REVISED

In July 2017, Key’s assistant principal and I met to analyze suspension data. She noted eleven suspensions for technology violations and expressed concern. I concurred as these students were missing school while suspended and losing technology privileges for the remainder of the school year. APS believes technology should be a part of everyone’s education, and therefore provide a Personal Learning Device (PLD) to each student in third grade and above.



I created a program goal to reduce the number of suspensions due to inappropriate use of technology. Further disaggregation of data showed all suspensions were in the upper grades (3-5) and all students were Hispanic. I looked at contributing factors and consulted and collaborated with stakeholders. I identified crucial Mindsets & Behaviors and developed activities and interventions. First, I established interventions to address school-wide systemic barriers. Second, I focused on the four suspended students still at Key. Third, I created a small group for fourteen Hispanic third graders. Finally, I help coordinate a Spanish parent information session. I choose these interventions because ATSS, the APS’ tiered system of support, indicates the importance of interventions on all three tiers for optimal results.



Key lacked systemic, consistent practices focused on student technology use. Collaborating with Key’s ITC, to research best practice interventions, we developed a common curriculum. We created a uniformed list of talking points for staff to address with students. Being cognizant of the gap group, these points were written in English and Spanish and presented at a faculty meeting with clear expectations of explaining them in both languages to all students before assigning PLDs. Classroom lessons were developed around identified mindsets and behaviors and presented in September in third, fourth and fifth grades. Visuals were frequently used to foster understanding and key words were presented in English and Spanish. A review lesson was conducted in January because all infractions last year occurred in spring.



With a foundation established, I focused on helping suspended students. Seven suspended students were now in middle school; two were 5th graders and two were 4th graders. All four Hispanic males participated in six 30-minute individual counseling sessions. The goals of these sessions were to instill the belief they can succeed (M2), critical thinking skills (B-LS-1), needed technology skills (B-LS5), and skills to demonstrate self-control (B-SMS2). All four students had no technology infractions the entire year.



Classroom lesson perception data identified a separate group of fourteen third grade Hispanic students who did not record a single “YES” response on their pretests and showed only a slight improvement on their posttests. Three non-Hispanic students showed similar responses and all seventeen students participated in six small group sessions aimed at providing the attitudes, knowledge and skills necessary to make good choices with their iPads. Posttest results for the fourteen Hispanic students showed 100% believed in the importance of taking care of their PLD (B-LS5), 93% knew how to care for their PLD (B-LS5), 93% could use their PLD appropriately (M2), 100% understood school technology rules (B-LS5), 93% possessed skills to protect online privacy (B-LS1, B-SMS2), 93% felt safe on the internet (B-LS1, B-SMS2), and 100% could seek needed help (B-LS1, M2). Outcome data showed no participants had any technology infractions. Data indicates the value of interventions used and the importance of continuing both the interventions and the measures in the future.



Since some technology infractions occurred at home and continued into school; parents needed to understand APS technology policies and procedures. An English/Spanish informational flyer went home in September and a parent technology information night was conducted in Spanish and held in January at the community center where many of our Hispanic families live. We provided laptops and bilingual staff members assisted.



Data shows interventions were effective. We reduced suspensions from eleven Hispanic students to one non-Hispanic student. The mindsets and behaviors chosen appear highly appropriate as perception and outcome data demonstrated. Next year we’ll embed staff talking points into classroom lessons which will continue to be conducted in English and Spanish every September and reviewed in January. Small groups will be offered as needed and a question and answers time will be added to every session because students shared they needed their questions answered before feeling confident with perception data questions. Individual counseling will be provided for suspended students. As indicated in parent feedback, we will expand outreach with two parent workshops, one focused on providing them with knowledge and skills for their own use and the other focused on helping them create home expectations.

Goal: Goal: By June 2018, Key’s number of suspensions due to inappropriate use of technology with students in grades 3, 4 and 5 will decrease by 50% from 11 in 2016-2017 to less than 6 in 2017-2018.

