1. S U P E R I N T E N D E N T S ’ V I E W :
SUCCEEDING
WITH EDUCATION
TECHNOLOGY

2. 2
This paper is the result of multiple in-person and virtual
meetings of the Center for Digital Education’s inaugural
K-12 Superintendents Working Group. The Superintendents
Working Group program was designed to help education
leaders and administrators plan for the inclusion and
implementation of digital learning environments and
methodologies. Each year, CDE will select superintendents
who have been recognized as early adopters of technology
to participate as members of the working group.
INDUSTRY
PARTNERS
Linda DuBois,
Vice President of Strategic Relationships, Curriculum Associates
Aurora Martinez,
Executive Director, Curriculum Associates
Linda Misegadis,
Industry Consultant, K-12, Kronos
Dr. Christine Ngei,
Instructional Lead Consultant, K-12, Office Depot, Inc.
Michael Patterson,
Education Strategist, K-12, CDWG
Joshua Sousa,
Instructional Lead Consultant, K-12, Office Depot
Duane Wheeler,
Sr. Mobility and Security Architect, Insight
PHOTOS PROVIDED BY: SHUTTERSTOCK.COM

3. • Dr. Rosa Atkins
• Dr. Leslie Boozer
• Susan Brooks-Young
• Dr. Luvelle Brown
• Dr. Dallas Dance
• Dr. Steve Joel
• Dr. Michael Lubelfeld
• Dr. Kevin Silberberg
• Dr. Aaron Spence
• Dr. Devin Vodicka
• Dr. Jamie Wilson
• Dr. Donna Wright
Dr. Rosa Atkins,
Superintendent, Charlottesville
City Schools, Virginia
Dr. Dallas Dance,
Superintendent, Baltimore
County Public Schools, Maryland
Dr. Stacy Scott,
Superintendent, Framingham
Public Schools, Massachusetts
Dr. Jason Van Heukelum,
Superintendent,
Winchester Public Schools,
Massachusetts
Dr. Leslie Boozer,
Superintendent, Dublin Unified
School District, California
Dr. Steve Joel,
Superintendent, Lincoln Public
Schools, Nebraska
Dr. Kevin Silberberg,
Superintendent, Panama-
Buena Vista Union School
District, California
Dr. Devin Vodicka,
Superintendent, Vista Unified
School District, California
Susan Brooks-Young,
Senior Fellow,
Center for Digital Education
Dr. Michael Lubelfeld,
Superintendent, Deerfield Public
Schools, Illinois
Pat Skorkowsky,
Superintendent, Clark County
School District, Nevada
Dr. Jamie Wilson,
Superintendent, Denton Inde-
pendent School District, Texas
Dr. Luvelle Brown,
Superintendent, Ithaca City
School District, New York
Dr. Scott Muri,
Superintendent of Schools,
Spring Branch Independent
School District, Texas
Dr. Aaron Spence,
Superintendent, Virginia Beach
City Public Schools, Virginia
Dr. Donna Wright,
Director, Wilson County Schools,
Tennessee
2016 WORKING GROUP
CONTRIBUTING AUTHORS
3

4. Introduction
4
these factors are driving schools toward a digital age
where technology is no longer an extra, but rather an
integral tool for everyday teaching and learning.
The Role of the Superintendent
Addressing this shift is a tall order. Historically, the K-12
education community has relied on grassroots actions
to move forward with digital adoption, but today the size
and scope of technology initiatives requires additional
engagement. Administrators at individual schools and in
central district offices must also participate. This requires
leadership that starts with the district superintendent.
Recognizing the critical role superintendents play in
the success of a digital initiative, the Center for Digital
Education (CDE) called upon leading superintendents
across the country to participate in a year-long working
group. The superintendents met in person and over the
phone to discuss both the status of education technology
implementations and best practices for success. This paper
is a reflection of their conversations.
Education Technology Today
Education technology is more pervasive than ever
before. Classrooms look and operate differently than
they did just five years ago thanks to the ubiquity of
mobile devices, digital curriculum and more. There are
a variety of factors driving this change, including student
and teacher demands, personalized learning initiatives
and expectations for higher student achievement.
New funding opportunities are also driving technology
investments. The Every Student Succeeds Act (ESSA)
alone provides more than $1 billion for education
technology initiatives, and the 2016 National Education
Technology Plan (NETP) and the Future Ready Schools
program provide policy guidance and encourage
education leaders to implement, promote and plan for
education technology within their districts. Combined,

5. 55
Culture
(people)1
Process
(curriculum and instruction)2
Technology
(devices, infrastructure, etc.)3
Two questions were posed to the group. First, “How do you increase
the likelihood of technology-supported initiatives producing the
results you want?” And second, “What are the top 10 to 12 things
that you as a superintendent should consider as you plan?”
Responses were sorted into three
categories, prioritized by importance:
Ed Tech In Action
For examples of successful
superintendent-supported district-wide
education technology implementations,
check out the case studies submitted
by the 2016 Superintendents Working
Group members beginning on page 19.

