportunity to increase their comfort level with this new technology and support one another in the process. The brochure for this staff development day can be found here:

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Movie 1.6 Relevant and Timely Professional Development

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Compelling Evidence of Success

QuantitativeData are routinely collected and analyzed to inform progress and success.

QualitativeNarrative, reflective, or anecdotal evidence is collected and shared.

QuantitativeIt is difficult to separate Innovative Learning and Teaching from Compelling Evidence of Success as Gurnee District 56 functions with these two components operating in a synchronistic capacity. Identifying the success or failure of instructional strategies without data is impossible. The days of making decisions based on someone’s hunch are long gone in District 56.

This district continuously assesses the effectiveness of instruction on an individual student, teacher, team, school and district level. Structures are in place to make sure the necessary analysis, reflection and actions take place on a regular basis. These are not “events” rather this is “what we do and who we are.”

Compelling Conversations

Compelling Conversations are held three times a year with a classroom teacher and his/her building administrator. These conversations focus on the practices of each teacher and the needs of the students in that particular classroom. Current interventions, extensions and supports are discussed and their effectiveness reviewed through the use of the most current data. This data could include NWEA MAP testing, done three times a year, biweekly progress monitoring if appropriate, or formative

assessments completed by the classroom teacher.

Compelling Conversations allows the teacher to share his/her practice with their administrator and seek out additional supports, if needed. They also create an opportunity for the administrator to learn more about the students in their school. Their knowledge of the students runs deeper than just their name and what behavior issues they may exhibit. Principals are able to ask a student how they are doing with a particular skill.

Compelling Evidence of Success

River Trail kindergarten students share their work on the iPad.

Gallery 1.5 Compelling Evidence of Success

School Improvement Days

School Improvement Days take place five times a year. Three of the sessions follow testing periods, allowing teams to come together to review the data and answer vital questions:

• What does the data tell us about where we can improve?• Is it currently part of our curriculum plan?• If it is, how are we teaching it?

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Data Analysis

Instructional Strategies

CurriculumMapping

CollaborativeCompelling

Conversations

An example of data impacting instructional decisions took place with the fourth grade team at Prairie Trail School. Utilizing data analysis, the team noted that a “fourth grade slump” in the area of mathematics had occurred over multiple years. This team took it upon themselves to review the alignment of their textbook, common formative assessments and instructional strategies. A complete revamping of their math delivery was the end result. Students are now flexibly grouped based on skill-based pre-tests for intervention leveled instruction. They are then regrouped with a heterogeneous

class for full grade level content. The team overhauled their common formative assessments and created pre- and post- tests for each skill-based unit of study. This team comes together following each skill-based cycle to analyze the results and regroup students for the next session. As a result of their work, a significant jump in the number of student who met their expected growth targets was noted, with this grade level showing the highest level of growth across the district.

Administrative Data Retreat & Data Assistance Meetings

An Administrative Data Retreat is held in the fall allowing all of the district school administrative teams to come together and share not only their existing data, but also the manner in which they are interpreting and using the data to plan the school year in their school. School Improvement Plans and the work of each school’s School Improvement Team are also reviewed. This event allows schools to share ideas and processes collaboratively.

Data Assistance Meetings involve the building administrative team, including the Assessment Coordinator, Director of Pupil Services and the Assistant Superintendent for Curriculum and Assessment. These meetings focus on the students receiving intervention through the RtI structures. Success and failures, supported by data, are discussed and the building administrators are able to ask for any additional support they may need from the central office. This process eliminates the sense of isolation some building administrators may feel as they address the daily challenges of teaching students. These meetings also allow the central office administrators to develop a better understanding of the challenges at each of the four, very different, school buildings.

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Full District Analysis

Finally, a full district analysis is completed at least three times a year. This process identifies where there may be gaps and redundancies within the curriculum or where professional development needs to be provided to enhance the instructional skills of the staff.

Qualitative

While it is too soon to create a direct link between the iPad Initiative and academic performance, there is considerable evidence that speaks to the positive influence it is having on the students in Gurnee School District 56. A recent survey of the district’s middle school students, grades 6-8, indicates a majority of the students feel the iPad has had a positive impact on school life:

The iPad has improved my overall experience at school:Movie 1.7 Compelling Evidence of Success

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Having an iPad has improved my organization: Having an iPad has made it easier to do my homework:

Districts across the country are seeking ways to create a 1:1 learning environment in their schools. As a result of the success evident in the classrooms, many teachers, technology directors and administrators have visited the D56 program to follow the lead of this district.

The Associate Director of the Illinois Association of School Administrators (IASA), Dr. Richard Voltz, pointed out that this initiative is the formula you get when engaged learning meets up with technology integration done correctly and he states that, “This technology conversion may be one of a kind not only in Illinois but also in the United States. All 2,200 students and all faculty members have iPad’s. I plan on writing some articles and producing some

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Strongly Disagree=1 Strongly Agree=5

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Strongly Disagree = 1 Strongly Agree = 5

podcasts on what I discovered at Gurnee but, in short, this visit was truly amazing.”