Target Group: All students in grades 3-5, targeting Hispanic students

Data Used to Identify Students: Arlington Public Schools’ and Key Elementary School’s Suspension Data as recorded in SYNERGY Student Information System

School Counselor(s): Laurie Dodson

ASCA Domain, Mindsets & Behaviors Standard(s): Staff Presentation: B-LS5, B-SS3; Classroom lessons: 5th G L1: B-LS5A/SE, B-SS5A/SE, 5th G L2: B-LS5A/SE, B-SS5A/SE; 5th G L3: B-LS5A/SE, B-SMS9A/SE, B-SS5A/SE; 4th G L1: B-LS5A/SE, B-SS5A/SE; 4th G L2: B-LS5A/SE, B-SS5A/SE; 4th G L3: M6A/SE, B-LS5A/SE; 3rd G L1: M6A/SE, B-LS5A/SE; 3rd G L2: B-LS5A/SE, B-SS5A/SE; 3rd G L3: M6A/SE, B-LS5A/SE; 3rd G L4: B-LS9A/SE, B-SS5A/SE; Individual Counseling Sessions: M2A/SE, B-LS1A/SE, B-LS5A/SE, B-SMS2A/SE; Small Group: Technology Tips - S1: M2A/SE, B-LS5A/SE; S2: B-LS5A/SE; S3: B-LS5A/SE; S4: B-LS1A/SE, B-SMS2A/SE; S5: B-LS1A/SE, B-SMS2A/SE; S6: M2A/SE, B-LS1A/SE; Monthly Check-ins: M2A/SE, B-LS1A/SE, B-LS5A/SE; Parent Technology Information Evening: M3, B-LS5, B-SS3

Type of Activities to be Delivered in What Manner?: Coordinated meeting to consult and collaborate with School Instruction Technology Coordinator (ITC) Staff Presentation during Faculty Meeting Six (6) individual counseling sessions with all suspended students Community referral 10 Classroom lessons presented to all students and added to Core Curriculum in grades 3, 4, and 5 on APS’ Acceptable Use Policy and Cyberbullying 5th G L1: Acceptable Use Policy (AUP), 5th G L2: AUP – A Review, 5th G L3: Cyber Bullying 4th G L1: AUP, 4th G L2: AUP – A Review, 4th G L3: Cyber Bullying 3rd G L1: AUP, 3rd G L2: Digital Citizenship (DC), 3rd G L3: AUP / DC – A Review, 3rd G L4: Bystanders to Cyber Bullying Small Group Counseling Sessions: Technology Tips with 17 total students, 14 of which are Hispanic. S1: Appropriate Use of School Devices S2: Care for Personal Learning Device S3: APS and School Technology Rules S4: Skills to Protect Online Privacy S5: Internet Safety S6: Choices & Consequences / Getting Help When Needed Monthly Check-ins with students during lunch Continued meetings with ITC, teachers, administrators and leadership committee and other stakeholders to look at data and problem-solve issues Parent phone calls to discuss school and home concerns and to celebrate successes Parent conferences Parent Technology Information Evening in Spanish, Thursday, January 11, 2018, 6:45 – 7:45 PM, Woodbury Park Community Center Community Room, 2230 N. Fairfax Dr., Arlington, VA 22201