6. 6

7. 7
KEEPING
PEOPLE
IN MIND
Before any district can successfully launch
and maintain a large-scale instructional
initiative, stakeholders must believe that
change and sustainability are achievable.
Superintendents who have substantial
credibility within their districts are far more
likely to see their efforts flourish over time
than those who do not. Members of the
working group identified four important
actions superintendents should take when
planning and implementing technology-
supported initiatives.
Culture:

8. 8
1. Create a culture of change
Technology-supported initiatives tend to challenge the
existing culture of a district. One strategy for creating
a culture of change is to frame the work as necessary
growth instead of an attempt to correct an undesirable
situation. To identify where adjustments need to be made,
district leaders must develop a clear understanding of the
organization’s current culture, including its central beliefs
and values.
District leaders can capture the essence of the current
culture by using strategies such as surveys, focus groups
and simple observation. They should also gather and
review thoughtful input from district stakeholder groups,
but remember that much of this information will be
colored by personal perceptions.
Once district leaders have an accurate understanding of the
existing culture, that information can be used as a baseline
for gap analysis for planning new technology-supported
initiatives. This work lays the foundation for creating a
shared vision of desired outcomes. There are ideologies
superintendents can employ that will increase the
likelihood of buy-in across the district. In his book, “Change
or Die,” Alan Deutschman identifies three points effective
leaders must acknowledge to instill the belief that change
can be achieved and then shift that belief into practice.
1. People respond to stories, not facts. Effective
superintendents understand that staff, parents and
students already have personal frameworks that
define what education “should be.” However, these
frameworks are usually based on emotions, not facts.
2. Small, positive gains must be recognized. It’s important
for a superintendent to recognize and celebrate short-
term wins throughout the implementation process,
which means he or she must be out in the community
and aware of what’s happening. Genuine recognition is
important to support staff throughout the transition.
3. Change must be supported to be sustained.
Superintendents must ensure members of the
education community are offered a variety of supports.
The superintendent is in a position to identify and
allocate the resources needed to do this.
2. Define effective leadership
There is a difference between managing and leading a district.
An article in the August 2013 issue of the Harvard Business
Review offers three tests superintendents can use to help
determine if they are managing or leading their districts:
1. Managers count value while leaders create value.
Are you micro-managing everything or do you enable
those you work with to assume responsibility for
getting things done?
2. Managers create power circles while leaders
create spheres of influence. Is your organization
rigidly structured or is there an open flow?

9. 9
3. Managers attempt to control others while leaders
inspire and empower them.
Do you rely on your position to get things done or do
you encourage others to implement a shared vision for
the district?
Of course there are times when superintendents need to
act like managers, but to effect sustained, systemic change,
superintendents must be leaders first and foremost.
3. Leverage existing personnel
Existing employees are assets to the organization for many
reasons. They are loyal to the district, understand how it
operates and have relationships with other members of
the education community — all attributes that take time to
foster with new employees. Providing the support existing
employees need to learn new job responsibilities requires
fewer resources than hiring new staff. However, existing staff
members need to see that their new roles are meaningful
and a win-win for them and the district. As one member of
the working group put it, it’s about making sure you have the
right people on the bus and that everyone is in the right seat.
Leaders should understand staffing needs and align those
needs with employee strengths. For example, if the district
needs instructional coaches to facilitate technology integration
but only employs staff to fix hardware and networks, a shift is
required. Some of the technical staff will have the background
and skills to coach, but others won’t. It will be up to district
leaders to determine who is best suited for each role.
4. Support professional
development
A successful cultural shift requires support for sustained
innovation. Professional development is a critical piece of
this system. If change for growth is going to gain traction,
everyone needs to understand their role and feel they have
the right skill set to achieve the organization’s goals.
While initial professional development may be in place
to promote an initiative or technology implementation,
eventually it should drill down to relevant job-specific
work. These professional development opportunities
need to be ongoing, job embedded and collaborative.
Many effective professional development plans leverage
both outside experts and internal resources, including
teachers, instructional coaches and other district
employees. It is also important to develop a formal
plan with measurable objectives (what participants
will achieve), action steps (what will happen to get this
done) and evaluation (how plan implementation will be
monitored and measured).
It is a key responsibility of
leadership to understand
staffing needs and align them
with employee strengths
to place them in the best
position for success.
Tip: !