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Flexible Learning Environment

School Design and FacilitiesFacilities and schedules are designed to maximize learning opportunities that technology provides.

Information Technology (IT)IT infrastructure supports innovation in teaching and learning.

School Design and FacilitiesGurnee School District 56 is a Pre-K through 8th Grade elementary school district that serves just over 2200 students in four schools. Spaulding School houses Pre-K through 2nd grade students; Prairie Trail School houses 3rd through 5th grade students; Viking School houses 6th through 8th grade students; and River Trail School houses Kindergarten through 8th grade students. Thanks to the passing of a building referendum in the Fall of 2010, the district was able to move one school from the most flood prone building in the state of Illinois, build a 21st century 3-5 grade level school and a new district office complete with a state-of-the-art professional development center, modeled after the Steelcase Learning Lab.

The new Prairie Trail School is Energy-Star rated and was designed to take advantage of many environmental opportunities for natural lighting and digital heating and cooling controls. It even comes equipped with an electric car charger in the parking lot. This new school incorporated the latest state-of-the art technology throughout the entire building, complete with

ultra short-throw projectors in every classroom, Polyvision built in interactive whiteboards, Front Row classroom sound systems, digital signage and digital curriculum/video distribution through Safari Montage, controller-based wireless access points in every classroom from Aruba Networks and Category 6+ cabling to provide gigabit and 10-gigabit ethernet access throughout the entire building.

Flexible Learning Environment

Students utilize iPads and iMacs available in the classrooms.

Gallery 1.6 Flexible Learning Environment

While all of these tools provide teachers the best possible environment for educating children, the school’s layout was also just as important in providing the best flexible learning environments for the children. The school’s three grades are setup in Pods, consisting of 8 classrooms together with a large open extended learning area. These areas, equipped with interactive boards and flat screen televisions, were designed to offer a flexible learning space for the teachers to team teach and for students to collaborate together on projects such as recording podcast videos or creating QR-Code presentations.

Information Technology (IT)The process to prepare for the 1:1 iPad Initiative began in 2008, long before anyone in the general public had even heard of an iPad. At the time, the device of choice was not determined, but the teachers needed to be equipped with the best possible tools that would support teaching in the 21st Century. The goal was to bridge the gap for students, allowing them to ultimately have ubiquitous access to technology, 24 hours a day, 7 days a week.

To that end, the district updated their network switches from 10/100 switches to HP ProCurve Gigabit and 10 Gigabit P.O.E. (Power Over Ethernet) switches. At that time, Aruba Networks wireless access points and controllers were added in each of the buildings. With E-Rate funding, D56 was able to contract with Windstream Networks to provide a 1GBps Fiber Optic WAN to create a fiber-optic ring connecting the four communities. In the summer of 2012, D56

increased Wi-Fi capacity to include at least 1 access point per classroom for a totally blanketed Wi-Fi immersion, district-wide. In addition to the internal (Intranet) bandwidth capabilities, the district upgraded the Internet bandwidth capacity to increase the total district allocated bandwidth 10 fold from 50 Mbps to 500 Mbps allowing for the addition of nearly 2500 iPads in the district.

The quest to become a 1:1 iPad School District was the next logical step in a very methodical and strategic progression to improve teaching and learning across Gurnee District 56. For over a decade, D56 has been utilizing Apple servers, desktops and laptops to increase student achievement and equip teachers with the best tools to deliver instruction. Under the visionary leadership of the district

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Movie 1.8 Flexible Learning Environment

superintendent, D56 has made a commitment to revolutionize each classroom into 21st Century learning centers. Through the use of ARRA Economic Stimulus funds, the district was able to add an Epson Short-throw projector, Polyvision Eno Interactive Whiteboard and a Front Row Pro Digital Sound System into each classroom. When the iPad2 was released, stimulus funds were used to purchase 200 iPads and about $5000.00 of App Vouchers for Special Education and English Language Learning students and teachers. Each of the 4 schools received 50 iPads and it did not take long to soon realize the vast potential of iPads in the hands of students. With the Apple lease renewal approaching in the spring of 2012, it was apparent that it was time to go 1:1. The affordability and extreme flexibility of the iPad allowed D56 to do just that!

After nearly 18 months of planning, developing and the final deployment of the 1:1 initiative, it is rewarding to know it was clearly the right thing to do. Hard work has not only achieved the goals of providing true ubiquitous access to technology and finally bridging the gap of the “haves” and “have-nots” for D56 students, but the

goals set forth in the original visionary statements have been achieved. The classrooms, instruction and learning in Gurnee School District 56 has been changed forever. The mission to provide an “Education that inspires… opportunities for all” continues to be evident in everything done at Gurnee School District 56.

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Superintendent of SchoolsDr. John R. Huttonjhutton@d56.org

Assistant Superintendent for Curriculum & AssessmentDr. Colleen M. Pacattecpacatte@d56.org

Director of TechnologyMr. Philip D. Hintzphintz@d56.org

Contact Information

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