Process Data (Number of students affected): Core Curriculum – All students in grades 3, 4, and 5 Three 60-minute lessons presented to all four 5th grade classrooms 85 total students in 5th grade classes 85/85 (100%) students were present for the first lesson, took the pretest, and completed the worksheet during the week of 9/11/17 85/85 (100%) students were present for the second lesson and completed the worksheet during the week of 1/1/18 85/85 (100%) students were present, completed the worksheet, and took the posttest after the third (last) lesson during the week of 1/8/18 Three 45-minute lessons presented to all five 4th grade classrooms 112 total students in 4th grade classes (they were 113 in the first lesson, but a student left after that week and the number remained 112) 113/113 (100%) students were present for the first lesson, took the pretest, and completed the worksheet during the week of 9/11/17 112/112 (100%) students were present for the second lesson and completed the worksheet during the week of 1/15/18 112/112 (100%) students were present, completed the worksheet, and took the posttest after the third (last) lesson during the week of 2/19/18 Four 35-minute lessons presented to all five 3th grade classrooms 120 total students in 3rd grade classes 120/120 (100%) students were present for the first lesson and took the pretest during the month of September 2017 120/120 (100%) students were present for the second lesson and completed the worksheet during the month of September 2017 120/120 (100%) students were present for the third lesson and took the posttest during the month of January 2018 120/120 (100%) students were present for the fourth and last lesson and completed the bullying posttest during the month of April 2018 Small Groups – 3 Groups 17 total 3rd grade students: 4 Hispanic girls, 10 Hispanic boys, 1 Asian boy, 1 white girl, 1 white boy six 30-minute sessions per group Monthly Check-ins – 10 – 15 Students attended each time 22 students came to at least one meeting 25-min meetings 9 meetings Parent Technology Information Night – One 60 minute session Attended by approximately 20 parents

Perception Data (Surveys or assessments used): Core Curriculum – Written pre- and post- assessments were completed by all 317 students in grades third, fourth and fifth. Pre/Post test Results: 1. Believe important to take care of personal learning device (PLD) Pre: 69% Post: 99% 43% increase in attitude/belief 2. Know how to care for PLD Pre: 34% Post: 95% 179% increase in knowledge 3. Can use PLD appropriately Pre: 65% Post: 96% 48% increase in skill 4. Understand school rules regarding technology Pre: 31% Post: 93% 200% increase in knowledge 5. Have the skills to protect privacy online Pre: 30% Post: 90% 200% increase in skills 6. Feel safe when on the internet Pre: 46% Post: 86% 87% increase in attitude/belief 7. Am able to seek help if have a problem with PLD Pre: 43% Post: 97% 126% increase in skill Average Pre: 45% Average Post: 94% Average Increase in Attitude/Knowledge/ Skill 109% Perception Data Small Group – Written pre- and post- assessments were completed by all 17 students who participated in the group. Data was computed for all participants and then disaggregated for Hispanic students. Pre/Post test Results for 14 Hispanic Students: Small Group: Technology Tips S1: Appropriate Use of School Devices - M2A/SE, B-LS5A/SE Can use PLD appropriately - M2A/SE Pre: 0% Post: 93% Unable to Compute (UTC) % increase in skill S2: Care for Personal Learning Device - B-LS5A/SE Believe important to take care of personal learning device (PLD) B-LS5A/SE Pre: 0% Post: 100% UTC % increase in attitude/belief Know how to care for PLD Pre: 0% Post: 93% UTC % increase in knowledge S3: APS and School Technology Rules - B-LS5A/SE Understand school rules regarding technology - B-LS5A/SE Pre: 0% Post: 100% UTC % increase in knowledge S4: Skills to Protect Online Privacy - B-LS1A/SE, B-SMS2A/SE Have the skills to protect privacy online Pre: 0% Post: 93% UTC % increase in skills S5: Internet Safety - B-LS1A/SE, B-SMS2A/SE Feel safe when on the internet Pre: 0% Post: 93% UTC % increase in attitude/belief S6: Choices & Consequences / Getting Help When Needed - B-LS1A/SE, M2A/SE Am able to seek help if have a problem with PLD Pre: 0% Post: 100% UTC % increase in skill Note: Unable to calculate percentage change as pretest scores were all 0% Small Group: Technology Tips Pre/Post test Results for all 17 Students: Pre/Post test Results: 1. Believe important to take care of personal learning device (PLD) Pre: 18% Post: 100% 456% increase in attitude/belief 2. Know how to care for PLD Pre: 12% Post: 94% 683% increase in knowledge 3. Can use PLD appropriately Pre: 12% Post: 94% 683% increase in skill 4. Understand school rules regarding technology Pre: 12% Post: 100% 733% increase in knowledge 5. Have the skills to protect privacy online Pre: 6% Post: 94% 1467% increase in skills 6. Feel safe when on the internet Pre: 6% Post: 88% 1367% increase in attitude/belief 7. Am able to seek help if have a problem with PLD Pre: 6% Post: 100% 1567% increase in skill Parent Technology Information Night Ten parents filled out exit tickets before leaving. All 10 (100%) parents said the event was helpful and they would attend additional trainings.