10. 10
Process:
Far too often, technology-supported initiatives are launched without considering
the impact on student learning. The superintendent is responsible for ensuring that
all stakeholders understand the program’s importance and its expected outcomes.
Topics related to defining and describing technology-supported curriculum and
instruction fall into the four areas outlined in this section.
IMPLEMENTING
DIGITAL
INSTRUCTION
& CURRICULUM
1. Define and describe
technology-supported
curriculum and instruction
Educators struggle to settle on a common definition
of technology-supported curriculum and instruction.
Research shows that simply making a lesson digital instead
of paper based has no impact on student performance, yet
that’s often the approach of technology initiatives.
Instead, teachers need to regularly offer technology-
supported lessons that require students to analyze,
evaluate and create material — or the three highest
levels of the Revised Bloom’s Taxonomy (see the Revised
Bloom’s Taxonomy graphic on page 12). Additionally,
the SAMR (substitution, augmentation, modification,
redefinition) model provides a map for moving through
degrees of technology adoption to achieve more
meaningful uses of technology in teaching.
To develop more effective tech-supported curriculum,
district leaders should start by thinking about how
technology can support teaching and learning. This
includes considering how current curricula can be
redesigned to support effective use of digital tools
and resources. Key questions to consider include:
1. Who will align new curricula with
academic and technology standards?
2. What instructional strategies best leverage
the use of digital tools and resources
with higher-order thinking skills?
3. How can ongoing technology-supported assessment
be embedded in these learning activities?
4. What types of learning should take
place in and out of the classroom?
5. Are we changing instruction or merely
changing the medium in which it’s delivered?

11. 11

12. 12
Something else to consider is which devices and resources
will be employed and how those selections will impact
the instructional program. A wide array of options
require review. Which devices will be used — laptops,
Chromebooks, tablets, smartphones or something else
altogether? What digital instructional materials will work
best — open education resources (OER), professionally
published e-textbooks, video or other options? By making
these decisions after you’ve defined your objective for
curriculum and instruction, you can ensure your program
won’t be driven by the technology.
Before making final decisions related to selection of
devices and instructional resources, it’s important to
consider how the selections will influence instruction
and assessment. First, what professional development
will teachers require for developing curriculum and using
devices and digital resources? As mentioned previously,
professional development opportunities need to be
ongoing, job embedded and collaborative. Professional
growth opportunities that go to this depth require staff
buy-in, time, resources and a well-designed plan. If the
groundwork was established during the culture phase,
the commitment to participate in a comprehensive
To develop more effective
tech-supported curriculum,
district leaders should
start by thinking about how
technology can support
teaching and learning.
Tip:!
Revised Bloom's Taxonomy
Identifying learning objectives is imperative to establishing a pedagogical exchange between teachers and
students. The Revised Bloom’s Taxonomy provides a framework to classify those learning objectives based on
complexity and specificity. The six levels illustrated below help educators organize and achieve those objectives.
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Produce new or original work
design, assemble, construct, conjecture, develop, formulate, author, investigate
Justify a stand or decision
appraise, argue, defend, judge, select, support, value, critique, weigh
Draw connections among ideas
differentiate, organize, relate, compare, contrast, distinguish, examine, experiment, question, test
Use information in new situations
execute, implement, solve, use, demonstrate, interpret, operate, schedule, sketch
Explain ideas or concepts
classify, describe, discuss, explain, identify, locate, recognize, report, select, translate
Recall facts and basic concepts
define, duplicate, list, memorize, repeat, state
SOURCE:VANDERBILTUNIVERSITY,CENTERFORTEACHING

13. 13
professional development program will be in place. If
not, this would be the time to circle back and garner
the necessary support.
2. Enable successful
technology rollouts
Why do some technology initiatives flourish while others
appear to implode at the first hiccup? There are many
variables, but allocation of planning time is crucial. In-
depth planning requires time and resources, but pays off
with more successful results.
Visiting schools that are successfully using the technology
you’re interested in can help during the planning process.
Identify districts that are similar to your own in terms of
demographics, academic goals and proposed technology
use. Speak with leaders at the central office and take a team
to visit the schools in person to see the implementation in
action. Make time to chat with teachers, students and others
during the site visit. Afterward, hold team discussions about
the experience and explore ways your district can move from
your current reality to your desired vision.
Conducting a pilot program can also help ensure a success-
ful technology rollout. Begin the launch with up to 20 percent
district participation. Have an established timeline and
evaluation process. Monitor progress throughout the pilot
and make adjustments along the way. At the end of the
pilot, use information collected during this phase to make
data-based recommendations for next steps.
3. Measure the impact
of technology-supported
instruction
Technology-supported initiatives should be
measured based on use of formative and summative
assessments that focus on student achievement, not
teacher performance. Qualitative data should also
be captured and used to communicate the personal
side of the student achievement story. Leaders can
review and analyze these data to determine if the
technology-supported instruction initiative is meeting
its stated goals and make adjustments as needed.
Measuring the program’s success is critical. All education
community stakeholders will want to know if the initiative is
working. They will also want this information to be available
in an easy-to-consume format. As one superintendent in
the group suggested, “Use well-designed graphics that
show comparisons, growth, counts and quantifiable data.
This provides information that helps identify the next level
of action.”
4. Recognize the impact of state
and federal legislation
A significant piece of any superintendent’s job is to
actively promote his or her school district. This entails
building relationships in the community and with other
districts. It also requires working with the media in good
times and in bad. And finally, it means the superintendent
must work on the district’s behalf to support or oppose
legislation that will impact education.
Federal and state regulations can support, justify or
complicate technology-supported instructional initiatives.
Although education is primarily a state and local concern,
the federal government does provide approximately
8 percent of funding that schools receive and therefore
influences the course of K-12 public education. Recent
examples include:
• Districts were driven to upgrade infrastructure,
training, curriculum development and materials based
in part on the No Child Left Behind legislation.
• Cuts in Title II, Part D funds at one point nearly wiped out
technology financing for many districts across the country.
• Race to the Top and other White House initiatives have
had technology overtones and motivations.
• For several years, the American Recovery and
Reinvestment Act (ARRA) funds could be used for
device and equipment purchases.
Additionally, there are three current federal initiatives that
directly impact instruction technology: the Every Student
Succeeds Act (ESSA); the 2016 National Education
Technology Plan (NETP); and Future Ready Schools.
Visit schools that are
successfully using the
technology you’re interested
in. Speak with leaders,
teachers and students
during the site visit, then
hold team discussions and
explore ways your district
can move forward.
Tip: !

