Babson College MCFE team presents

Sugar Deployment in US Schools

Management Consulting Field Experience Team: nna !"ash#o$ %atalia &rigoras$ and 'ei (in )ro*ect Manager: &eorge + (ee

)age , Table of Contents !+ Executive Summary 3 !+. Introduction 3 !+- Methodologies 3 !+/ Findings and Summary 3 !!+ Introduction 5 !!!+ Methodologies 5 !!!+. Secondary research 5 !!!+Primary Research 6 !!!+-+. Interviews 6 !!!+-+- Meeting O servations ! !!!+/ Financial Research ! !0+ Findings and "roundwor# ! !0+. Secondary Research ! !0+.+. Existing Mar#et $ !0+.+- School Systems % !0+.+/ &eacher &y'es () !0+.+1 Sugar "ames () !0+.+2 *O"O (+ !0+Primary Research (3 !0+-+. Sugar,s -dvantages (3 !0+-+- Sugar,s .isadvantages (3

)age , / !0+-+/ Insights (3 !0+-+1 O'inions (/ 0+ -nalysis (6 0+. (6 0+0+/ 0+1 +( 0+2 ++ 0+3 Funding ++ 0+3+. 1o 2hild *e3t 4ehind +3 0+3+- Race to the &o' +3 0!+ Sugar on a Stic# Im'lementation Plan +6 0!+. Ste' (5 Ex'osure 0!+Ste' +5 6alidate and Receive Feed ac# +% 0!+/ Ste' 35 Execute Pilot &esting and Identi3y Pro lems +% 0!+1 Ste' /5 Re3ining the Process 3) 0!+2 Ste' 55 Pre'are 3or 0ide System Im'lementation 3) 0!+2+. Esta lishing the team and environment 3( 0!+2+- Pre'are the 'rogram and consumer communities 3( 0!+2+/ Mar#eting 3+ 0!+3 Ste' 65 .e'loy System 33 0!+3+. Introduction 33 Financial -nalysis Primary Research -nalysis (! S0O& -nalysis (% -''roaches to the School System

on

Im'lementation

Secondary Research -nalysis

Initial +!

)age , 1 0!+3+- &raining 33 0!+3+/ 2ommunication and Synchroni7ation 35 0!+4 Ste' !5 &ransition o3 Ownershi' to the Per3orming Organi7ation 36 0!!+ &imeline o3 Im'lementation 8 "ant 2hart 3! 0!!!+ 2onclusion and Recommendations 3$ !5+ 0or#s 2ited 3% 5+ -''endix I9 Interview with 2aroline Mee#s /) 5!+ -''endix II9 Interview with -nn :ou3man // 5!!+ -''endix III9 Interview with "erald -rdito /6 5!!!+ -''endix I69 Interview with Michael O,:ee3e 5+ 5!0+ -''endix 69 Interview with Ro ert Mc:enna 56 50+ -''endix 6I9 Interview with 4ar ara 6incent 5% 50!+ -''endix 6II9 Interview with Ro Stergis 6+ 50!!+ -''endix 6III9 Phone Interview 2old 2alls 63 50!!!+ -''endix I;9 Summary o3 the *owell School Princi'als, Meeting 65 5!5+ -''endix ;9 Excel S'readsheet -nalysis o3 Interviews 6$

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Executive Summary
1.1 Introduction

Sugar *a s is a non9'ro3it organi7ation that has develo'ed an award9winning educational so3tware 'lat3orm< called Sugar< to 'rovide children ages 59(+ with su''lemental education tools and now 'lans a road level o3 im'lementation in the =S> &his 4a son M2FE consulting team has com'leted the 3ollowing tas#s5 =nderstand the targeted audience and create a model 3or Sugar im'lementation =nderstand the arriers currently limiting Sugar so3tware ada'tion in elementary Study the im'act o3 Sugar so3tware im'lementation in several initial 'ilot school Recommend a general strategy 3or e33ectively im'lementing Sugar so3tware in =S

schools 'rograms school systems 1.2 Methodologies &he team has conducted 'rimary research y interviewing su'erintendents< 'rinci'als and technical education teachers in school systems where Sugar has already een introduced> &he team also conducted secondary research that identi3ied teacher ty'es< sources o3 3unding< 'revious so3tware im'lementations< and the usiness 3ramewor# o3 new 'roduct develo'ment cycles> &he 3eed ac# has created groundwor# 3or recommendations to im'rove the existing 3ramewor# 3or im'lementing Sugar> 1.3 Findings and Conclusions 4ased on our research< Sugar,s most 'rominent strengths are5

)age , 3 the readth o3 integrated content that it is 3lexi le and customi7a le to roadly meet teacher,s needs and the colla orative and interactive learning ex'erience tailored 3or children On the other hand< challenges 3acing Sugar include5 the necessity 3or heavy introduction training a lac# o3 a centrali7ed su''ort system 3or educators using Sugar the so3tware,s lac# o3 certain advanced 3eatures im'ortant in -merican school the current 3orm o3 Sugar on a Stic# is unrelia le> the largest o stacle 3or Sugar is the teachers, lac# o3 3ree time as well as 'ressure

curriculums

systems

to u'hold mandated testing standards> Resistance to innovation and change in the school systems creates additional o stacles 3or Sugar im'lementation> 4ased on our analysis< the team recommends 3our 'oints 3or im'roving Sugar im'lementation5 .+ -+ Sugar *a s should ena le greater educator su''ort and colla oration using an Sugar *a s should centrali7e and standardi7e introductory training> &his im'lies online we 9 ased su''ort center? 3or educators and end users> that Sugar *a s should 'rovide more tangi le guidelines 3or teachers during their 3irst ex'osure> /+ 1+ &he est initial 'oint o3 contact with the school mar#et should e targeted at Sugar *a s should have a standardi7ed 'rogram to 'resent its introduction to &he 3ollowing re'ort contains a detailed im'lementation 'lan as well as an analysis o3 the conse@uences o3 each ste'> -dditional research on sources o3 3unding exem'li3ies how the 'lan can ecome reality> !!+ educational technology teachers and su'erintendents> school systems>

Introduction

)age , 4 Sugar *a s is a non9'ro3it organi7ation 3ormed in May o3 +))$> &he com'any distri utes Sugar so3tware< an award9winning educational so3tware 'lat3orm that 'rovides children ages 59(+ with an alternative to traditional education> &he 'rogram rein3orced and enhances teacher,s curriculums to serve as a learning tool uses its easily customi7a le 3ormat> Furthermore< aside 3rom the learning enhancing activities< Sugar can educate children in sim'le com'uter 'rogramming> Sugar *a s< originally wor#ing in close colla oration with the One *a'to' Per 2hild initiative< egan distri uting the Sugar so3tware o'erating on ;O la'to' com'uters to underdevelo'ed countries including =ruguay< Peru and other glo al location> In May +))$< 0alter 4ender 3ormed Sugar *a s< giving the Sugar so3tware ca'a ility to run o33 a =S4 memory stic# without the use and ex'ense o3 an ;O la'to'> Mr> 4ender,s 3ocus was to ring the so3tware into the =S and create a standardi7ed im'lementation 3ramewor# 3or Sugar so3tware on a road scale in elementary schools nationwide> &o hel' 3acilitate a road de'loyment o3 Sugar< the 4a son M2FE team has created a coherent introduction 'lan with recommendations> &he team,s research 'rovides not only a usiness 3ramewor# o3 the new 'roduct develo'ment cycle< ut also a 36)9degree evaluation o3 Sugar,s ca'a ilities in relation to needs o3 the target mar#et> &he 3eed ac# has created groundwor# 3or recommendations to im'rove the existing 3ramewor#s 3or im'lementing Sugar> !!!+ !!!+.

Methodologies
Secondary Research &o egin< the team conducted secondary research on the existing environment< the

demogra'hics o3 the school systems included in the 'roAect,s 3ocus< and the so3tware,s target mar#et> Research included general 3eed ac# on the 'roduct< di33erent teacher ty'es and their a''roaches to education< case studies on *ogo B a so3tware similar to Sugar in its design and 'ur'ose< and a general ac#ground on the Sugar so3tware and activities Sugar o33ers>

)age , 6 &he initial research laid the groundwor# 3or areas to 'ursue in 'rimary research> !!!+Primary Research Primary research involved interviews with elementary school and high school em'loyees o3 di33erent ran#s and 3rom schools with di33erent levels o3 ex'osure to the Sugar so3tware> &he research included the Meadow roo# School in 0eston< M- and Rising &ide 2harter School in Plymouth< M- B schools with no 'revious ex'osure to Sugar< the 0atertown School System in 0atertown< M- B currently 'iloting the 'rogram 3or the 3irst year< the Pierre 6an 2ortlandt Middle School in 2roton< 1C 8 one and a hal3 years into their im'lementation< and 3inally the 4irmingham School System in 4irmingham< -*B actively using the One *a'to' Per 2hild la'to's running the Sugar so3tware since +))$> &he interviewees included individuals who ranged 3rom su'erintendents to &echnology Education teachers< oth with 'revious 3amiliarity with the Sugar so3tware and without> &he di33erent 'ers'ectives o33ered a 3ull9'icture o3 the strengths and wea#nesses o3 Sugar and identi3ied a num er o3 recurring 'ro lems in a maAority o3 the im'lementations> !!!+/ Meeting bser!ations

&he team attended several meetings with educators to o serve the 3irst hand the reactions o3 the attendees and their degree o3 rece'tiveness to the so3tware> 0alter 4ender,s introductory meeting with the 'rinci'als< technology education teachers and educators o3 the 0atertown schools systems also 'rovided ex'osure to his introduction methods allowing the team insight to give s'eci3ic recommendations on the introduction 3rom an Doutsider,sE 'ers'ective> !!!+1 Financial Research

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&he team has conducted cost o3 ownershi' research and 'in'ointed an a''roximate cost o3 'ro3essional develo'ment in the =S elementary schools to 'resent the cost o3 Sugar to the schools> Research on 3unding availa le to su''ort Sugar *a s in their im'lementation identi3ied two national 3unding 'rograms5 the 1o 2hild *e3t 4ehind -ct99targeting technology integration99and the Race to the &o' 3ederal grant targeting innovation in new teaching method> FFind 3urther in3ormation in 5>6 Funding Section?

