Lincoln Elementary is still struggling with three areas in particular. First, it is still transitioning from a technology rich environment to a true blended-learning environment. At Lincoln and all schools in Lindsay, there are learning environments that have fully implemented blended learning, but not all classes have done so. Next year, the district has a plan to provide focused coaching and team-teaching approach to building capacity in all of our teachers.
Another challenge concerns the district's Learning Management System, Empower. Working in partnership with 3Shapes, the district is building its LMS from the ground up, so it will meet the needs of all Lindsay stakeholders. Because of this, it has taken two years to develop this platform. Rollout of Empower will begin at the beginning of the 2015-16 school year and will focus on building capacity with a small group of teachers and administration.This group will then serve as a network of support at their sites as the district implements Empower in more learning environments.
The third challenge is creating an extensive digital curriculum that is aligned to not only the Common Core standards but also to the personal interests of learners in Lindsay. Great strides have been made in this area by Lindsay, and throughout the 2015-16 school year the district's curriculum department will continue to drive this work with the support of our staff and partner districts.
Vagt advises schools to "be patient. Don't rush into blended-learning. Develop a clear plan and leave the technology purchases to the last." He said that to make a successful blended-learning program, districts need to shift their pedagogical approach to learning, as well as building the skills and concepts related to technology. "Also, don't forget to train administrators for blended learning, so they can support their staff and evaluate them fairly," he added.
The traditional "factory model" of schooling wasn't working sufficiently for the Lindsay Unified School District. In 2009, it initiated a personalized, compentency-based learning program for all of its students, using new school designs, technology, online curricula and data-empowered teaching. This total overhaul of the district's old educational system was supported by a $10 million Race to the Top grant in 2012. "Traditional classrooms are outdated and anachronistic," said Joe Vagt, Lindsay Unified's Director of 21st Century Learning and Technology. "There is no reason for schools not to have smaller class sizes, self-pacing within reason, and much more personalization."
Contact: Joe Vagt
Lincoln Elementary School
851 N Stanford Ave
In 2014-2015 California used the California Standards Tests (CSTs) to test students in science in grades 5, 8 and 10. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
In 2014-2015 California tested students using the California Assessment of Student Performance and Progress (CAASPP), administered through the online Smarter Balanced Summative Assessments. These are comprehensive, end-of-year assessments of grade-level learning that measure progress toward college and career readiness. Each test, English language arts/literacy (ELA) and mathematics is comprised of two parts: (1) a computer adaptive test and (2) a performance task; administered within a 12-week window beginning at 66 percent of the instructional year for grades three through eight, or within in a 7-week window beginning at 80 percent of the instructional year for grade eleven. The summative assessments are aligned with the Common Core State Standards (CCSS) for ELA and mathematics. The tests capitalize on the strengths of computer adaptive testing—efficient and precise measurement across the full range of achievement and timely turnaround of results.
There are currently no past timeline events for this school.