14. 14
Securing ongoing and
consistent funding
Budget development is part of the planning process.
While it’s not always easy to do, district leaders should
identify immediate and long-term funding sources prior
to launching an initiative. This approach helps ensure
that monies are available not only at the start of the
project, but also on an ongoing basis to support everything
from professional development and network upgrades
to maintenance and equipment replacement. Some
states permit local bonding or levies for ongoing income;
however, other opportunities such as grants may be
available. Visiting other districts may help identify ways to
best leverage available funds. Not only will you be able to
see preliminary budgets from already-executed programs,
you’ll also have an opportunity to ask about unforeseen
costs. Even the best-planned budget will end up missing
the mark somewhere, but careful planning can ameliorate
the impact of unanticipated expenditures.
Development of a technology replacement or upgrade
plan seems obvious, but districts often fail to do this. As
a result, by year four or five of an initiative — or sooner
— problems start to arise. Forward-thinking districts tie
the replacement/upgrade cycle to the system’s strategic
plan. For example, if the life cycle of classroom technology
is five years, then the district should consider replacing
20 percent of its devices on an annual basis. By doing
this, it ensures that technology life cycles do not end at
the same time; no student equipment is more than five
years old; and districts have the opportunity to reevaluate
purchasing decisions annually.
CREATING
A DIGITAL
ENVIRONMENT
This section addresses topics related to securing funding for technology,
supporting it once it’s in place, building out necessary infrastructure and
developing successful procurement policies.
Technology:

15. 15
Defining and describing
adequate tech support
Two types of tech support are typically required in school
districts — IT support focused on keeping technology up and
running and educational technology (ET) support designed
to assist teachers and staff in designing and implementing
effective technology-supported instruction. Each is important.
An initial step in determining how much assistance is needed
is to define what kinds of support will be provided, by whom
and what additional resources are necessary.
It is essential to establish norms between IT and ET
departments as well as with staff based in the district office.
Depending on the size of the initiative, there will be additional
IT and ET needs in the district office and at schools. Consider
creative programs such as student-led help desks, which
can serve the dual purpose of providing immediate on-site
support for minor fixes as well as introducing students
to potential career interests. It’s also important to note
that recent changes in available and emerging technology
have the potential to simplify or eliminate tech support
headaches of the past. For example, the practice of quickly
“hot-swapping” a user’s device without losing local data has
Forward-thinking districts
tie the replacement/
upgrade cycle to the
system’s strategic plan.
Tip: !

16. 16
been greatly simplified with the proliferation of cloud-based
storage and identity services.
A topic that’s gaining increased attention, particularly over
the last couple of years, is protecting student information and
data. Educators and parents are expressing concern about
how student data are collected and stored digitally, as well
as who has access to these data and how it is being used.
Of course, the end goal for use of data should be related
to student performance, but what about the rest? Different
technologies collect different kinds of data for varying pur-
poses. This relates back to technology support requirements
because districts are responsible for empowering staff to
safeguard data stored in student information systems.
Another area of concern is the apps and web-based tools
used in classrooms that also collect user data. Some larger
districts are establishing guidelines for third-party vendors
regarding the types of data they may collect from students
and how they safeguard that information. However, there
must be further discussion about greater confidentiality that
can come with cooperative procurement contracts.
Robust infrastructure
at school and home
E-Rate program funding is the reason most public schools
have internet access. Now districts are working to build
more robust networks as 1:1 and bring-your-own-device
(BYOD) programs gain traction. Changes in E-Rate
regulations approved in 2014 expanded subsidies for Wi-Fi,
making it easier for districts to bring their networks up to
par. However, district leaders must recognize that today’s
robust network is tomorrow’s equivalent of a dial-up
connection. Infrastructure upgrades should always be
an integral part of any technology initiative budget.
In the past, little consideration was given regarding student
access to broadband at home; however, this is changing.
The 2016 NETP highlights the lack of robust connectivity
many students face when they leave school and assigns
districts at least some responsibility for correcting this
problem. While students can use public Wi-Fi provided at
a library or coffee shop, assuming they can get there,
access is often limited due to shared computers or lack
of bandwidth. Wi-Fi-enabled school buses or devices
that load content students can access and use offline
are stop gaps, but these still don’t provide students with
seamless connectivity. The challenge is finding more
stable, permanent approaches to community Wi-Fi.
Review and update your
district’s purchasing
practices to move past
antiquated procurement
processes, which may
hinder any investments
that deviate from tradition.
Tip: !