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Findings and "roundwor#

Secondary Research IV.1.1 Existing Market

.avid Farning< a Sugar *a s re'resentative< stated there was Dno esta lished mar#et 3or com'uters in early childhood educationE in Gul +))% I-EP Mar#et -nalysis notes FFarning?> &his is ecause the mar#et has Dnot yet 'roven 3inancially via le 3or existing so3tware or hardware vendors to uild a usinessE while the existing< large vendors have the mar#et 'ower to Ddrive out individual smaller com'etitors who threaten their existing mar#etsE FFarning?> 4ased on the 3indings< Sugar *a s should encourage vertical colla oration to 'romote 3or9'ro3it 3irms< li#e 2aroline Mee#s,s ac#u' system 3or the =S4< to uild a mar#et around the Sugar 'lat3orm and Sugar on a Stic# technology> -n interview with 2aroline Mee#s in the later sections o3 the re'ort discusses her 3or9'ro3it usiness idea to ac# u' the Sugar on a Stic# =S4s> 2reating a collection o3 3irms and a 'ac#age o3 services that su''ort the 'roduct will solidi3y and roaden its standing as develo'mental education so3tware> IV.1.2 School System Demographics

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&o examine the demogra'hics 3or 'otential Sugar de'loyment< the team examined the 4oston city schools 3or statistics on student teacher ratios and com'uter availa ility crucial to Sugar,s im'lementation> &he Massachusetts .e'artment o3 Elementary and Secondary Education lists a total o3 56<(6$ students enrolled in #indergarten through (+th gradeH +5<$$! o3 these were enrolled in 4oston,s elementary schools during the +))!9 +))$ school9year> &his district also o33ers one Dmodern com'uterE 3or every / students in the district F%%I o3 which are already connected to the internet?< as well as the attention o3 one teacher 'er every (+>$ students> "iven 4oston,s 'restigious academic system and relatively wealthy residents< the high ratios give Sugar on a Stic# the accessi ility necessary to reach children through com'uter access and teacher involvement> &he rea#down o3 the students in the district also aligns with Sugar,s de'loyment strategy> .uring the +))% school year the 'o'ulation o3 students :indergarten through 5th grade was +5<$5) students or 5)I o3 the students enrolled in the district> 0ith the addition o3 the ((<3/) enrolled in 6th through $th grade< this num er clim s to 66I> &he statistics show elementary schools hold the largest num er o3 students in the district> &hese 3acts su''ort Sugar,s aim to reach elementary school children< as it gives access to the largest 'ercentage o3 the school 'o'ulation in the "reater 4oston area> More im'ortantly< when examining the 4oston schools< a general 'ro lem in retaining students ecomes evident> -lthough the retention o3 students is high in elementary and middle schools< y high school the dro'out rate hovers around +)I according to the Focus on 2hildren +))6J+))! statistics> Introduction o3 alternative teaching methods at the elementary level can hel'< over time< retain more students to the middle school and high school< ultimately lowering these dro'out rates> Sugar,s interactive @uality as an alternative education method may hel' ameliorate the retention 'ro lem directly Fsee interview with Ro ert Mc:enna< administrator o3 the 4irmingham School system?> IV.1.3 Teacher Types

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&he secondary research on teaching styles identi3ied two ty'es o3 teachers5 instructivist and constructivist teachers F1iederhauser< +))(?> &eachers o3 the 3irst ty'e include those with Dtraditional elie3s a out teaching and learning tend to use didactic instructional methodsE F1iederhauser< +))(?> &hese teachers are more resistant to change< and less li#ely to alter their teaching style to incor'orate new educational technologies> &hey also do not trust the decision ma#ing o3 the system that would e controlling teaching time in their classroom> 2onstructivist teachers allow students to ex'lore di33erent strategies in targeting a 'ro lem> &he teachers allow the students more 3reedom to ex'and their way o3 thin#ing outside o3 the conventional> &heir methods are more in@uiry9 ased and align etter with the 'hiloso'hy and 3ramewor# o3 the Sugar so3tware> In a study o3 the two teacher ty'es< Dteachers with more constructivist elie3s tended to use student9centered in@uiry ased methods Kwhile introducing a conce'tL> In contrast< teachers with a more didactic 'ers'ective directed their students to use mani'ulative methods Kto learn the disci'lineL in s'eci3ic ways> Students were instructed to arrange the mani'ulative o Aects in grou'ings to 'rovide a concrete re'resentation o3 standard mathematical algorithmsE F1iederhauser< +))(? &hese studies suggest two main 3indings> First< oth styles o3 teachers re@uire educational so3tware to ada't to some degree to their teaching style> Since Sugar is 'rimarily oriented toward constructivist and in@uiry9 ased teaching< there may e a arrier to a''ealing to teachers with traditional instructivist teaching methods> Second< Sugar will need a strong and thorough introduction o3 its a ilities to educators to give them control o3 the so3tware through #nowledge o3 Sugar,s ca'a ilities> IV.1.4 Sugar Activities

) a g e , .In the Sugar 'lat3orm< -ctivities are the su set o3 individual 'rograms that are directed toward s'eci3ic learning s#ills Fsuch as math< language< the arts< etc>? Research o3 the -ctivity data ase within Sugar showed a wealth o3 di33erent activities ut 3ew ex'lanations o3 each -ctivity,s 3unctions and 'revious uses in a school curriculum> etter organi7ation system 3or the -ctivities would add to the user93riendly nature o3 the so3tware< allowing the teachers to search 3or -ctivities ased on their disci'line and o33ering 'ossi le a''lications o3 the activity in standard curriculum FSee Im'lementation Plan section on -ctivities .ata ase? IV.1.5 LOGO

Research on 'revious similar develo'mental so3tware im'lementations led us to the *ogo so3tware> .evelo'ed in the (%6),s y Seymour Pa'ert and 3irst im'lemented the $),s< the so3tware greatly resem les Sugar,s &urtle -rt and aims to im'rove develo'mental education and com'uter 'rogramming s#ills in middle school children FPa'ert?> Many case studies have een conducted documenting ste's o3 *ogo,s im'lementations in the =S and glo ally> D*ogo BPhiloso'hy and Im'lementationE descri es *ogo,s im'lementation in Saint Paul< Minnesota recorded y Seymour Pa'ert himsel3 and draws many 'arallels to hel' guide Sugar,s im'lementation FPa'ert?> First< the study noted the signi3icance o3 a state,s involvement in so3tware im'lementation> *ogo egan targeting s'eci3ic schools in the Saint Paul School system to serve as eta sites 3or *ogo> Pa'ert comments Dwithout KtheL state su''ort< the Saint Paul *ogo ProAect would have 'roceeded in essentially the same manner< ut Kthe stateL did ma#e things easier 3or us< es'ecially in our outreach eyond the Saint Paul Pu lic Schools themselves to other Minnesota districtsE FPa'ert< +!?> State involvement sim'li3ied *ogo,s roader level o3 im'lementation> Second< training structure was #ey to *ogo,s success in the school> &he training methodology *ogo im'lemented was the summer Institute> &he Institute constituted a Dwee#9long intensive wor#sho' Kthat served asL the starting 'oint 3or new teachers in

) a g e , ./ Kcreating aL 'roAect K3or their classroomL> KItL 'rovides a 'eriodic renewal 3or ex'erienced teachers< some o3 whom have attended 3our or 3ive Institutes over the yearsE FPa'ert?> &he introduction included Dgrou's 3ormed > > > to address areas o3 interest or teachKingL s#illsE with teachers colla orating with so3tware ex'erts FPa'ert?> &hen the teachers com'leted an initial disci'line9s'eci3ic 'roAect Ddesigned to give 'eo'le an overview o3 the maAor 3eatures and ca'a ilities o3 the *ogo environmentE including drawing tools< writing text< and using Dturtles as characters in an animated se@uenceE with asic *ogo 'rogramming FPa'ert< 3)?> &he wee#long immersion gave teachers the con3idence and asic s#ills to control the *ogo environment and mold it to their curriculum> &hird< the study con3ronted teacher reactions to the alternative learning ex'erience the so3tware 'rovides> &he ex'loratory way o3 learning may not wor# well in a structured environment as DKteachersL may see students 3or only one or two 'eriods 'er wee#<E so a 'ilot or charter school environment may leave more 3lexi ility 3or ex'loration FPa'ert?> -lso< since the so3tware 3avors child ex'loration< many teachers struggle with the conce't that Dthey must always #now everything and must always e 3ully in chargeE F Pa'ert< 35?> &he instructivist teaching style clashes with the 3reedom the *ogo so3tware gives to the students< so Pa'ert o33ers Dinstead o3 using K*ogoL as instructivist so3tware Kto @ui7 childrenL< 'resent it to the children as a model o3 what they could do KandL they can then write @ui77es o3 their ownE FPa'ert< 3/?> Finally< this study descri es 'reliminary cases com'leted Din (%$/ K yL Peter Fire .og o3 the =niversity o3 Minnesota Sociology .e'artment K3indingL that in the Audgment o3 teachers< students wor#ing with *ogo had im'roved 'er3ormance in school and that the ene3it was availa le to all children(E FPa'ert?> *ater studies corro orate the claim and aid *ogo,s eligi ility 3or additional 3unding due to its 'roven ene3icial e33ects> FFor 3urther in3ormation on necessary 'rogress measurements 3ind the Funding Section?> .
. Fire Dog$ )+$ Exciting effects of Logo in an urban public school system, Educational (eadership$ .762+ 1/: p+ 12914+

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Primary Research

&he team has conducted one 3ace9to93ace interview< seven 'hone interviews< one e9mail @uestionnaire< one li rary visit< and two meeting o servations> &he list o3 interviewees includes5 system 4ar ara 6incent B the -ssistant Mead o3 Meado"broo# School in 0eston< MRo Stergis B ES* 2oordinator in the 0atertown< M- school district -nne Sud ay B &echnology Integration S'ecialist at the *owell School< Michael Mc.ermott BOmega Mouse Master at the 0atertown< M- Migh School> In addition< the team 'artici'ated as o servers in two 0atertown school administration meetings 8 one with technology education teachers and another with school 'rinci'les and innovative teachers> -ll the 'hone interviews lasted 3or a''roximately /5 minutes and included a series o3 +) @uestions on the advantages and disadvantages o3 Sugar so3tware< teacher training necessary< 'otential o stacles o3 im'lementation< the im'lementation 'rocess< im'lementation cost< and so on> &he team varied its @uestions ased on the interviewee,s ac#ground< the schools, involvement with Sugar< and the interviewee,s role in the Sugar im'lementation 'rocess> - list o3 @uestions and answers 3or each interview can e 3ound in -''endix I9I;> &he team was a le to gather in3ormation 3rom educators< su'erintendents< technology education teachers< 'rinci'les< li rarians< and Sugar volunteers> -ll the -nn :ou3man B 3ormer teacher and current su'erintendent o3 the 0atertown< 2aroline Mee#s B a mem er o3 the Sugar *a s de'loyment team "erald -rdito B a science &eacher at the Pierre 6an 2ortlandt Middle School in Michael O,:ee3e B -ssistant Mead o3 the Rising &ide 2harter Pu lic School in Ro ert Mc:enna B mem er o3 the administration o3 the 4irmingham< -* school M- school system