Outcome Data (Achievement, attendance, and/or behavior data): During the 2016-2017 school year, Key Elementary had 11 student incidents of inappropriate use of technology resulting in a suspension. Key School comprised 37% of all of Arlington's suspensions for this action and Key was the only elementary school in the county to suspend students for technology violations. By June 2018, we wanted to reduce the number of suspensions by 50% to less than six. For the 2017-2018 school year, we had one student suspended for technology violations. We surpassed our goal. Outcome data implies that the students are generalizing learned attitudes, knowledge and skills to everyday life events. Core Curriculum – One fourth grade student out of 317 students (>1%) who attended all classroom lessons was suspended for technology violations. Small Group – There were no technology suspensions for any members of this group, or for any third graders for that matter. In addition, no third grader in this small group lost iPad privileges during the school year. Monthly Check-ins – No student who came to the check-ins was suspended. One student lost iPad privileges for 4 weeks. This student was not part of the original group, but started coming after losing privileges. Individual Counseling – None of the 4 students who participated in 6 individual counseling sessions had any computer violations or suspensions.

Implications: Perception and outcome data show closing the gap interventions were successful. Meeting with the ITC - We were able to look at APS policy and procedures and create a document for all staff with all important talking points on it. This uniformity insured that staff knew what to say and they were all saying it. The plan is to continue to update this form to address any revisions to APS Acceptable Use Policy and then send this out yearly to all staff with a reminder of the policy which states all points should be discussed with students before they use their personal learning device. In addition, these talking points have now been embedded into the classroom lessons, ensuring that student will hear them from their teachers and hear and see examples from me or whomever is presented the lessons. These practices will also ensure that all staff are familiar with APS policy and procedures. Staff Presentation at Faculty Meeting - The talking points were discussed. All staff were handed a copy and an electronic copy was emailed to them as well. It was stressed that any staff who had students use a personal learning device with them should go over all points of the Acceptable Use Policy as sometimes children do not generalize the rules with all staff members. Staff asked some good questions. It was clear that not all staff thoroughly knew and covered these issues. In the future all staff will be reminded of this at the beginning of every school year. Core Curriculum – The data indicates that core curriculum lessons had favorable results on closing-the-gap. Perception data shows that students are acquiring the attitudes, knowledge and skills needed to use their personal learning devices appropriately. Pre- and post- test data indicates that students’ beliefs, knowledge and skills increased as the grade levels rose. For the third-grade pretests, the percent that responded yes to the questions ranged from 10 to 73. Although the 73 was the highest of any pretest percent, the average yes answers for third grade was 38%. For the fourth-grade pretests, the percent that responded yes to the questions ranged from 29 to 66. The average percentage of yes answers for fourth grade was 45%, slightly more than the third-grade average. For the fifth-grade pretests, the percent that responded yes to the questions ranged from 57 to 70. The average percentage for yes answers for fifth grade was 62%, which was higher than both third and fourth grade. Post-test results were similar across all three grade levels. The average percentage of students who responded yes to the questions was 93% in third and 4th grade and 95% in fifth grade. The question about feeling safe on the internet had the lowest number of yeses on the posttest in both third and fifth grade. This is an issue that students voiced concern about and it was reflected on the assessment as well. Staff has been informed of this and asked to discuss this periodically with students. This was covered frequently in the monthly check-ins. Outcome data showed one student was suspended for computer violations. When I spoke with this student and asked if there was anything I could have done differently to help her make better choices, initially she said no. As we continued talking, she shared it wasn’t that she didn’t know the rules, it was that she liked the attention and she thought she wouldn’t get caught. Further discussions have lead me to believe I need to add something about choices and consequences in the core curriculum. I think if students can work through certain situations outside of the moment, they may be more likely to make the best choice in the moment. Individual Counseling – Individual counseling will continue to be provided for suspended students. If necessary, outside referrals for additional support will