17. Educators once thought that if they had access to
hardware and software, classroom learning would be
transformed. However, it’s clear that digital learning is
much more complex. Access to equipment and a robust
infrastructure is a necessary start, but without shifts in
an organization’s culture and major revisions in teaching
practices, the outcome will be digital learning activities
that have no long-term impact on student achievement.
This paper identifies not only the broad categories of
culture, process and technology, but also explores
important subtopics to consider carefully within each
category. This is not a recommendation to attempt to
address all of these areas at once; instead, it is meant
to provide a broad overview of each factor that will need
to be considered over time. Use this paper to launch
discussions with your planning team to identify where to
begin in your journey toward enhanced digital learning in
your district.
Effective strategies
for procurement
It is common to find disconnects between the
procurement process and the needs of a school district.
Implementation of a district’s vision is often hindered by
antiquated processes or business practices that impede
procurement of materials aligned to use of cutting-edge
technology and instruction. Some restrictions on spending
are placed by the funder — federal and state monies
may include guidelines for spending, as do most grants.
Superintendents may not be able to reallocate these
funds, but there are district policies and procedures that
can be modified locally.
As part of the planning process, it’s necessary to review and
update the district’s purchasing practices. For example,
educators recognize that preferred modern instructional
spaces deviate from the classic model of single-seat desks
in rows. Therefore, it’s important for educators to procure
appropriate classroom furnishings, much of which is a
departure from traditional furniture.
In addition to revising procurement processes and
practices, district leaders must identify ways to leverage
the funding that is available. One effective strategy for
stretching dollars is joining a purchasing consortium.
When considering joining a consortium, it’s important to
take time to review how the district would handle these
purchases and what conditions would trigger going to
bid with businesses outside the consortium.
Conclusion:
17
EMBARKING
ON THE
DIGITAL
LEARNING
JOURNEY

18. 18
Additional Reading
For additional information, see these resources suggested by the Superintendents Working Group.
Culture
Brafman, O. and R.A. Beckstrom. (2008). The Starfish and the
Spider: The Unstoppable Power of Leaderless Organizations.
New York: The Penguin Group
Brotto, G. (2016). ISTP 2015 What is Your Country’s
Priority? Retrieved from https://www.youtube.com/
watch?v=3Ki6491tsCg
Collins, J. (2001). Good to Great. New York: HarperCollins
Publishers, Inc.
Couros, G. (2015). The Innovator’s Mindset: Empower
Learning, Unleash Talent, and Lead a Culture of Creativity.
Dave Burgess Consulting, Inc.
Dweck, C. (2006). Mindset: The New Psychology of Success.
New York: Random House
Fullan, M., P. Hill, and C. Crevola. (2006). Breakthrough.
Thousand Oaks, CA: Corwin Press
Gladwell, M. (2008). Outliers: The Story of Success. New York:
Little, Brown, and Company
Gladwell, M. (2002). The Tipping Point: How Little Things Can
Make a Big Difference. New York: Little, Brown, and Company
Heath, C. and D. Heath. (2007). Made to Stick. New York:
Random House
Hunter, J.C. (1998). The Servant: A Simple Story About the
True Essence of Leadership. New York: Crown Business
Kotter, J.P. (2012). Leading Change, 2nd Edition. Brighton, MA:
Harvard Business Review Press
Rogers, E. (2003) Diffusion of Innovations, 5th Edition. New
York: Free Press
Sivers, D. (2010). How to Start a Movement (TED Talk).
Retrieved from https://www.ted.com/talks/derek_sivers_
how_to_start_a_movement?language=en
Visible Learning. (2014). Hattie Ranking: 195 Influences and
Effect Sizes Related to Student Achievement. Retrieved from
http://visible-learning.org/hattie-ranking-influences-effect-
sizes-learning-achievement/
Process
Heath, C. and D. Heath. (2010). Switch. New York:
Random House
Lubelfeld, M. (2015, February). Back in the Classroom —
Instruction with Digital Resources. Retrieved from
http://dps109supt.edublogs.org/2015/02/17/back-in-the-
classroom-instruction-with-digital-resources
Lubelfeld, M. (2014, December) Digital Resources to Support
Transformative Learning in Our District. Retrieved from
http://dps109supt.edublogs.org/2014/12/14/digital-resources-
to-support-transformative-learning-in-our-district/
Lubelfeld, M. (2016, April). Tracking Our Growth in a 1:1
Environment. Retrieved from https://drive.google.com/a/
dps109.org/file/d/0B49j86ELuz3sWDhDSkpfQWFLNlE/view
Lubelfeld, M. (2015, March) We are “1:1” — Now What?
Transformation, Information, Growth! Retrieved from
http://dps109supt.edublogs.org/2015/03/15/we-are-11-now-
what-transformation-data-information-growth/
Rare. (2015, April). The Elephant, the Rider, and the Path —
A Tale of Behavior Change. Retrieved from
https://www.youtube.com/watch?v=X9KP8uiGZTs
Witczak, J. (2015, March). Brothers. Retrieved from:
https://youtu.be/6p136CQOoUk
Technology
Future Ready Schools. (2016). Budget and Resources.
Retrieved from http://dashboard.futurereadyschools.org/
framework/budget-and-resources
K-12 Blueprint (ND). All Funding Toolkit Files. Retrieved from
https://www.k12blueprint.com/content/all-funding-toolkit-files
Office of Educational Technology. (2016). Funding Digital
Learning. Retrieved from http://tech.ed.gov/funding/