2roton< 1ew Cor# Plymouth< M-

0atertown< M- school district

) a g e , .2 'rimary research was hel'3ul 3or the team,s understanding o3 di33erent mindsets towards the so3tware> &he interviews com'ensated 3or the little ex'erience we have had 'reviously regarding educational so3tware and its de'loyment> IV.2.1 Sugars Advantages -ddressing the @uestion on Sugar,s advantages< 2aroline Mee#s and -nn :ou3man admitted to li#ing the 3lexi ility o3 Sugar wor#ing 3or di33erent disci'lines< in di33erent languages< as well as 3or students with disa ilities> In the meantime< "erald -rdito and 4ar ara 6incent em'hasi7ed Sugar,s a ility to ena le students to colla orate with each other> Michael O,:ee3e< Ro ert Mc:enna< -nne Sud ay< and Michael Mc.ermott strongly 3avored Sugar,s 3it into a classroom as a teaching tool> IV.2.2 Sugars Disadvantages -ddressing Sugar,s disadvantages< 2aroline Mee#s noted Sugar needed more traditional content in addition to its creative activities> "erald -rdito and 4ar ara 6incent would have li#ed Sugar to e more advanced in its ca'a ilities 3or their students< es'ecially 3or 3unctions such as video recording and u'loading 3iles> Michael O,:ee3e< Ro ert Mc:enna< Ro Stergis< and Michael Mc.ermott worry a out teacher training eing too long and too com'licated to give teachers 3ull ca'a ility o3 the so3tware> IV.2.3 nsights &he M2FE team as#ed a out the successes and 3laws o3 the current teacher training that educators undergo to 3amiliari7e themselves with Sugar> -nn :ou3man and Michael O,:ee3e re'lied that they would li#e to see teachers share ex'eriences with each other and teach one another a out incor'orating Sugar into their lesson 'lans> 2aroline Mee#s< -nn :ou3man< Ro Stergis< as well as 'artici'ants in our 3irst o served meeting with the 0atertown school district li#ed the idea o3 uilding an online community B a common hu where all teachers using Sugar could com'ile use3ul data including lesson 'lans< D&o' &en .os and .on,ts o3 Sugar im'lementation<E NO- on activities and their 3unctionality< and technological su''ort> "erald -rdito 're3ers one9on9one training with teachersH however< Michael O,:ee3e< Ro ert Mc:enna and 4ar ara 6incent 're3er a wor#sho' to counsel the teachers as a grou' or involving them in a wee#long 'ro3essional develo'ment session similar to the one used during *ogo,s im'lementation>

) a g e , .3 Michael Mc.ermott thin#s that a +9hour introductory demonstration< similar to 0alter 4ender,s meeting with the 0atertown 'rinci'les< will e enough i3 it includes the level o3 detail to ex'lain the asic 3unctionalities o3 the so3tware> One o3 the most im'ortant @uestions as#ed o3 interviewees was to identi3y 'otential o stacles 3or Sugar im'lementation in the school systems> -ll interviewees mentioned the im'ortance o3 teachers 8 their attitude and engagement with the so3tware< their training< e33ective use o3 their time< and the su''ort availa le to them during the im'lementation 'rocess> Furthermore< 2aroline Mee#s< Ro ert Mc:enna< and -nn :ou3man raised the @uestion o3 ma#ing sure that Sugar aligns with the teachers, curriculum> Instead o3 having classroom curriculums wor# around Sugar< Sugar must e ada'ta le to school curriculums to ensure teaching is more e33icient and easy> -s a su'erintendent< -nn :ou3man is concerned with the si7e o3 the 'ilot 'rogram in a school system> She @uestioned what grade Sugar should 'ilot in and what activities the 'ilot 'rogram should 3ocus on> -s a 'rivate school teacher< 4ar ara 6incent worried how Sugar com'etes with the other so3tware availa le to her school including oth 'aid so3tware li#e !ractionation ut also un'aid so3tware li#e the colla orative 3eatures o3 Google and "ouTu#e> Michael Mc.ermott worried a out sources o3 3inancing Sugar im'lementation> Me noted that -nn :ou3man had 'rovided active su''ort and set aside udget 3or Sugar> Other school systems around the country< however< may not have the same< well9esta lished com'uter system< that 0atertown does> IV.2.4 Opinions on mplementation -long with @uestions a out teacher involvement the M2FE team wondered< D0hat would it ta#e to im'lement SugarPE &he res'onse was @uite varied> 2aroline Mee#s thought that Sugar needs to have su33icient mar#et share and rand recognition> She elieves that 'arents and 'rinci'les might e a great entry 'oint to mar#et the so3tware> -nn :ou3man thought that the third grade would e a good level to 'ilot the so3tware< and due to this Sugar needs to e constructive< 3un< and su Aect relative> "erald -rdito thought that Sugar needs to e sensitive to two things 8 'ro3essional develo'ment and the e@ui'ment availa le> Sugar should ada't to diverse schools< students< and

) a g e , .4 teachers across the country and e sim'le enough and ro ust enough to 3unction 3lawlessly under a variety o3 conditions> Michael O,:ee3e elieves that charter schools are great 'laces 3or Sugar to start> =nli#e -nn :ou3man< O,:ee3e thought 6th grades to e great to introduce Sugar> Ro ert Mc:enna em'hasi7ed that standardi7ed training methods are #ey to a success3ul im'lementation8 easy enough to introduce teachers to Sugar< ut with enough varia ility to allow teachers to customi7e the so3tware once they understand the 'rogram> 4ar ara 6incent suggested that Sugar might not e suita le 3or =S 'rivate schools as it may e more a''ro'riate 3or Dunderdevelo'ed areas without resources>E &he 3our educators 3rom the 0atertown 'rinci'les meeting ex'ressed great interest in Sugar and 3ull con3idence in its im'lementation in their district> -lthough many interviewees could not gage the cost o3 Sugar im'lementation< all noted that teachers must e com'ensated 3or their time during training> &he com'ensation method can e monetary or ac@uisition o3 college credit to serve as 'ro3essional develo'ment> 0atertown ty'ically 'ays teachers Q35 'er hour 3or summer 'rogram training< while the Meado"broo# Private School in 0eston ty'ically 'ays Q()) 'er day to com'ensate summer 'ro3essional develo'ment> &hroughout the interviews< the team received additional comments uni@ue to the interviewee,s 'ers'ective> 2aroline Mee#s commented on the "ardner Pilot -cademy in -llston< M- and ac#nowledged that Sugar,s 3ailure there was 'ro a ly the result o3 3ive #ey 3actors5 (> Sugar was rought into the school y a non9'ro3it organi7ation Fallowing the school to not com'letely invest in the 'roAect as they are not monetarily invested?< +> &he schools, resistance to change to ada't to Sugar< 3> &he 'ro lems with the Straw erry version o3 Sugar on a Stic#< /> &he lac# o3 su''ort 'rovided to teachers y oth the school and Sugar *a sH and 3inally 5> &eachers, other 'riorities and lac# o3 time em edded in their system 3or Sugar> Meanwhile< -nn :ou3man shared her ideas 3or Sugar im'lementation in 0atertown> She noted5 (> Sugar could wor# very well in 3oreign language classes Fin oth elementary and high schools?H +> .uring the 3irst introduction o3 the so3tware to su'erintendents< -nn suggested having students do a demonstration o3 the so3tware,s

) a g e , .6 ca'a ilitiesH and 3> &he 3ocus o3 im'lementation should target only the teachers interested in the so3tware instead o3 'ersuading others that are resistant> &he teachers who are resistant will either eventually get on oard due to the mass im'lementation o3 the so3tware school9wide< or will never have ownershi' o3 the so3tware to ensure its success> Sugar *a s should not e s'ending energy trying to convince them> "erald -rdito would li#e to see Sugar used 3or a3terschool 'rograms as well as a homewor# tool> Michael O,:ee3e endorses the so3tware,s use in a3terschool 'rograms as teachers there are under 3ewer time constraints and are there3ore more willing to try new technologies> &he a3terschool 'rograms also o3ten have enough 3unding 3or a''ro'riate training o3 the so3tware> 0+ 0+.

-nalysis
Secondary Research $nalysis 4ased on analysis o3 the secondary research 3indings on the *O"O so3tware<

teacher ty'es< school system< and Sugar -ctivities< the M2FE team 'resents 3our 'oints addressing the so3tware,s im'lementation 'lan> First< teachers must 3eel com$orta#le using Sugar> &he ex'erience *O"O had with school im'lementation demonstrated the im'ortance o3 teachers, role in the im'lementation 'rocess> 4ecause there are two ty'es o3 teachers 8 traditional and constructivist B it is im'ortant 3or Sugar so3tware to identi3y and target constructivist teachers 3irst> &his will insure that Sugar *a s uses its limited resource e33iciently and won,t s'end too much time trying to convert traditional teachers who do not trust new technologies and may e resistant to ada't> Second< since there are 'ilot schools and charter schools in each state< they are an attractive initial 'rimary mar#et 3or Sugar> Meanwhile Massachusetts acts as a good im'lementation site ecause the student9to9com'uter ratio in Massachusetts is ( to 3>$ and Sugar *a s does not need to worry a out the com'uter su''ly in Massachusetts and states o3 similar standing>

) a g e , .7 &hird< since 3!>!I o3 students, in 4oston For (5>(I in Massachusetts as a whole? 'rimary language is not English< Sugar,s 3oreign language 3eatures can e very attractive> Sugar should consider targeting 3oreign language classes to use the so3tware in the res'ective language as a learning tool> Finally< through researching and ex'loring di33erent Sugar activities< the M2FE team reali7ed the extent o3 Sugar,s customi7ation> &he so3tware actively should mar#et to teacher,s and< more im'ortantly< to student,s a ility to design their own math< language< and art @ui77es and homewor#> &o ensure success< however< Sugar re@uires clear instructions on how to use di33erent activities> 0+Primary Research $nalysis In addition to secondary research< the M2FE team s'ent most o3 the time 3ocusing on 'rimary research< including interviews and o serving meetings Fsee -''endix I9I;?> &he six #ey conclusions that were reached 3ocused on 'iloting the so3tware< measuring results< teacher o'inions< Sugar,s ada'ta ility< teacher training< and the school,s ownershi' o3 the so3tware> First< 3or 'iloting the so3tware< Sugar *a s should consider s'eci3ic schools< such as charter schools< and grades< 3or exam'le3rd to 6th grades> In addition< consistent with 'revious research< interviewees noted that Sugar *a s could introduce the 'rogram into 3oreign language classes> &his setting is well suited to Sugar and o33ers the so3tware a etter chance o3 success> 0ith success3ul 'ilots in charter school and the measurements o3 Sugar,s in3luence< Sugar *a s can then move on to a roader im'lementation within the general school system> Second< according to several interviewees< teachers and schools 3ace standardi7ed testing 'ressures that have an in3luence on Sugar,s im'lementation> I3 Sugar can demonstrate its a ility to im'rove students, standard test scores< its chance o3 success in =S school systems will increase dramatically> &hird< similar to our secondary research data< in3ormation 3rom 'rimary sources indicates that Sugar needs to ma#e sure teachers are com3orta le using the so3tware> Many interviewees recommend having a uni3orm online su''ort community that would

