Help you 1.Think more deeply about scale 2.Move away from thinking of scale in terms of “replication” or “numbers” 3.See the value in “scale capacity building” 4.Realize that scale work is different from program development or program management work Goals

Lemon Grove School District, CA Low-income community, population 25,000 4,000 students 8 schools total (6 elementary and 2 middle school) 40% speak languages other than English 25% Caucasian, 25% African America, 40% Latino, and 10% Asian/other 1998 purchased NT server and suite of applications 2003 two-to-one access ratio of students to computers in all schools created the one-to-one experimental academy at one middle school, students were invited to the school based on interest, not academic level Students received a web tablet, allows them to connect to school network in class and at home Students complete assignments and take tests on web tablets and post work on class websites

Microsoft Partners in Learning

Mid Tier Goals technology as powerful tool for scaling Demonstrate community of practice Develop interesting mistakes Support research Produce

Scalable Innovative Collaborative Successfully Embraces 21 st Century Learning Sensitive to Issues of Equity Significant Sustainable Mid Tier Criteria

Core Subjects Global Awareness Financial/Economic Entrepreneurship Civic Literacy Health Literacy Critical Thinking and Problem Solving Creativity and Innovation Communication and Collaboration Info Literacy Media Literacy ICT Literacy Flexibility Adaptability Initiative Self-Direction Social Cross-Cultural Skills Productivity Accountability Leadership Responsibility Partnership for 21 st Century Skills

2005 Microsoft awards Lemon Grove $500,000 over four years to “scale up” one- to-one initiative

Rethinking Scale: Moving Beyond Numbers to Deep and Lasting Change by Cynthia E. Coburn

instructional change leading to improved student outcomes instructional change maintained over substantial time many users who feel empowered to make new changes many users revisions reshape original design

Lemon Grove Scale plan Increase student achievement through one-to-one Goal 1: Expand innovation to 1500 students at both middle schools (a 400% increase from initial pilot) Goal 2: Transform teachers’ beliefs about and capacity to deliver student-centered, individualized instruction Goal 3: Increase family involvement in learning by providing free home internet connectivity

instructional change leading to improved student outcomes Questions How does it impact teachers’ assumptions about what constitutes effective instruction? How does it impact teachers’ assumptions about how students learn? Where does it get its power? What makes it vulnerable? Check List 1.Conduct research and evaluation 2.Work through a Logic Model 3.Use technology to achieve individualized instruction 4.Use technology to access real-world scenarios DEPTH Lemon Grove intensified professional development

“This model has truly transformed the way I teach. Before it was just me and the textbook – we were the only sources of information. With this technology I can bring them to our site, show them photographs, diary entries of people traveling there right now, in some cases we can communicate with people who are journeying to the particular part of the world. So it’s brought it alive. It’s taken it out of the realm of dusty old history and into something they really want to learn about.”

SUSTAINABILITY changes in practice maintained over substantial periods of time To survive in inhospitable conditions, how will I modify the innovation? What are the critical conditions of success for this reform to succeed? How typical are these conditions of success in my target settings / populations? 1.Develop a rugged version 2.Use technology to assist teachers with non-teaching duties 3.Use technology to ensure inclusiveness 4.Use technology to engage bored students Lemon Grove model emphasized how model alleviates teachers administrative burdens Questions Check List

“Getting immediate feedback allows me the opportunity to assess my teaching as well as their learning … having that immediate feedback takes away that time between of grading and going through and figuring out what levels my students are at. I can immediately know what level they are at.”

SHIFT many users who deepen and sustain the reform via adaptation How can I move beyond “brand” to support users as co-evaluators, co- designers, and co-scalers? How can I help users to go beyond what I already developed? How can I train users to be co-evaluators, co-designers, and co-scalers? 1.Train for co-design 2.Empower others to think in terms of co-design 3.Use technology to increase collaborate and communicate Questions Check List Lemon Grove PD emphasized teachers and students as co-designers

“We had teachers who were excited about what they were doing in the LemonLink project and what they were doing in their classroom… Eventually all teachers started getting excited about one project or how they were using it in their classroom… having expertise on campus and not having to wait for workshop was important. When you were excited about something or ready to use something the help was available. … I know when I had a problem – I could just run next door. It’s less intimidating as a teacher to learn something (from a colleague) and then use it in my classroom.”

SPREAD Large numbers of users embrace the reform How do I reduce costs while retaining power (light version)? How do I simplify training? With a light version – what are the trade-offs? How do I ensure success early on so that users gain confidence? 1.Reduce costs 2.Use technology to supplement teacher knowledge 3.Use technology to create new efficiencies Questions Check List Lemon Grove recognizes long term financial efficiencies

“I’ve definitely seen spread come into play with the sharing of resources. All of us work hard to create items for our own classes and we had them on our own websites. We realized that we should be putting them out there for each other. So we now have a teacher resource page where these items can be shared with teachers not just in my school but with teachers in our other middle schools as well.”

EVOLUTION revisions reshape the thinking of original designers How can I get motivated to start the innovation process again? How can I re-conceptualize the innovation? How can I facilitate a “community of reflective redesign” with other innovators? 1.Determine how to re-motivate 2.Determine how to innovate with new eyes 3.Use technology to track changes Questions Check List Lemon Grove’s teachers are now evolving their model

Sharing “Failures” Revealing Limits in Capacity Letting Go of What’s “Yours” Acknowledging What You Don’t Want to Do Hardest Challenges of Scale

WANT DEPTH WANT SUSTAINABILITY DON’T WANT PERFECTION DON’T WANT RADICAL MUTATION WANT SPREAD DON’T WANT TOO LIGHT / POWERLESSNESS WANT EVOLUTION DON’T WANT JUST LISTENING TO FEEDBACK WANT SHIFT DON’T WANT JUST CO-BRANDING

Balance

Results Increased student engagement, motivation, and attitude toward school. In fact, while all San Diego County schools were closed during the recent Southern California wildfires, 400 Lemon Grove students were logged on and learning through the district’s network. Increased student attendance: Each month sustained an increase of 1.2% attendance over the prior year’s attendance rate, resulting in an additional $97,000 in revenue from state attendance reimbursement.

Results Lemon Grove: CA State Testing and Reporting (STAR) results indicated jumps in Lemon Grove School District 4 th (increased by 40%) and 7 th grade (increased by 20%) writing scores. The Lemon Grove School District’s Superintendent Ernie Anastos believes the two key reasons for this dramatic increase are: students are writing more because of consistent use of laptops and students are successfully engaged with the district’s new writing initiative that is underway.

1.Help participants think more deeply about scale. 2.Help participants move away from thinking of scale in terms of “replication” or “numbers” 3.Help participants see the value in “scale capacity building” 4.Help participants realize that scale work is different than program development or program management work Goals