19. 19
Vista Unified School District (VUSD)
is one of the largest school districts
in northern San Diego County, serving
more than 22,000 pre-K-12 students
at 29 schools. VUSD also hosts one of
the largest adult education programs
in the county and is a participant in the
federal Future Ready Schools initiative.
Empowering students to take more
responsibility for their own learning is the
basis for VUSD’s Personal Learning Challenge,
a program designed to encourage schools
to transition to a personalized learning
environment. Now in its second year, 16 of
the districts’ 29 schools are participating, an
increase from 5 schools during the first year.
A key theme of the Personal Learning
Challenge is technology implementation,
which VUSD leaders see as a platform
to enable personalized learning. For
example, students have access to a variety
of digital tools for learning, communication
and collaboration, and use multimedia
portfolios to showcase their work.
During the first year of implementation,
VUSD also developed a peer coaching
model to provide ongoing support for
teachers. The district is now working to
scale connectivity outside of school.
Since 2013, Deerfield Public Schools
District 109 has implemented large-scale
innovation projects, including a 1:1 initia-
tive for its 3,000 K-8 students, world-class
science lab classrooms and 6-8 STEM/Com-
munication Media Arts exploratory classes.
The district’s next phase of innovation fo-
cuses on library makerspace transitions and
increased collaboration, critical thinking,
creativity and communication — the 4 Cs.
Teachers are engaged throughout the
transformation process via innovation
grants, first awarded in 2013 and again in
2016. Innovation grants encourage teach-
er-inspired creativity and energy to drive
creative engagement across the district,
and enable piloting of new curriculum,
instruction and assessment strategies.
The largest challenge the district has faced
is recognizing the impact of change — actual
transformation grounded in research-based
models including SAMR and the 4Cs — along
with increasing student engagement. To
measure its success, District 109 utilizes
data to inform professional development and
principal-led action teams. Additionally, the
district surveys staff, students and parents
using multiple methods. District 109’s efforts
are supported by the board and approximately
5 percent of the area’s education budget goes
toward technology and related innovations.
Vista Unified School District:
Empowering Students to
Take Control of their Learning
Deerfield Public Schools District 109:
Using Technology to Support the 4 Cs
CASE STUDY
CASE STUDY
Denton Independent School
District (Denton ISD) is one of the
fastest-growing school districts in the
North Texas area. The district serves
pre-K-12 students and currently has
4 high schools, 7 middle schools, 23
elementary schools, 2 early childhood
centers, 1 alternative high school,
and 1 career and technology complex,
among other specialized programs.
Since 2007, Denton ISD has adopted a
bring-your-own-device (BYOD) philosophy;
however, the Denton ISD Board of Trustees
recently approved a 4-year, $6.4 million
plan to provide students with digital
learning devices. This decision follows a
collaborative effort by the Digital Learning
Design Team (composed of the district’s
curriculum and instruction and technology
divisions) to determine which tools would
best meet teaching and learning needs. The
team interviewed teachers, students and
administrators before making a decision.
Ultimately, the board approved an initial
rollout of Chromebooks among select grades
and classrooms for the 2016-17 school year.
District leaders provided teachers with
professional development and ensured
their network infrastructure was robust
enough to support the digital initiative prior to
rollout. Devices will continue to be deployed
through 2019. Denton ISD plans to keep
current and future stakeholders apprised
of the district’s success via traditional
and social media announcements.
Denton Independent School District:
Engaging Stakeholders for
a Successful Digital Initiative
CASE STUDY