) a g e , -8 uni3y a written manualJguide oo#< 'rovide exam'les o3 'revious ex'erimented teaching 'lans< and 'rovide clear< sim'le instructions on how to start Sugar activities> =sers would value a centrali7e hu where all this in3ormation is 'resented> &eachers also need to trust the Sugar 'roduct B it must e relia le and 'er3orm consistently under varying conditions> -lthough many teachers create their own instructions< it is hel'3ul to have detailed< easy9to93ollow instructions availa le along with logs and articles on D0hat to do< and not to do with SugarE all in a centrali7ed 'lace> &eachers want Sugar to e sim'le and relatively easy 3or them to dedicate time to using it> &hird< Sugar needs to ada't to the varied hardware 3ound in -merican education systems B e@ually user93riendly 3or oth P2 and -''le com'uters and more advanced 'lat3orms> Many interviewees 'ointed out the di33erence etween -merican students and students 3rom develo'ing country B -merican students are more li#ely to have 'reviously used com'uters> It is im'ortant that Sugar so3tware matches students, a ility and classroom needs> One exam'le< -merican students would li#e to e a le to u'load videos on Sugar> Fourth< Sugar *a s needs to 3ind resources and incentives to enhance teacher training> 4oth monetary and credit9 ased com'ensation re@uire outside 3unding that will e discussed in the 3unding section> - large9scale im'lementation will re@uire standardi7ing the currently varied training system individual to each school> Finally< many interviewees 'ointed out the im'ortance o3 having a''eal to and su''ort 3rom di33erent grou's 8 su'erintendents< teachers< and 'rinci'als> 0hile Su'erintendent -nn :ou3man would argue that Sugar should 3irst e introduced to su'erintendents in con3erences< science teacher "erald -rdito suggests Sugar should a''roach teachers 3irst> 4ecause Sugar introduction is a #ey to success< it is im'ortant to most sure that Sugar *a s 3inds the right a''roach to teachers that will e 3urther discussed in Section 6 on the Im'lementation Plan> 0+/ S% T $nalysis

) a g e , -. From the 'rimary and secondary research< the M2FE team 'er3ormed a S0O& analysis FFigure (?< which outlines Sugar,s strengths< wea#nesses< o''ortunities< and threats>

Figure (5 Sugar S0O& -nalysis -ccording to the S0O& analysis< Sugar rein3orces a schools, need 3or technology integration and has many com'etitive advantages that have attracted a lot o3 attention> On the other hand< Sugar needs to watch out 3or com'etition as well as create a more systematic way o3 a''roaching schools and su''orting teachers> 0+1 $&&roaches to the School System In addition to a S0O& analysis< the M2FE team also develo'ed a gra'hical structure re'resenting di33erent ways o3 a''roaching a school system FFigure +?> Figure +5 Pyramid o3 -''roaches to School Systems

-s illustrated y the Pyramid FFigure +?< there are six individual routes o3 introducing Sugar into a school system> .ue to the limitations in resources< Sugar *a s must consider each a''roach and come u' with the est 'oint o3 introduction> &he advantage o3 a''roaching the state Fto' down a''roach? is that it can mandate that all schools im'lement Sugar on a Stic#> Mowever< 'urely mandating so3tware without a''ealing to the teachers does not always wor#> It can e di33icult to

) a g e , -generate trust and colla oration among teachers Kas "erald -rdito mentioned on Octo er +(< +))%L> &he advantage o3 a''roaching su'erintendents is that the interactions are more 'ersonal and more targeted> Su'erintendents are in3luentialH they are the leaders> Su'erintendents and 'rinci'les view the 'rogram 3rom a high level and evaluate the ene3its and cost> Mowever< they may not a''reciate the 'rogram 3rom an o'erational 'oint o3 view> 0ithout 3ully understanding how Sugar can e integrated into each s'eci3ic school or district< the 'rogram will 3ail> &echnology education teachers are an attractive entry 'oint ecause they connect with oth su'erintendents and teachers> 1ot only do they train and su''ort teachers with technology< they also 'artici'ate in the decision ma#ing 'rocess o3 choosing a''lica le technology with 'rinci'als and su'erintendents> 4ecause teachers are Sugar,s 3inal customersJim'lementers< a''ealing to teachers increases Sugar,s li#elihood to succeed in a sustaina le way> -lthough targeting teachers will e o'timal 3or the so3tware,s success< there are so many teachers that it is hard 3or Sugar *a s to mar#et solely to teachers within a reasona le time3rame and with limited resources> Finally< students and 'arents re'resent the largest num ers and can e very in3luential in a school system,s decision9ma#ing 'rocess> Mowever< the si7e o3 this grou' will re@uire signi3icant mar#eting costs 3or Sugar *a s> &he a''roach is not e33icient and 'ro a ly too time consuming> 0+2 Financial $nalysis

V.5.1 %ost o$ O&nership &he team ro#e down the cost o3 ownershi' o3 Sugar so3tware into the 3ollowing categories5 .+ -+ /+ 1+ =S4 stic#s Pro3essional &raining and .evelo'ment Maintenance *ogistics and Overhead

) a g e , -/ &he M2FE team has recogni7ed that most o3 the cost o3 ownershi' o3 the Sugar 'lat3orm 3or schools will come 3rom 'ro3essional training and develo'ment> .uring the 0atertown 'rinci'als meeting that the M2FE team attended< a 0atertown teacher mentioned that 0atertown 'ays Q35 'er hour o3 'ro3essional training during the summer> In com'arison a 'rivate school li#e Meado"broo# School o3 0eston 'ays Q()) 'er day 3or 'ro3essional training during the summer 'rogram> Since most interviewees elieve that Sugar on a Stic# will re@uire at least one wee# o3 intense training F/) hours?< a''lying these 'rices as standard across the nation< 'ro3essional develo'ment will cost etween Q5)) and Q(</)) 'er teacher> For a state as the si7e o3 Massachusetts Fwhich has studentJteacher ratio o3 (3>6 to (? Kaccording to the Massachusetts .e'artment o3 Elementary and Secondary Education L the cost o3 im'lementing one Sugar on a Stic#Jstudent< there3ore< is a''roximately Q$) =S> -ssuming that one in every 3ive teachers will get trained on using Sugar< 3or a state li#e Massachusetts< which has /+5<35) :(96th grade students< Sugar *a s will need total 3unding o3 Q6>$ million> 0+3 Funding -ccording to our research< there are three 'otential sources o3 3unding 3or Sugar *a s 8 3ederal grants< non9'ro3it grants< and district annual udgets> 4ased on interview results< the most 3easi le 3unding source are 3ederal grants> &here are two grants that the M2FE team has discovered 8 'o %hild Le$t (ehind Title ) *art D) and +ace to the Top> V. .1 'o %hild Le$t (ehind 'o %hild Le$t (ehind Title ) *art D is a grant that aims to Denhance education through technologyE FMassachusetts .e'artment o3 Elementary and Secondary Education?> &he goal o3 this grant is to Dhel' districts im'rove student achievement through the use o3 technology in their schools and assist students in ecoming technologically literate y the end o3 eighth grade>E &he 3und also targets students elow the eighth grade< which matches the target demogra'hic o3 Sugar on a Stic#>

) a g e , -1 Massachusetts has een awarded Q+<)3(<3!% through this 3und 3or the +)() academic year> 4ecause the 3und re@uires reci'ients to use at least +5I o3 the money 3or 'ro3essional develo'ment< the money could e used F y Sugar *a s? to train teachers> Once a state receives 3unding 3rom the 3ederal government< it allocates 3unding y5 .+ -+ /+ S'ending u' to 5I on state activities Formula grants Feligi le *E- F*ocal Education -uthorities? su mit a''lications 2om'etitive grants Flocal entities su mit a''lications to the State? In order to a''ly 3or the D1o 2hild *e3t 4ehindE grant< a state must su mit a new or u'dated strategic 'lan to the government that includes5 Strategies 3or im'roving academic achievements "oals Ste's to increase accessi ility -ccounta ility measures Innovative delivery strategies 1on9su''lant assurance Pro3essional and curriculum develo'ment &echnical assistance &echnology resources and systems Strategies 3or 3inancing technology Strategies 3or 'arental involvement 2om'etitive grant descri'tion Integration o3 technology with curricula and instruction Incentives Su''ort !n order to apply :or competiti"e grants$ an (E or eligible local

to the State?

entity must submit a ne; or updated long9range strategic educational technology plan that is consistent ;ith the ob*ecti"es o: the state;ide

) a g e , -2 technology plan and that addresses the statutory local plan re<uirements+ This plan should include: Strategies :or impro"ing academic achie"ement and teacher &oals Steps to increase accessibility )romotion o: curricula and teaching strategies that integrate )ro:essional de"elopment Technology type and costs Coordination ;ith other resources !ntegration o: technology ;ith curricula and instruction !nno"ati"e deli"ery strategies )arental in"ol"ement Collaboration ;ith adult literacy ser"ice pro"iders ccountability measures Supporting resources #ey re<uirement in both the :ederal and the state :unding are the =accountability measures+> This is de:ined as: description o: the process and accountability measures that the applicant ;ill use to e"aluate the extent to ;hich acti"ities :unded under the program are e::ecti"e in integrating technology into curricula and instruction$ increasing the ability o: teachers to teach$ and enabling students to reach challenging state academic standards+

e::ecti"eness

technology

) a g e , -3 There:ore Sugar (abs needs to be able to produce measurements?metrics that e"aluate the result o: Sugar@s implementation+ V. .2 !ace to the "op Similar to the #o $hil% Left &ehin% "itle II, 'art ( grant$ !ace to the "op is a :ederal grant that aims to =encourage and re;ard States that are creating the conditions :or education inno"ation and re:ormA achie"ing signi:icant impro"ement in student outcomes$ including ma#ing substantial gains in student achie"ement$ closing achie"ement gaps$ impro"ing high school graduation rates$ and ensuring student preparation :or success in college and careersA and implementing ambitious plans in core education re:orm areas BMassachusetts Department o: Elementary and Secondary EducationC+> The merican Deco"ery and Dein"estment ct B DD C pro"ides E1+/2 billion to the !ace to the "op :und+ !: success:ul$ Massachusetts expects to recei"e more than E.88 million :rom the :und :or the -8.8 :iscal year+ !n that case$ 28F o: the :unding ;ill be passed on to participating (E s "ia Title ! :ormula and the other 28F ;ill be allocated to districts+ In order to a''ly 3or the grant< a state must su mit a high @uality 'lan to the government that addresses the 3ollowing issues5 9 9 G::ering a rigorous course o: study in mathematics$ the sciences$ Cooperating ;ith industry experts$ museums$ uni"ersities$ technology$ and engineering research centers$ or other STEM9capable BScience$ Technology$ Engineering$ and MathematicsC community partners to prepare and assist teachers in integrating STEM content across grades and

) a g e , -4 disciplines$ in promoting e::ecti"e and rele"ant instruction$ and in o::ering applied learning opportunities :or students+ 9 )reparing more students :or ad"anced study and careers in the sciences$ technology$ engineering$ and mathematics$ including by addressing the needs o: underrepresented groups Similar to the #o $hil% Left &ehin% "itle II, 'art ($ !ace to the "op places a huge emphasis on standards and assessments+ !t re<uires states to de"elop and adopt common standards$ de"elop and implement common$ high <uality assessmentsA and support the transition to enhance standards and high9<uality assessments+ !n order to participate a district must =explicitly agree to implementHI the plans in the StateJs proposal> B'eissC+ !n summary$ both the #o $hil% Left &ehin% "itle II, 'art ( and the !ace to the "op grants are good sources o: :unding :or schools to support Sugar+ Sugar (abs or the local school systems need to contact the state ;ith a proposal that contains results and measurements :rom existing pilot programs+

