Implementation Description
Cardinal Charter Academy at Wendell Falls (CCAWF) is built upon core values, including collaboration, differentiation and Future Ready Skills. Everything from the leadership structure to the building’s floor plan reflect these priorities. However, the first quarter of the school’s maiden year took place virtually due to the Coronavirus pandemic. In fact, 25% of the students at CCAWF remained distance learners throughout the academic year, and others transitioned to online learning when inclement weather or sickness necessitated it. These unforeseen circumstances caused school leadership to hasten their procurement of one-to-one technology for students. The school received state relief money to purchase internet hotspots for families who needed them, and available NC ACCESS funding allowed them to purchase iPads and Owl Cameras.
CCAWF offered iPads to every family, regardless of their financial status. At their Open House in fall 2020, families picked up device(s) and signed a Digital Device Agreement, which outlined personal responsibilities and potential liabilities. In the event that a student required a new iPad, they would contact school leadership and follow the appropriate procedures as outlined in the Digital Device Agreement. At the close of the academic year, all devices were returned to the students’ homeroom teachers. Some families experienced technical issues during virtual learning, but the proactive staff at CCAAWF were able to rectify most issues quickly. The school found setting expectations for technology use prior to distribution significantly mitigated potential problems. With the new technology available, teachers were able to conduct meaningful lessons, promote classroom community, and host student led conferences.
In addition to the school’s curriculum, which was available digitally and in print, teachers used helpful online tools, such as Nearpod, Schoology, and Seesaw to deliver content virtually. Intentionally selecting interactive methods for presenting lessons was a high priority as it directly impacted student engagement and, consequently, student success. For example, Nearpod enabled both virtual and in person students to interact with the lesson by responding to polls, exploring interactive graphics, and answering questions. The student devices also empowered teachers to regularly monitor student growth and mastery of standards through IReady. The Academic Development Institute (2017) recommends regular assessments in order to measure students’ academic progress. Teachers used the data to guide and adjust instruction as needed. One-to-one student devices made high quality instruction and assessment a reality at CCAWF.
Beyond daily instruction, the student devices enabled teachers to have conferences with parents even with social distancing guidelines in place. Teachers trained students on how to conduct student led conferences (SLC), in which students facilitated the conversation and showcased their work samples. Younger students utilized Seesaw as an online learning platform and digital student work portfolio. SLCs have been shown to be more effective than Teacher-led Conferences, because they “encourage students to take responsibility and ownership for their learning by involving them in the goal-setting and assessment process” (Cronin, 2016). Student led conferences build student’s confidence and leadership skills, and as a result, CCAAWF teachers noticed an increase in student’s responsibility and independence.
Music teacher using Owl camera to teach in-person students.
Since CCAWF classrooms were hybrid, teachers needed to meet the needs of both in person students and remote learners simultaneously, while also promoting a positive classroom community. With a traditional video conferencing platform, remote learners become disengaged since they see a limited view of the class and often have difficulty hearing class discussions. Therefore, CCAWF utilized NC ACCESS funds to purchase Owl cameras for each hybrid classroom teacher. The cameras offer both speaker and panoramic views for large groups of people, which enables virtual students to feel immersed in the classroom setting. Additionally, the owl camera is equipped with eight microphones and a speaker to ensure virtual and in person students can hear one another and communicate organically, without the noisy feedback and audio issues associated with large group video conferencing. Live discussions during the Covid-19 were especially important as many students experienced high levels of isolation. Using the Owl camera increased dialogue between in person and remote learners and ensured remote learners felt included in the classroom community.
Results
School leadership commented that they witnessed a sense of growing independence and organization in their students throughout the course of the year, because of the increased responsibility associated with virtual instruction. Additionally, students grew in their leadership skills through their experience with student led conferences.
Students demonstrated academic gains through iReady assessments in both Reading and Math. At the beginning of the year, only 53 students were considered “Mid or Above Grade Level” in Math, but on the end of year diagnostic, that number increased to 231. At the first diagnostic assessment, 97 students were considered “Mid or Above Grade Level” in Reading, but that number rose to 271 by the end of the year. The percentage of students in need of intensive math support decreased from 6% to 4%, and the percentage of students in need of intensive reading support decreased from 7% to 3%.