20. 20
With nearly 68,000 pre-K-12 students,
86 schools and 4 specialty centers,
Virginia Beach City Public Schools
(VBCPS) is the largest school district
in southeastern Virginia. Currently,
each of the district’s schools has a 4GB
internet connection and onsite technology
support, and the high schools and middle
schools host distance learning labs.
The district’s five-year strategic plan, Com-
pass to 2020, focuses on increasing personalized
learning and flexibility regarding when and how
learning occurs. As a first step, the district has
designated 11 “Anchor Schools” — comprising
elementary, middle and high schools — that
each have their own digital learning leadership
team composed of principals and teachers.
Chief Academic Officer Amy Cashwell
is developing a rubric so other schools can
assess their readiness to join the program.
Those not ready can use the information to
design a professional development program
to achieve readiness. While funding for the
initial schools and an expansion has been
identified, leaders are still working to devel-
op a sustainable, long-term funding plan.
Virginia Beach City Public Schools:
Developing a Long-Term Plan
for Personalized Learning
CASE STUDY
Lincoln Public Schools (LPS) in
Nebraska serves nearly 40,000 students
through 60 schools and programs.
The district is currently rolling out its
CLASS (Connected Learning for the
Achievement of Students and Staff) plan.
Key points of the plan include:
1. Emphasis on supporting teacher
instruction that is adapted and
redefined with technology. This
includes both traditional and self-
paced professional development
(face to face and virtual), summer
elementary boot camps for which
participating teachers receive
stipends, and conferences hosted
locally for elementary schools
participating in inter-school
professional learning communities.
2. Identifying and developing
systems for learning and
information management. The
district implemented a new
learning management system
(LMS) in 2015, professional
learning management system
in 2016 and enterprise resource
planning system (ERP) in 2017.
3. Equipping all classrooms with
standard technologies for teaching.
This includes short throw projectors,
sound amplification systems and
additional A/V infrastructure to
support teaching and learning.
4. Providing students with device-
assisted learning and instruction
(DALI) opportunities. Chromebooks
have been deployed for all students
in grades 3 through 6 with remaining
grades scheduled for 2016-17. A
refresh of teacher laptops began
in 2016. In addition, a robust early
warning system developed in
house supports the initiation of
immediate site-based interventions
for students who are falling behind.
The plan was developed over a period
of two years, which included ongoing
conversations with the board and site
visits to multiple districts to develop the
district’s vision for technology-supported
instruction. Stakeholders were engaged in
critical decisions, including device selection.
Garnering staff support was critical,
particularly in addressing differences
between the curriculum and technology
departments. Finally, as a district expanding
by 1,000 students each year, maintaining
the plan and factoring in growth has
proven to be a challenge. However, the
climate for ongoing funding is positive.
Lincoln Public Schools:
A Comprehensive Plan for Connected Learning
CASE STUDY
The Panama-Buena Vista Union School
District (P-BVUSD) in central California
serves more than 17,000 pre-K-8 students.
P-BVUSD is home to “Panalytics,” an
analytics and dashboard program that
provides educators with insight into student
learning district-wide. Similar to other
learning institutions, the district was good
at capturing and storing data, but not at
leveraging it for better decision-making.
Today, data is used to help increase student
success. Analyzing data found in student
information, financial and academic
systems helps the district identify at-risk
students, develop early warning systems,
personalize curriculum in real time,
understand instructor effectiveness and
identify areas for curriculum improvement,
among other important insights.
Because districts don’t typically
employ software application designers,
attracting and retaining talent has
been a challenge. The district’s new
approach is to hire consultants to
contract specific dashboard systems.
The power of the dashboard system
is its ability to present a holistic, 360-
degree view for decision-makers.
Panama-Buena Vista Union School District:
Realizing the Power of Data Analytics
CASE STUDY