0!+

Sugar on a Stic# Im'lementation Plan

&he M2FE team has com'iled all the 3indings and conclusions to create

the 3ollowing im'lementation 'lan 3rom a generic System Im'lementation Plan tem'late> &his generic 'lan is 3rom the 1ew Cor# State ProAect Management "uide oo# that includes a common methodology 3or managing 'roAects in 1ew Cor# State government organi7ations> It 'rovides guidance and advice to ProAect Managers throughout the li3e cycle o3 a 'roAect> Since Sugar9on9a9Stic# im'lementation is a ig 'roAect with the 'otential to e nationwide< we recommend that Sugar *a s consider using a similar 're9 set 'lan o3 im'lementation to ensure a smooth< 3lawless and re'roduci le 'rocess>

) a g e , -6 &his 'lan contains seven ste's o3 the im'lementation 'rocess FFigure 3?> It guides the user through5 the initial ex'osure o3 the system< the validation o3 the received 3eed ac#< 'ilot testing and 'ro lem identi3ication< the re3ining 'rocess< 're'aration o3 the wide system im'lementation< system de'loyment and 3inally9transition o3 ownershi'> -ccording to our o servations< Sugar *a s is currently in the third ste' o3 im'lementationB 'er3orming 'ilot testing and 'ro lem identi3ication 3or the Sugar 'roduct>

Figure 35 Sugar on a Stic#5 Im'lementation Plan Ste&s Ste& 1' Initial ()&osure Pur&ose 2reate #nowledge S'ar# interest Receive early 3eed ac#

Ste& 2' *alidate and Recei!e Feedbac#

Ste& 3' ()ecute Pilot Testing and Identify Problems

Ste& +' Refining the Process

Ste& ,' Pre&are for %ide System Im&lementation

Ste& -' .e&loy System

-nalysis and validation o3 data Pre'are 3or Pilot &esting Execute 'ilot testing O serve 'rocess Identi3y Pro lems 2ollect data -naly7e data 3rom 'ilot testing Fix 'ro lems Ma#e changes Per3ect the 'rocess "ather necessary resources Fteam? Esta lish environment Pre'are the community Start Mar#eting Introduction Set9u' &rain teachers

) a g e , -7 Ste& /' Transition of "nershi& to the Performing rgani0ation Pre'are the 'er3orming organi7ation Provide long9term maintenance and su''ort

0!+.

Ste& 1' Initial ()&osure &he main 'ur'ose o3 this ste' is to s'ar# interest a out the so3tware the target

mar#et and create awareness> -t this 3irst stage o3 im'lementation< Sugar *a s 'resents the Sugar so3tware to some ody who does not have any 'rior #nowledge o3 the so3tware> It can e a teacher< 'rinci'al< su'erintendent or even a 'arent> - rie3 demonstration o3 the so3tware should 'resent the main 3unctions o3 Sugar> &his demonstration will 3amiliari7e the user with the 'rogram and its main 3eatures and ene3its> It should not go into much de'th to ma#e the so3tware a''ear user9 3riendly> &he initial 'resentation o3 Sugar so3tware should show only a 3ew activities on the main screen> &his ste' o33ers valua le 3eed ac# 3rom the initial reaction o3 the 3irst9 time user that can e used in the next ste's o3 im'lementation> Sugar *a s has egun utili7ing this method< as 0alter travels around the country 'resenting the so3tware to di33erent grou's> 0!+Ste& 2' *alidate and Recei!e Feedbac# &his ste' re'resents the analysis and validation o3 the early data 3rom the 3irst time ex'osure o3 the user Fteacher< 'rinci'al< 'arent< or su'erintendent? in order to im'rove the im'lementation 'rocess> I3 the initial ex'osure was success3ul and there is enough interest to continue< oth 'arties should 're'are 3or a 'ilot introduction o3 the so3tware> From the 'rimary research we have done< this ste' was success3ully carried out

) a g e , /8 in the 0atertown school system> -3ter 3irst9time ex'osure to Sugar< -nn :ou3man was interested enough to continue with a 'ilot 'rogram> -nn :ou3man then conducted several meetings with 0alter as well as technology education teachers and 'rinci'als< in order to discuss 3urther ste's o3 im'lementation> &he 3eed ac# received 3rom Ms> :ou3man was im'ortant to understand the needs o3 this 'articular community and the main re@uirements 3rom the Sugar so3tware>

0!+/

Ste& 3' ()ecute Pilot Testing and Identify Problems -3ter care3ul review and 'lanning< the Sugar system will e 'iloted in the school>

&he est way to 'ilot is to introduce Sugar to one grade at a time> -ccording to 3eed ac# that we received 3rom -nn :ou3man and "erald -rdito< the est grade 3or introduction is the third grade 3or elementary schools or the sixth grade in middle schools> Since this stage o3 the 'rocess re@uires a lot o3 involvement and time 3rom the teachers< leadershi' should e given to only a 3ew teachers who are truly 'assionate a out s'ending time with Sugar> .uring this initial ste' they will identi3y the glitches and 'it3alls o3 the system e3ore it is im'lemented school wide> &he 'rocess must e overseen y the technology education teacher< in colla oration with the Sugar *a s .e'loyment &eam< who will remain in close contact with the school< monitoring the 'rogress and receiving 3eed ac# 3rom teachers< students and administrators> &his in3ormation will hel' identi3y 'ro lems and 'otential o stacles< which will serve as guidance 3or 3uture de'loyment> -s o served y the M2FE team< Sugar *a s is currently at this stage in the 'rocess> Sugar *a s has run several 'ilot 'rograms and needs to collect as much in3ormation as 'ossi le 3rom these sources in order to move to the next ste'> &he main advantage o3 'ilot testing is a smaller range o3 ex'osure and extra o''ortunity to test the system e3ore releasing it to other school systems> &he main disadvantages to this a''roach are5 having to maintain and coordinate 'arallel 'rocesses< stretching out the de'loyment 'rocess< and tying u' Sugar *a s, ProAect &eam resources

) a g e , /. 3or a long 'eriod o3 time> Mowever< those disadvantages are o33set y the greater advantages> 0!+1 Ste& +' Refining the Process &his ste' is necessary 're'aration 3or a 3ull im'lementation o3 Sugar in other =S school systems> -3ter the system has een tested< the data collected is used to re3ine the im'lementation 'rocess and 3ix the o stacles met in the Pilot &esting> -t this time there is a lot o3 data and introduction material that needs to e collected and centrali7ed 3rom the 1C2< -llston< 0atertown and other 'ilot 'rograms> &he 'ilot 'rogram in 4irmingham< -* will es'ecially o33er im'ortant in3ormation< since research studies have een done y the =niversity o3 -la ama on the e33ect o3 the Sugar on grades and overall im'rovement o3 school attendance in the 'ilot schools> &he Sugar *a s .e'loyment &eam will collect all data received 3rom the schools where Sugar has een 'iloted as well as the data 3rom any consulting teams that have een involved in the 'rocessH li#e the "$ Four consulting 'roAect com'leted 3or the 4irmingham school system> -ccording to the sources interviewed y the M2FE team< the main areas where Pilot Programs have seen 'ro lems with Sugar have to do with relia ility o3 Sugar on a Stic# and the 'rogram inter3ace> 0!+2 Ste& ,' Pre&are for %ide System Im&lementation &o 're'are 3or 0ide System Im'lementation< Sugar *a s must ta#e into account all the recommendations that are generated y the 'revious ste'> -t this stage o3 System Im'lementation it is im'ortant to ta#e all ste's needed e3ore de'loying the system on a large scale> It is #ey to ensure that the system,s de'loyment runs smoothly< e33iciently and 3lawlessly> &he 'revious ste' included gathering data and 3eed ac# 3rom 'ilot testing> -3ter receiving 3eed ac# 3rom some o3 those 'ilot schools< the M2FE &eam 3ound the main areas o3 3ocus in 're'aring 3or the 0ide System Im'lementation> O3 course< there is

) a g e , /much more data availa le that is outside the reach o3 the M2FE &eam< including other 'ilot 'rograms< ut 3rom the data analy7ed so 3ar< the team identi3ied 're'aring oth the 'rogram and the consumer communities< and esta lishing the team and environment 3or system im'lementation as areas 3or 3ocused im'rovement> VI.5.1 Esta#lishing the team and environment %ommunication System, First o3 all< Sugar *a s must create a centrali7ed system that will ensure that all 'rocesses are synchroni7ed and standardi7ed> &his centrali7ed system will include a 3orum with access to the Sugar *a s .e'loyment &eam< the volunteer community< the school system community and other 'artici'ants in the de'loyment 'rocess> It is crucial to create a strong communication system etween all 'arties involved> 2urrently< Sugar *a s has involved a large num er o3 volunteers in the =S and around the world< ut etter colla oration is 'ossi le> &hese 'arties need to e aware o3 each other,s roles and activities> &hey need to communicate not only y 'hone or online< ut also in 'erson to ensure a smoother 'rocess> Online hu#, 4e3ore Sugar can e im'lemented on a large scale< the team o3 volunteers needs to gather all data existing on the internet a out Sugar< including logs and training material and com ine it in one centrali7ed hu that will re'resent a so9called Sugar server or an intra9net o3 all we sites> - lot o3 we sites and articles that exist right now are scattered on the Internet and only con3use the user> - more centrali7ed re'ository o3 all o3 these will serve as a more e33icient and user93riendly colla oration s'ace 3or the Sugar &eam as well as 3or the educators using Sugar> It will include lesson 'lans< course materials< introductory videos< a teacher community with customer service and I& su''ort> .uring the interview 'rocess< the M2FE team discovered that many educators< who have had ex'osure to Sugar< share a common desire 3or such a resource> VI.5.2 *repare the program and consumer communities

