1. SCALE

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

3. DEPTH EVOLUTION SUSTAINABILITY SHIFT SPREAD
Deep and consequential change
change maintained over substantial time
Retain effectiveness while reducing resources
Ownership assumed by users
Learning from others adaptations
DEPTH
EVOLUTION
SUSTAINABILITY
SHIFT
SPREAD

4. 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
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

5. Microsoft
Partners in Learning

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

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

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

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

10. 2005
Microsoft awards Lemon Grove $500,000 over four years to “scale up” one-to-one initiative

11. DEPTH Questions Check List
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
Conduct research and evaluation
Use technology to achieve individualized instruction
Use technology to access real-world scenarios

12. SUSTAINABILITY
changes in practice maintained over substantial periods of time
Questions
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?
Check List
Develop a rugged version
Use technology to assist teachers with non-teaching duties
Use technology to ensure inclusiveness
Use technology to engage bored students

13. SPREAD Large numbers of users embrace the reform Questions Check List
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?
Check List
Reduce costs
Use technology to supplement teacher knowledge
Use technology to create new efficiencies

14. SHIFT many users who deepen and sustain the reform via adaptation
Questions
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?
Check List
Train for co-design
Empower others to think in terms of co-design
Use technology to increase collaborate and communicate

15. EVOLUTION revisions reshape the thinking of original designers
Questions
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?
Check List
Determine how to re-motivate
Determine how to innovate with new eyes
Use technology to track changes

16. Balance
depth
spread

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

18. Hardest Challenges of Scale
Sharing “Failures”
Going “light”
Letting Go of What’s “Yours”
Acknowledging What You Don’t Want to Do

19. 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.

20. Lemon Grove:  CA State Testing and Reporting (STAR) results indicated jumps in Lemon Grove School District 4th (increased by 40%) and 7th 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.

22. “This model has truly transformed the way I teach
“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.”
DEPTH

23. “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.”
SUSTAINABILITY

24. “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.”
SHIFT

25. “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.”
SPREAD