21. 21
Charlottesville City Schools (CCS) in
Virginia serves more than 4,000 pre-K–12
students. The district is part of the
federal Future Ready Schools initiative
and a charter member of the League of
Innovative Schools. Launched at the start
of the 2015-2016 school year, Project
Engage — a district-wide holistic approach
to individualized learning via technology
integration — is the outcome of a multitude
of pilot programs. For example, CCS
launched a 1:1 deployment in 2011, which
identified a need for support structures and
resources beyond the devices to achieve
student-centered learning and engagement.
Project Engage comprises four critical
elements — a learning management
system (LMS), student access to
technology, cloud-based productivity
and collaboration solutions, and
digital curriculum resources. Each of
these elements are promoted through
leadership training, professional learning
and refined instructional practices.
While Project Engage has been
successful thus far, there are opportunities
for growth. The district is working to enhance
the program by ensuring students have
connectivity while off campus, improving
adoption of cloud-based technologies for
day-to-day operations among administrators,
expanding use of the LMS, increasing use of
technology among teachers, and improving
access to technology skills curriculum
to level the playing field for students.
Fontana Unified School District
(FUSD) in California serves nearly
41,000 pre-K-12 students at 45 schools.
The district recently implemented its
Transforming Together Strategic Plan,
which is an effort to develop K–12 career
technical education (CTE)/Linked Learning
pathways and ensure student success.
The district has launched a variety of
learning opportunities designed to engage
students and support schools in project-
based learning. At secondary schools,
CTE/Linked Learning pathways focuses
on college and career skills, work-based
learning and higher-level thinking. For
example, a solar boat project integrates
the CTE framework with Next Generation
Science Standards (NGSS), as well as
technology, engineering and math. At a
different high school, through a partnership
with Code.org, the CTE department is
developing courses that are part of a
Cyber Security Pathway, which will allow
students to earn an associate or bachelor’s
degree from partnering colleges. In
August 2016, the local community college
partnered with the district to implement
a Business Logistics Pathway, where
students learn how to design and implement
transportation logistics systems.
FUSD also invests in instructional
coaches who help teachers shift from
traditional teaching to project-based
learning practices. FUSD leaders have
designed workshops and programs such as
robotics days, solar and coding projects, and
engineering competitions, all of which have
fostered student and teacher enthusiasm as
they discover how project-based learning
can be incorporated into daily instruction.
Charlottesville City Schools:
A Holistic Approach to Individualized
Learning and Technology Integration
Fontana Unified School District:
MovingForwardwithProject-BasedLearning
CASE STUDY
CASE STUDY
Wilson County Schools in Tennessee is
on a journey to implement a district-wide
digital transformation plan — a curriculum
and instruction initiative designed to help
the district use technology to improve
teaching and learning through increased
student engagement. Key components
of this effort include giving students and
educators access to technology and digital
resources, implementing collaborative
professional development initiatives,
improving equity of access for teaching
and learning, and developing equitable
funding and implementation plans.
The district has embraced a variety of
digital platforms and programs to enhance
learning, gauge student performance,
increase personalized instruction, identify
areas of deficiency, regain credits and meet
Tennessee graduation requirements.
Professional development is disseminated
via synchronous and asynchronous lectures,
video segments and simulations. The district
requires all employees to participate in a six-
hour, customized, online summer instructional
technology course. The course allows faculty
and staff to work anywhere, anytime during the
summer and at their own pace. Additionally, the
district holds Tech Cafes weekly throughout the
academic year. Each session focuses on how
to integrate the district’s new digital platforms,
programs and apps to enhance learning.
Wilson County Schools:
Supporting Curriculum and
Instruction with Technology
CASE STUDY

22. 22
In 2014, Baltimore County Public Schools
(BCPS) in Maryland launched Students and
Teachers Accessing Tomorrow (S.T.A.T.) — a
program designed to create learner-centered
environments that ensure every student is on
task and challenged to meet high standards.
With plans to implement S.T.A.T. on every
campus within five years, the initiative is based on
creativity, collaboration and deep engagement.
S.T.A.T. is intended to support all students
with learning opportunities matched to
their needs — a level of personalization
that requires educators to rethink how
they operate. S.T.A.T. leverages best
practices in digital learning by identifying
instructional strategies that help develop
critical thinking and analytical skills.
BCPS educators continue to create
digital curriculum in the core content
areas anchored to the district’s vision of
high expectations for effective teaching
and learning. The district uses technology,
assessment, organizational effectiveness
(professional development), infrastructure,
policy, budget and communications as
tools to expand educator capacity and
personalized learning.
Teachers participate in professional
learning communities designed to reflect the
needs of each school. For example, some use
formal content and grade-level meetings while
others meet during common planning time or
over lunches. And, since every student in the
district will eventually receive their own device,
more than 8,000 teachers also received devices
prior to summer 2014 training opportunities.
Baltimore County Public Schools:
Accessing Tomorrow Today
CASE STUDY
In summer 2013, 40 elementary school
teachers at Ithaca City School District (ICSD)
in New York took stock of new standards in
reading, writing, math, social studies and
science to breathe life into the subjects.
Their work has come to fruition through the
use of case studies — student-led projects
focused on real-world issues grounded
in academics and student interests.
Case studies are meant to be reflective
of the local community and students’ lives.
For example, the work may originate from
a concern about the local environment
or emerge from a common experience
of injustice. Baseline expectations form
the foundation of every ICSD case study.
Students engage in purposeful, real-world
research, conduct field work to gather
evidence, build knowledge and communicate
understanding. Case studies culminate in
high-quality products with real-world impact.
ICSD has equipped K-2 students
with tablets and students in grades 3-12
with Chromebooks. This, combined with
work like the case studies, has led to
unprecedented student achievement. The
district’s graduation rate has skyrocketed
from 78 percent to more than 94 percent,
while students are reaching unprecedented
levels of academic performance.
According to a recent online survey:
• 66 percent of students say they
collaborate more with their
classmates as a result of having
technology tools available in school
• 68 percent of students report
publishing their schoolwork
online daily or weekly
• 71 percent of parents and community
members believe access to iPads,
Chromebooks and digital resources
enhances student learning
• 66 percent of parents and
community members say access
to technology resources allows
students to work at their own pace
Ithaca City School District:
Real-World Learning
CASE STUDY

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