) a g e , // Training, &o 're'are 3or a road im'lementation< it is im'ortant to schedule and coordinate all training activities> -t 3irst< Sugar *a s will need to standardi7e the teaching curriculum and create teaching manuals as well as an online course 3or Sugar introduction to teachers> &he online course will serve as an introductory course on the main 3unctions o3 Sugar and the teaching manuals will com'liment the teacher training y 'roviding su''ort> &his can e done involving a team o3 'ro3essionals in the 3ield o3 education in colla oration with I& 'ro3essionals> Support Materials, -nother im'ortant 're'aratory ste' is to create a data ase o3 activities with a detailed descri'tion o3 the various Sugar activities and their 'ossi le uses in the curriculum> It will e 'rovided to every school using Sugar in 'rint 3orm as well as an online version in the online hu > &his will serve as a guide oo# and will 'rovide the savvy technology education teacher with a consulting guide< as well as 3or teachers at the stage o3 customi7ing Sugar to their curriculum> &he creation o3 such su''ort materials will ease the 3inal ste' o3 &ransition o3 Ownershi' to the 'er3orming organi7ation> VI.5.3 Marketing -s all ste's in the 're'aration 3or large9scale im'lementation are com'leted< the system is ready 3or roll9out< the resources needed are availa le and the communication is arranged< it is time 3or the last ste' e3ore im'lementation> Sugar *a s should utili7e all 'ossi le 3ree mar#eting tools in order to create D u77E in the community< or in other words create interest in the target mar#et> &he Sugar *a s Mar#eting &eam will utili7e 3ree mar#eting tools such as< Face oo#< &witter< *in#ed In< and .igg>com> 0ith an existing #nowledge a out Sugar in the mar#et it will e much easier to 'enetrate the mar#et and introduce Sugar on a large scale> &he interview with 2aroline Mee#s rein3orced this recommendation< as she ex'ressed the need 3or more rand recognition> 0!+3 Ste& -' .e&loy System

) a g e , /1 In this stage o3 the 'rocess< the 3ull de'loyment 'lan develo'ed in the 'revious stage is executed> &he .e'loyment &eam will egin introducing the Sugar so3tware to schools< 'er3orm training 3or educators and 'rovide sam'les and necessary co'ies o3 Sugar on a Stic#> VI. .1 ntroduction &he rollout o3 Sugar on a Stic# will start with a ottom9u' to'9down a''roach> &his a''roach will a''eal to school systems y 3ocusing on the to' B the su'erintendents B and the ottom B the savvy technology education teachers? Fsee the 'yramid o3 school system in Figure +?> -s the 3irst ste' o3 the roll9out 'rocess< it is very im'ortant that the 3irst ex'osure to individuals is conducted as 'ro3essionally and as com'etently as 'ossi le> &his 'romotes the customer,s acce'tance and ensures the right 'erce'tion o3 the system> &his ste' is di33erent 3or the very 3irst stage o3 Initial Ex'osure< ecause at this ste' we assume that the user is somewhat 3amiliar with Sugar> Superintendents, Initially< the su'erintendents will see a rie3 demonstration o3 the @ualities and 3eatures o3 Sugar> &hey need to e shown how Sugar so3tware ene3its and com'liments school education< es'ecially how it 3its into the Math< English< Science and Mistory curriculum> Math is an es'ecially signi3icant su Aect since all school districts in =S strive to im'rove their Math scores> From our 'rimary research -nn :ou3man suggests that the est way to 'resent to su'erintendents is to have children demonstrate the 'rogram so that the su'erintendent gets sold on the so3tware wor#ing> &his 3riendly and hands on ex'osure may create interest in a su'erintendent< who might not e technologically savvy> Tech Ed, &o a''roach another level o3 the target mar#et B the technology education 'ersonnel B Sugar will visit technology con3erences and seminars in the =S> Every school generally has at least one technology su''ort 'erson in the uilding that is dedicated to hel'ing teachers incor'orate technology e33ectively into the classroom> &echnology su''ort 'ersonnel usually attend various technology con3erences> - 3ew o3

) a g e , /2 such con3erences are &he 1ational Educational 2om'uting 2on3erence< International Society 3or &echnology in Education or &echnology in Education 3or the Real 0orld> Sugar *a s should Dmar#etE themselves at these con3erences to target the &ech Ed teachers> &he ottom9u' a''roach will e a good ase target 3or im'lementation< ecause a technology savvy 'ro3essional is li#ely to e interested in Sugar on a Stic# and will e a le to in3luence the 'rinci'al o3 the school> &he to'9down a''roach< 3ocusing on the su'erintendent< is im'ortant ecause the su'erintendent has the 'ower to im'lement something new into the school system> 2om ining the two as routes o3 a''roaching the school system is ideal> VI. .2 Training -t 3irst< all educators will receive the same asic standardi7ed training using manuals and online courses> &hen< in colla oration with &ech Ed &eachers< the educators will wor# on customi7ing the so3tware to their s'eci3ic curriculum> 0e do not recommend Sugar *a s to develo' a 'lan o3 how to use Sugar in di33erent su Aects< ut leave it u' to educators to tailor the system to their needs> It is im'ortant to schedule the training at the right time> Per3orming training too 3ar a3ter the system has een rolled out to the consumers may cause them to 3orm 'oor 'erce'tions o3 the system due to the di33iculties associated with an unnecessarily lengthy learning curve> Premature de'loyment rings the challenge o3 having to recall what was taught< leading to 3rustration and unha''iness o3 the system> VI. .3 %ommunication and Synchroni-ation It is essential that everyone is synchroni7ed with the .e'loyment 'lan> &he .e'loyment &eam needs to ta#e into account how the System .e'loyment will im'act the Per3orming Organi7ation,s normal usiness o'erations> &his means that the training

) a g e , /3 and the set9u' 'rocess will inter3ere with the normal school activities< such as class schedule and teacher,s 'ersonal time> &he &eam needs to reduce that im'act as much as 'ossi le> &hey need to 'er3orm installation o3 new hardware< increased networ#< ca'a ilities< and con3iguration o3 Sugar on a Stic# as smoothly as 'ossi le and according to the 'lan that was created in advance> &hus< it is recommended that the o'erational activities e com'leted 'rior to the start o3 the school year> 0hile the new system may 'rovide overall ene3its to the school< those ene3its may come at the ex'ense o3 additional wor# res'onsi ilities to some o3 the individuals who interact with the system> &hose extra res'onsi ilities include the time that educators s'end on training and customi7ation o3 the material> &hus< the com'ensation system 3or the teachers needs to e set u'> &he 3eed ac# received 3rom the teachers that we interviewed rein3orced the necessity o3 com'ensation and the value o3 time 3or educators> 0!+4 Ste& /' Transition of "nershi& to the Performing rgani0ation

Finally< a3ter the .e'loyment has een run in 3ull 3orce it is time to success3ully 're'are the transition o3 the res'onsi ility and ownershi' o3 Sugar 3rom the 'roAect team to the 'er3orming organi7ation Fthe school?> -t the success3ul com'letion o3 this 'rocess we assume that the &ech Ed 'ersonnel in the school 'ossess extensive #nowledge o3 the so3tware and are a le to 'rovide system maintenance and su''ort> &he teachers are com3orta le in using the so3tware and have develo'ed curriculum9tailored 'rogram> &o hel' achieve this< Sugar *a s needs to 'rovide the school with technical documentation< training and hands9on assistance> - &echnical Services Personnel &eam created within Sugar *a s will 'rovide long9term su''ort and will serve as Dcustomer su''ort serviceE 3or Sugar users> In addition< schools should e given a Sugar *a s guide oo# that consists o3 a detailed descri'tion o3 the 'rogram and an activities data ase< which can serve as a user guide 3or the &ech Ed teacher> 0hile the &ech Ed teacher will assume control and main su''ort o3 the so3tware in the school< heJshe will e a le to re3er and consult the user guide oo#< availa le in 'a'er ac# or online> I3 there is

) a g e , /4 a 'ro lem< we recommend the use o3 a centrali7ed hu to contact Sugar re'resentatives a out technical @ueries> In the case that the &ech Ed teacher re@uires more hel'< heJshe will e a le to contact the &echnical Services Personnel9 Dcustomer serviceE>

0!!+

Timeline o: !mplementation

&he a ove chart re'resents a timeline o3 the seven ste's o3 Im'lementation descri ed in the 'revious section> Every ste' re'resents a di33erent color and length> Initial ex'osure is the shortest ste' as it re'resents Aust a @uic# 'resentation to a 3irst time user> It is directly 3ollowed y the next ste'< 6alidate and Receive Feed ac#> Pilot &esting is a long 'rocess that goes along with Re3ining the Process< ecause the .e'loyment &eam should constantly monitor the 'iloting o3 the 'rogram and collect data> &he Pre'aration 3or 0ide Im'lementation starts while the Re3ining is still ta#ing 'lace> -lso< the Pilot &esting will still e occurring until 0ide System Im'lementation> 0hen &he Pre'aration 3or 0ide Im'lementation is concluded< the .e'loyment o3 the System starts> &he .e'loyment cannot e started until all 're'arations are done> &he &ransition o3 Ownershi' overla's with the .e'loyment re3lecting the gradual 'rocess o3 the

) a g e , /6 &ransition o3 ownershi'> It re3lects how in the eginning o3 .e'loyment the control o3 the Sugar system is in the hands o3 Sugar *a s> &hen< as teachers get trained more< the ownershi' is gradually transitioned to the school and the control o3 technology educators as well as teachers>

0!!!+

2onclusion and Recommendations

Our team has conducted a thorough study o3 'ilot introduction o3 Sugar so3tware

in several =S schools> &he team has created a seven9ste' im'lementation 'lan that outlines how Sugar *a s could accom'lish its goal o3 rolling out in elementary schools across the nation> &he ste's include5 .+ -+ /+ 1+ 2+ 3+ 4+ Initial Ex'osure 6alidate and Receive Feed ac# Execute Pilot &esting and Identi3y Pro lems Re3ining the Process Pre'are 3or 0ide System Im'lementation .e'loy System &ransition o3 Ownershi' to the Per3orming Organi7ation - centrali7ed online su''ort we site Fonline hu ? that has lesson 'lans<

&he #ey recommendations include5

curriculum materials< introductory videos< 'ro3essional su''ort< and most im'ortantly< a teacher community> - more relia le Sugar so3tware 8 whether that includes ma#ing sure the so3tware is ro ust and oota le on a variety o3 hardware 'lat3orms using the =S4 drives< or switching to a di33erent medium 3or the so3tware> F3or exam'le downloading Sugar 3rom the we ? 0or# on the user93riendliness o3 the Sugar 'lat3orm to include 3eatures such as an

automatic re oot and automatic exit 3or the 'rogram>

) a g e , /7 Rea33irming the 3unctionalities with hel' o3 guidelines and ex'lanations Introduce so3tware y mar#eting to oth technology education teachers and

su'erintendents>

IX.