Challenges
At times, virtual students did not log in for class in a timely manner. When this occurred, teachers called a student’s device through Microsoft Teams, and the device would ring like a telephone to alert families.
One specific challenge of virtual learning was the amount of time students were required to be on a screen. Studies have shown that looking at screens for extended periods of time is unhealthy for a child’s brain development (D’souza, 2020). In order to complement digital resources and provide balanced instructional activities, Cardinal Charter Academy furbished independent center activities for both in person and virtual students. The administration offered families with virtual students multiple pickup times to accommodate families’ schedules, including lunch time and from 5:00-9:00 PM. These mobile learning kits included items, such as manipulatives, handouts, and references pages, and were made available every six weeks following the curriculum cycles. These materials provided breaks from excessive screen times, while maximizing instructional time.
Future Modifications
As schools return to in person learning, CCAWF leadership hopes to decrease the amount of time students spend on devices, while increasing the intentionality with which they are used. Teachers will design lessons which integrate technology in meaningful ways to promote self-reflection and collaboration. School leadership also plans to examine how many families will require use of the devices outside of school hours on a regular basis.
Two CCAWF teachers are completing the necessary coursework to become Apple Teachers, which will enable them to provide training to staff during the week-long in-service in August.
Critical Components
Getting Started
Before budgets were finalized for the one-to-one device initiative, school leadership offered an “opt out” option for families who did not urgently need a device. Although every student received a device by the end of the distribution roll out, the school intentionally prioritized distribution to families in need first.
Staff training was also an essential element of their technology program. Cardinal Charter Academy’s regional team and teachers at the Wendell Falls location led a two-week in-house training for staff members, which included expectations for online learning, an introduction to Office 365, and strategies for maximizing online learning platforms.
School leaders also noted the importance of keeping all of their learning platforms streamlined through a single sign-on and limiting students’ ability to reset their password. Adjusting these settings at the beginning of the technology distribution prevented potential problems with lost or forgotten passwords, which could ultimately prevent students from participating fully in virtual instruction.
Ongoing Supports
School leadership has scheduled additional training in the coming year to keep staff abreast of technology updates and best practices for utilizing devices and online platforms.
Equity Connections
Families experiencing poverty often lack reliable access to the internet or an adequate number of devices for their child(ren) to access online educational resources (Truong, 2020). When schools provide internet access and devices for their students, they are helping Educationally Disadvantaged students stay on track with their more affluent peers, thereby reducing the achievement gap (Anderson, 2019). Through the use of COVID-19 relief money and the NC ACCESS subgrant, leadership at CCAWF provided internet hotspots and iPads to all of their students, ensuring students had equitable access to educational technology.
Research
1. Academic Development Institute. (2017). “Core Function: Curriculum and Instruction. Effective Practice: Curriculum and Instruction Assess student learning frequently”. The Center on Innovations in Learning. Accessed on August 2, 2021. Retrieved from http://www.centeril.org/corefunctions/assets/files/07%20Curriculum%20Instruction%20Assess%20Student%20Learning.pdf
2. Anderson, K. (April 29, 2019). “How Access to Technology Can Create Equity in Schools”. Digital Promise. Accessed on August 2, 2021. Retrieved from https://digitalpromise.org/2019/04/29/equity-in-schools-access-technology/
3. Cronin, A. (July 8, 2016). “Student-Led Conferences: Resources for Educators”. Edutopia. Accessed on August 2, 2021. Retrieved from https://www.edutopia.org/blog/student-led-conferences-resources-ashley-cronin
4. D’souza, K. (November 23, 2020). “Distance learning stokes fears of excessive screen time”. Edsource. Accessed on August 2, 2021. Retrieved from https://edsource.org/2020/distance-learning-stokes-fears-of-excessive-screen-time/644165
5. Truong, D. (March 18, 2020). “As Classes Move Online, What Happens To Students Without Internet Or Computers?”. NPR: WAMU 88.5. Accessed on August 2, 2021. Retrieved from https://www.npr.org/local/305/2020/03/18/817691597/as-classes-move-online-what-happens-to-students-without-internet-or-computers
6. United States Census Bureau, Quick Facts North Carolina, Retrieved from https://www.census.gov/quickfacts/fact/table/NC/PST045219
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