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Fulton County Schools Completes “Back Room” Infrastructure to Enhance Technology in Classrooms

June 17, 2015 by
Fulton County Schools

From the Fulton County Schools Website

Leading with learning instead of technology is a recipe for success, as exemplified by metro Atlanta district Fulton County Schools. With 99 schools and 95,000 students, the district has made a point of starting with infrastructure and following with the right technology to support its goal of personalized learning. “We always want to use tried and true technology in innovative ways,” says Serena Sacks, Chief Information Officer. “We don’t want to worry about whether the technology works– we just want to use it better.” Investing in a bunch of iPads can be exciting, but Fulton had the foresight to first ask what infrastructure is required for devices to work properly, and instead invest in that process. “We started with the classroom first, asking, ‘What type of experience do we want to create for students?’” says Dr. Scott Muri, Head of Academics. Fulton envisioned a personalized learning environment where students could access multiple types of media and multiple devices simultaneously, which would require a very robust network and the implementation of many new wireless access points. After speaking with technology consultants about the realistic requirements of building such a system, the district formulated a ‘backwards design’ plan, which included laying new overhead cables and upgrading the hardware closets in schools with new switches.

With the help of Layer 3 Communications, an Atlanta-based company that designs network infrastructures for schools and offices, Fulton began building a complex infrastructure in 2003 that was recently overhauled. Now, the network can support two devices per student accessing a network simultaneously. In addition to strengthening networks, Fulton’s schools doubled the number of Aruba access points to almost two per classroom, and added much denser wireless coverage in common areas such as media centers and cafeterias. They also increased bandwidth from 1GB to 2GB, and installed new Brocade network cables and switches in the computer room with the capacity to expand bandwidth to 10GB in the future. These infrastructure upgrades cost about $18 million, part of Fulton Schools’ $189 million technology upgrade budget funded by Fulton County’s SPLOST 1% tax. (more…)

Advice for School Principals on Implementing Competency Education

March 4, 2015 by
Brian Stack

Brian Stack

This past week, I had the pleasure of spending some time with school principals from Henry County, Georgia in an effort to help them get ready to start their own competency education and personalized learning journey. Henry County has committed to a redesign structure framed around five personalized learning tenets: Learner Profiles, Competency Based Learning, Project Based Learning, 21st Century Skills, and Technology Enabled Learning. Work is now underway in their schools to move their plan into action from just a few cohort schools to all of the schools in their county. As a high school principal from New Hampshire who underwent a similar school redesign just five years ago, I came to Georgia to offer these great principals some words of “wisdom” from a practical sense, using my own redesign journey as a guide. The experience for me personally was an opportunity to reflect back on what I have had to do as a school principal to help support this massive change process in our school community. The focus of this article is to share some of that advice for other principals who are likely to start this kind of work in the coming months or years.

To frame my advice, I will use the work of Kotter (1996) on leading change in an organization. Although Kotter’s work was written originally for the business world, it can easily be transferred to education. It is a perfect guide for principals who are leading a transition to competency education in their school. To illustrate his research in a practical manner, Kotter (2005) later wrote a fable about a colony of penguins living on an iceberg off the coast of Antarctica who discover that their iceberg is going to melt over the coming season and they need to convince the colony that they need to relocate and change how they live. Five years ago our school district used this fable to help our administrators, myself included, understand their role in the redesign and change process. The fable follows Kotter’s multi step process for successful change and will frame my advice for principals.

1) Set the stage by creating a sense of urgency and pulling together a guiding team. (more…)

Fulton County Schools: A Big District Approach to Competency Education

October 9, 2014 by
Dr. Scott Muri

Dr. Scott Muri

I had the opportunity to talk last week with Dr. Scott Muri, Deputy Superintendent of Academics for Fulton County Schools (FCS) in Atlanta, Georgia. I knew that FCS was moving aggressively towards personalization, but I had never been quite sure how they saw competency education fitting into their strategy. (Although one definition of personalization includes competency-based progressions, in my opinion schools can be highly personalized without being competency-based: They can focus on completion rather than proficiency, they can pass students on with Cs and Ds, and they can personalize within age-based cohorts without opportunity to move beyond their grade level.)

When I asked Dr. Muri about their approach to competency education, he replied, “How can one  think about personalization without looking at competency education?  One is embedded in the other. If you don’t have a competency-based infrastructure, there is no way of knowing if your personalized approach is resulting in students learning.”

(more…)

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