%or#s Cited

1iederhauser< .> S> F+))(?> &eachersR instructional 'ers'ectives and use o3 educational so3tware> Teaching and Teacher Education ./ < (593(> Farning< .avid> htt'5JJlists>Sugar *a s>orgJarchiveJiae'J+))%9GulyJ))!+(/>html> +! 1oveme er +))%> Massachusetts .e'artment o3 Elementary and Secondary Education> S+))$9)% Massachusetts State Re'ort 2ard>S +))%> Massachusetts .e'artment o3 Elementary and Secondary Education> +$ 1ovem er +))% Thtt'5JJ'ro3iles>doe>mass>eduJstatercJenrollment>as'xP3y2odeU+))$V> SRace to the &o'J-RR->S +3 Octo er +))%> Massachusetts .e'artment o3 Elementary and Secondary Education> +( 1ovem er +))% Thtt'5JJwww>doe>mass>eduJ-RR-JV> S&itle II9.5 Enhancing Education &hrough &echnology>S / -ugust +))/> Massachusetts .e'artment o3 Elementary and Secondary Education> 3) Se'tem er +))% Thtt'5JJwww>doe>mass>eduJncl JtitleWiid>htmlV> One *a'to' Per 2hild> SO*P2 -merica 1eeded in 4irmingham Pilot and Illinois .e ate>S / -'ril +))$> One *a'to' Per 2hild 1ews> 3) Se'tem er +))% Thtt'5JJwww>ol'cnews>comJ'eo'leJleadershi'Jol'cWamericaWactionWneeded>htmlV> Pa'ert< Seymour> S*ogo Philoso'hy and Im'lementation>S 2ase Study> (%%%> Sugar *a s> SSugar *a sJ2urrent EventsJ-rchiveJ+))%9)%9+(>S +( Se'tem er +))%> wi#i>Sugar *a s>org> 3) Se'tem er +))% Thtt'5JJwi#i>Sugar *a s>orgJgoJSugarW*a sJ2urrentWEventsJ-rchiveJ+))%9)%9+(V> 0eiss< Goanne> SRemar#s o3 Goanne 0eiss to the -nnual Meeting o3 the -merican .i'loma ProAect 1etwor#>S () Se'tem er +))%> =S .e'artment o3 Education> (+ 1ovem er +))% Thtt'5JJwww>ed>govJnewsJs'eechesJ+))%J)%J)%()+))%>htmlV>

ppendix ! K Interview with Caroline Meeks

Mem#er o$ Sugar La#s Deployment Team) 'ovem#er ..) 0112

) a g e , 18 &he Sugar *a s de'loyment team voices the needs o3 Sugar de'loyments to the Sugar community< 3inds ways to su''ort those needs< organi7es 3orums 3or the exchange o3 ex'eriences etween Sugar users and Sugar develo'ers< and uilds local Sugar *a s organi7ations worldwide> 2aroline Mee#s is the main 'erson who 3ocuses on Sugar on a Stic# ased de'loyment in the =nited States> N(> .escribe your "or# and in!ol!ement "ith Sugar> 2aroline Mee#s is a volunteer 3or the =S school de'loyment> She is wor#ing closely with -llston "ardner Pilot -cademy and 1ew Cor# Pierre 6an 2ortlandt Middle School> In addition< she tal#s to teachers in other schools on a regular asis> N+> $s "e all #no"1 Sugar on a Stick is being used at $llston 2ardner Pilot $cademy and 3e" 4or# Pierre *an Cortlandt Middle School. %hat is going "ell and "hat &roblems do you see5 Mee#s identi3ies three main issues> One is that a lot o3 the schools want a more traditional content< such as Flash games> -lthough these games are not e33ective< they tend to wor# very well with the school curriculum> Sugar on the other hand su''orts 'roAect9 ase learning> Most o3 the Sugar tools are not traditional teaching tools< ecause they are creative and re@uire a lot o3 'lanning and time s'ent on incor'oration into the classroom> &here3ore< according to Mee#s< Dit is im'ortant to lower the 3loor 3or teachers>E In addition to adding more 'roAect9 ased activities< Sugar on a Stic# should also include more traditional learning tools> &he second issue is that< even though Sugar on a Stic# has the ene3it o3 allowing students to ring it home< neither -llston nor 1ew Cor# has done it yet> In 3act< it is a di33icult 'rocess to get 'eo'les, com'uter set u' at school< let alone at home> Finally< 'rograms on Sugar are designed 3or high level training and re@uire a lot o3 s#ills 3rom teacher side> &here3ore< it re@uires a considera le amount o3 training99more so than many other so3tware 'rograms> N3> In your o&inion1 "hat "ould it ta#e for Sugar on a Stick to be successfully im&lemented in the school system5 Mee#s thin#s that it is im'ortant to ma#e Sugar on a Stic# Dcom3orta leE 3or students and teachers> For exam'le< it should e easy 3or students to ta#e the stic#s home> Second< Sugar needs to have a su33icient mar#et share> It is im'ortant to have 'eo'le #now a out Sugar> Finally< Sugar on a Stic# should e easy to e im'lemented and should align with teachers, curriculum> It is crucial to have technology integration 9 su''ort 3rom to' Fstate andJor su'erintendent level? and ottom Fteacher level?> N/> %hat do you thin# of ha!ing guides or manuals5 Mee#s thin#s that a manual li#e the one made y the woman in Peru is great> Manuals exist in many 'laces and should e continued> N5> The de&loyment team has a fi!e ste& de&loyment &lan on the "ebsite. Can you brea# do"n in detail5

) a g e , 1. Mee#s thin#s that the 'lan is not realistic> It was written long time ago and is not eing used anymore> Right now< she is waiting 3or the next release> Once the release comes< she will evaluate classroom readiness> N65 In your most recent meeting on Se&tember 2nd1 your team tal#ed about feedbac#. Could you &lease briefly describe the feedbac# you got from teachers1 students1 and !olunteers5 Most o3 the 3eed ac# comes 3rom the "ardner Pilot -cademy> One ig lesson is that the content on Sugar is too hard to align with teachers, curriculum> 4ecause there is not a lin#age< teachers are not using Sugar e33ectively> N!5 %hat is the cost of o"nershi& for Sugar on a Stick5 Schools have di33erent ways 3or measuring the cost o3 ownershi'> In a traditional school< the maAor cost is maintaining com'uters> Mowever< com'uters at many schools are not used 3re@uently> &here3ore< most measurements generated y di33erent organi7ations are inaccurate ecause they measure the cost o3 ownershi' 'er com'uter ut not 'er hour o3 usage y students> &here is very limited com'uter usage in many schools> One advantage o3 Sugar is that it reduces the cost o3 maintaining< es'ecially i3 Sugar can e extended and ex'anded eyond normal classroom usage> For exam'le< Sugar on a Stic# can e a tool 3or homewor# assignments> Students can download the we 'age onto the stic# and use the right tool to write their 'a'er> Mee#s 3eels strongly a out changing the conversation 3rom tal#ing a out total cost o3 ownershi' 'er com'uter to total cost o3 ownershi' 'er hour o3 learning time> N$5 6o" many hours of training time are needed for Sugar5 Mee#s thin#s that it really de'ends on the situation> She is curious to 3ind out the training hours in 4irmingham> 0hen she designed a 'resentation< she assumed one day o3 'ersonal< 3ace9to93ace wor#sho' and (+ 9 (/ wee#s o3 online training> &his is ased on () hours 3or every + wee#s> N%5 %hich le!el to start' state1 su&erintendent1 &rinci&al1 teachers1 students or &arents5 1o one #nows the answer> Mee#s thin#s that 'arents 'lus 'rinci'al a''roach can e very e33ective> She would li#e to create a 'arent community> Parental su''ort is a very e33ective means 3or change> It ta#es away the urden o3 wor#ing with schools> Parents 'ush ehind Sugar on a Stic# could ma#e it more success3ul> N()5 %hy is it that the $llston &ilot &rogram is not going "ell5 Mee#s thin#s that the non9'ro3it a''roach is com'letely non sustaina le> First< education research shows that non9'ro3it never have a result> Second< the -llston school is very resistant to change> Sugar comes in as a non9'ro3it is already a ad start> &here are a lot o3 'ro lems with the Straw erry version> 4ut most im'ortantly< there isn,t much

) a g e , 1administration su''ort> 1on 'ro3it is the least im'ortant thing on the school and teacher,s agenda> Mee#s also mentioned that teachers are very hard to wor# with> &ime is very im'ortant 3or teachers> One thing Sugar lac#s is access to teachers> &eachers are the customers< ut it is extremely di33icult to reach them> 4ecause o3 that< Mee#s thin#s that it will e im'ortant to 3ocus on su''orting teachers who are actually excited a out using technology< even though this may e 5I o3 total teacher 'o'ulation> N((5 6o" can the 7abson consulting team be hel&ful for you5 Mee#s wants the 4a son consulting team to investigate in the 3unding 3or Drace to the to'>E She tal#s a out the strategy o3 the new 3ederal education de'artment> &he de'artment has a com'etitive contest 3or states to Drace to the to'>E &his 'rogram has a ig technology com'onent> She wants to #now the 'eo'le in M- who Sugar can reach out to> She mentioned that wor#ing with the state education de'artments will generate a much etter result than wor#ing as a non9'ro3it organi7ation> Meanwhile< Mee#s would li#e the team to investigate ways to translate the success with -nn :ou3man Fto' ()I? to other su'erintendents> She reali7es that it will e too time consuming to reach out to all su'erintendents> 4ut she would love to get the to' /)I o3 su'erintendents> &hings that are im'ortant to su'erintendents are5 total cost o3 ownershi'Jlearning timeH Sugar,s di33erentiation and classroom ex'erienceH ca'a ility to wor# with disa ility and di33erent learning stylesH extending time s'ent on homewor# y studentsH assisting teachers on teaching standards and testsH 'roviding students +(st century s#ills>

) a g e , 1/

ppendix !! K Interview with Ann Koufman

The Superintendent o$ 3aterto&n) MA) Octo#er .0) 0112 -nn is a su'erintendent o3 the 0atertown School System with a ac#ground in education technology> 0atertown is im'lementing Sugar in their /th grade classes 3or the 3irst year> N (5 %hat training system do you ha!e in &lace5 &eachers are re@uired to 'artici'ate in 'ro3essional develo'ment 'rograms that are Ao em edded> $)I o3 the teachers at 0atertown are willing to try new technology< are not resistant o3 integrating technology into their classrooms> Princi'als ta#e ris#s and su''ort new things> &he administration has a strong vision to im'rove technology> 0atertown is conducting the &IP Fteaching in 'ractice? 'rogram> &he 'rogram is one year long and consists o3 (59+) mini courses online> &eachers choose courses de'ending on their technology level> &IP meets throughout the year 3ace9to93ace< as well as online using so3tware called First92lass> .uring the training teachers utili7e 3ree so3tware such as "oogle dot and &o' ox 3or 3ile sharing and video emails> -t the eginning< teachers usually show what they have done in the 'revious year Fstudent wor#s?> 4y the end o3 &IP< every teacher has a we site< which serves as a digital s'ace 3or classes> &IP is a Dtwo 3or oneE deal< ecause teachers get credit 3or 'artici'ating and in the meantime< they design a 'roAect 3or their students in class> N+5 %hat do you thin# about Sugar5 &he main strength o3 Sugar is its a ility 3or students to networ# and 'lay educational games> -nn li#ed the Gournal and the di33erent languages that Sugar can e used in> &he Scratch game is great 3or middle school> -nn recommended letting :9/J:95 teachers #now what Sugar is and su''ort them with time and resources> Ideally< all :9/J:95 students will have a thum drive> It is not #nown how much training is needed> &eachers can decide on their own whether and how they would use Sugar in their classrooms> She as well recommended that it is etter to start small and do a 'ilot 'rogram than a ig 'roAect and have not enough resources to su''ort it> It is 're3era ly to start at :93< ecause :9( and :9+ 3ocus on elementary learning< :9/ and :95 3ocus on writing and social s#ill and :93 is le3t out> Mowever< :93 is now a 'ilot on Fa or 6ision in 0atertown> 0ithin this 'ilot 'rogram< teachers meet at least once a month to discuss 'rogress> It is also not done in summer ecause o3 udgetX N35 %hat #ind of com&uter resources do the %aterto"n schools ha!e5 -ll schools are e@ui''ed with .ell Mini> &here are +5 la'to's 3or every / classrooms and a com'uter room in every school< 0atertown is seeing trou le with the iggest elementary school< ecause it needs u'grade 3or the wireless system and hardware "ood things a out Sugar5 it is constructive< 3un and su Aect related> It ma#es math< 'rogramming 3un< #ids love it> It ma#es #ids write< as# hard @uestions and D3igure things outE> N/5 Ste&s for Sugar Im&lementation in %aterto"n .+ ntroduction to Superintendents It is recommended to ring #ids to 'resent to su'erintendents> -+ ntro to Sugar $or innovative teachers