be made. Outcome data showed that all 4 students who were suspended the previous year, had no technology infractions during the 2017-2018 school year. Small Group – The data indicates that the small group had favorable results on perception data. Perception data shows that students are acquiring the attitudes, knowledge and skills needed to use their personal learning devices appropriately. All statements on the assessment showed a percent change increase from pre- to post. Students reported needing this small group because they had too many questions after the classroom lessons. At the end of this group all attendants were ready to accept their PLD and the responsibility that comes with it. One student continued to report doubts about their ability to make good choices. This seemed to be related more to the student’s self-concept rather than attitudes, knowledge and skills about technology. I continued to meet with this student individually after the group ended. Outcome data implies that the students are generalizing learned attitudes, knowledge and skills to everyday life events. Students benefited from specific instruction on Acceptable Use Policy and being able to discuss and ask questions to clarify what they didn’t know or were not sure of. Students shared they liked being told specifically what they can and cannot do. I think it helped the students to know ahead of time about the consequences. I had a student tell me he wanted to look at certain picture of an upcoming R-rated movie but he did not do it because he wanted to be able to use his PLD more. One concern that continued to come up in the group was the issue of being safe on the internet. Students were not connecting the fact that their actions could increase or decrease their safety. It seemed to be something they felt they had no control over. When group was over, I held once a month chats during lunch with students to let them share information and concerns, to listen to their concerns, to stress preventative measures and to help them problem-solve solutions as needed. I did mention these unsafe feelings at a PTA meeting and I talked with the parents of two participants who felt very scared about going on the internet. For next year I will explore more uniform ways to get this information out to Key staff and parents so they can help all students feel safe. Monthly Check-ins – All students who attended reported they liked being able to ask questions. Students also like being able to confidentially share issues that were inappropriate and were making it hard for them to be appropriate as they wanted to join in. I think that based on the information the students shared, I need to continue to provide forums like this in the future. Overall Implications: Data shows closing the gap interventions were effective. Perception data showed students acquired attitudes, knowledge and skills needed to appropriately use technology. Staff reported noticing students making better choices on their PLDs and asking about procedures if they were not sure. Outcome data showed we reduced suspensions from eleven Hispanic students to one non-Hispanic student. The mindsets and behaviors chosen appear highly appropriate as perception and outcome data demonstrated. The plan is to continue reinforcing the same mindsets and behaviors and utilizing the same perception measures. The only change to the perception assessment will be to add information on the core curriculum perception assessment that will allow us to disaggregate that data for ethnicity, language and other quantifying variables we want to look at. Several changes will be implemented next year. Classroom lessons delivered in September and January to all third, fourth and fifth graders will continue and they will be added to the second and first grade core curriculums, as these students also use PLDs. To address student concerns, lessons in grades three through five will be revised to help students better understand the connection between choices and consequences and related to this, how our choices can make us more or less safe on the internet. While no addition questions will be added to the pre- post- tests, we may change this in future years. Key staff will be provided with links to additional lessons addressing internet safety and will be encouraged to use the lessons as needed. Monthly check-in will continue but they will be sponsored by Key’s ITC. To continue our parent outreach, I have already met with Key’s parent liaison and we have started planning two parent technology workshops for our Spanish-speaking parents. Conversations with the counseling advisory committee next year will explore more uniform ways to get technology-related information out to Key staff and parents so they can become more aware of policies, procedures, issues, concerns and what they can do to help. Technology can be a wonderful thing and it is definitely the way of the future. Ensuring students can use it appropriately now will enrich their education and instill good life skills. We will remain vigilant of issues and seek to rectify them, making sure all students are successfully access the curriculum.

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