) a g e , 11 &he meeting will involve twenty teachers< including an admin< an education technology teacher< a math teacher< and a savvy elementary school teacher> &he meeting will also e attended y school 'rinci'als> /+ 3alter and Ann meeting 1+ Small planning Sugar so3tware will e downloaded and 'lanning will e conducted involving the elementary school 'rinci'al and education technology teacher> 2+ Overvie& $or principals, Octo#er 0/405 &he meeting will e attended y the curriculum coordinator< :9(+ teachers Ftech ed< math< science< English< social studies< E** and other 3oreign languages? 3+ n depth investigation #y technology education teachers &he main o Aectives will e to 3igure where to start> &he meetings will ta#e 'lace monthly and will start in 1ovem er> 4+ Develop a *lan 6+ (egin 6messing around7 &ith the technology 8students and teachers9 N/5 Ideas for Sugar in the %aterto"n School System (? Start training next year with the &IP 'rogramH +? =se Sugar in a3ter school 'rograms FE**? starting this yearH 3? Start a summer teacher institute with grad credit next summer /? Involve college students to co9teachH 5? 2reate tas# 3orces this year and have math teachers teach at grade level meetingsH 6? Possi le use in -dvanced -rmenian class at high schools this yearH !? Possi le use in other 3oreign languagesH $? Emerging models o3 'ro3ession develo'ment< a course -nn teaches at Marvard "rad SchoolH %? Possi le use o3 Sugar in the ro oticJengineering classH ()? &IP 3or music teachers>

-''endix III 9 Inter!ie" "ith 2erald $rdito

Science Teacher) *ierre :an %ortlandt Middle School) 'e& "ork) Octo#er 0.) 0112 N(5 6o" did you hear about Sugar5 $nd "hy did you "ant to try Sugar soft"are5 "erald heard a out Sugar one and a hal3 years ago when "erald was a !J$ grade science teacher> Me is also the technology su''ort 'erson in the uilding> One 'arent got a ;O la'to' as a 'art o3 Dget one9give oneE 'rogram> Me immediately 3ell in love with the small la'to'> Me es'ecially li#ed the organi7ation o3 games and the idea o3 having more colla oration among students> "erald tal#ed to the 'rinci'le o3 the school> &he 'rinci'le agreed to write to a local education de'artment and share their idea o3 having everyone in middle school use it> &he school got some Dgrass moneyE and they ordered (/) ;O la'to's> &he la'to's arrived one year ago> Each teacher o3 the 5th grade class 'ic#ed /95 students> &he students learned to re9 image the la'to's and ta#e them a'art> Ideally< everyone would get training> 4ut in reality< 5th grade teachers didn,t get enough training> Instead< "erald decided to train the students> &he result o3 training students was good> &wo months ago< all 5th graders received an ;O la'to'> &he tech team was there to su''ort the students> Students were taught y "erald< outside o3 the class time> "erald also decided to hire a consultant 3rom &eaching Matters 2om'any> &he com'any has een wor#ing with 39/ schools in 1C> &hey have done more training with ;O than any other grou' in the =S>

) a g e , 12 One di33iculty o3 training is that< Dit is one thing to wor# on your own and another thing to ring (/) 'eo'le with youE> It re@uires a lot o3 time and enthusiasm 3or the teachers who need to e trained> &eachers don,t consider themselves great with com'uters> One 'ro lem with the school is that they haven,t wor#ed out what teachers need to do and what they don,t need to do> On the other hand< students did a good Ao > &his year they reimaged all machines and u'graded them to Sugar $>+> "erald was interested in what Sugar is trying to accom'lish> :ids love little la'to's> Mowever< #ids cannot ta#e la'to's home> "erald 're3ers #ids to ta#e Sugar home< ut cannot> Sugar on a stic# is a solution> In addition< #ids relate to ;O li#e they relate to IPod> &hey do not seem li#e com'uters or li#e cell 'hones> &hey are something that elongs to them> It ma#es a Dhuge di33erenceE> "erald li#es how #ids interact with the ;O la'to's> *ast year< there were 3ive 5th grade classrooms> &his year< there are six 5th grade classrooms> &he last classroom doesn,t have ;O la'to's> Instead< they use .ell la'to's and are running on Sugar on the Stic#s> N+5 %hat is the difference bet"een 8 la&to&s and Sugar stic#s5 6a!e you run into difficulties "hen "or#ing "ith Sugar on the Stic#5 "erald has already urned thirty to 3orty stic#s y now> Me has not run into trou le with the stic#s> Stic#s have all ene3its o3 ;O la'to's> In addition< it runs much 3asterXXX DSugar on a stic# 3liesXXXXE =nli#e ;O la'to's< students can now ta#e their stic#s home> &he school 'rinci'al and "erald himsel3 loo# at stic#s as the model 3or the 3uture> N35 Is Sugar a&&ro&riate for 121 131 1+ year olds5 "erald does not thin# that student outgrow Sugar> Originally< Sugar has een used in develo'ing countries> Mere in 1C< students have een using di33erent 'lat3orms< such as 0indows and Mac> In a certain sense< Sugar is a ste' down> For exam'le< now in "erald,s classrooms< he can,t use Sugar 3or video and audience 'odcast> Me can,t im'ort video on Sugar> -nd certainly< there are things that #ids want to do and Sugar doesn,t o33er> On the other hand< the education games5 &urtle -rt< Etoys< Scratch are very challenging> &hey are incredi ly dee' and hard> Even 0alter and "erald 'lay with them> In general< so3tware in Sugar has to evolve and more activities need to e designed> N/5 6o" has Sugar been used in the classroom5 &he 3irst thing 0alter said when he visited the school 3ew wee#s ago was< D&his KSugarL is not the curriculum< this is a tool>E *ast year< the way technology was 'ushed in classrooms was that technology ecomes curriculum> It created a urden on teachers> &eachers have time strain and standard test strains> It was a 'ain3ul 'rocess> &his year< teachers use Sugar5 .+ &he 'rogram 3rite> Students o'en ;O< go to Sugar< create a word 'ro lem< and use s#ills in math> -+ "erald and other teachers leave res'onses on the 'rogram< li#e a wal#9around logging> /+ One teacher who teaches social studies and government studies< wanted to 3orm a class government ased on constitution> She tried to 3ind a way to teach #ids this to'ic> :ids

) a g e , 13 too# notes and had them set u' in rows and columns> &hey wrote what they have learned< and what @ualities someone in each ranch needs to have> &hen they wal#ed around and commented on each other,s wor#> &his way #ids colla orate and are learning> 1+ &he class s'ent an entire class 'eriod on Sugar> 2+ *ast year< 5th grade studied immigration> Students rought 3amily and 3riends who emigrated 3rom other countries> &hey used Sugar to document the interviews> One class did a silence 3air> &hey ex'erimented and 'resented their 3inding using Etoys> &hey created a oo# using 'icture and words> -lthough they didn,t use scri't< they did a nice Ao > Sugar serves as an assignment tool> It,s an a33ective and engaging way o3 teaching> &eachers want students to create their own game< things li#e 3lashcards> &eachers have millions o3 ideas on how to use Sugar> N55 Is Sugar a good fit for afterschool5 Sugar can de3initely e used in a3terschool 'rograms> "erald 'lanned it once> Six out o3 the (/) students came to the 'rogram> It was not ecause they didn,t want to< they Aust don,t have time> &hey have other activities li#e music< s'orts< and 'lay> Sugar can e a good 'rogram to do during lunch> It,s in3ormal and 3un> Mowever< students will need to give u' their lunches> Ideally< 3 days a wee# "erald could go to a3terschool 'rograms> 4ut he really doesn,t have time> N65 .escribe the teacher training in your school5 Ideally< "erald will want to have a lot o3 training with teachers> Mowever< right now "erald is asically the teacher> Me doesn,t have that much time 3or training> Every wee#< he sits with teachers one on one or two on one during their 're' 'eriods> &eachers as# what to do 3or some ideas and "erald 'rovides a technological solution> "erald also goes to classes to e the extra adult> &eachers, time is s'lit into three 'arts5 time with students< time with other teachers 'lanning< and time alone doing their own teaching 'eriod> "erald has nine classes< three 're' 'eriods< meetings and classes> Right now< he has een wor#ing with the 5th grad team during the 're' 'eriod> "erald has een 'aid very little 3or going to the 're' 'eriods> Me is doing Sugar 3or his dissertation> N!5 %hat is the biggest &roblem in scaling5 &here are two things that 'eo'le need to e aware o35 'ro3essional develo'ment and e@ui'ment> &his is a small district> It will e even more di33icult to im'lement Sugar in a large district with thousands o3 students> Nuestions to as# the schools are5 do they have com'utersP .o #ids have a com'uter at homeP .o #ids #now how to oot u' the stic# at homeP Pro3essional develo'ment is a time issue> .uring the school< who 'ays 3or su stituteP Outside the school 'eriod< who 'ays 3or the trainingP It is hard to 3orce teachers to use Sugar> Mandatory does not wor# well with anyone> &echnology initiatives are to have teachers decide whether they want to do it or not> .+ Find who wants to do it -+ Ma#e it 'ossi le 3or them to train /+ Mave them do it Potentially< teachers can e trained through5

) a g e , 14 .+ "ive them 'ro3essional develo'ment credit -+ -ctually com'ensate them N $5 .o schools ha!e budget or find grants5 Many grants don,t 'ay salaries> It is not im'ossi le 3or teachers to volunteer> &he teachers that "erald wor#s with are 'assionate a out Sugar> Mowever< one needs to #ee' in mind that5 they teach 3our core su Aects< they are with students on average 3or six hours a day and they have a standard test strain> -s a result< s'ending one hour a wee# on Sugar is a lot o3 timeX N%5 6o" feasible is it to incenti!i0e5 It would e a local decision 3or the district< not a glo al issue> Elementary schools are local> Sugar needs to start 3rom the ottom u'> For exam'le< the 1C state mandates a certain num er o3 hours o3 'ro3ession develo'ment time> &eachers can decide whether they want to e trained to use Sugar or ta#e courses 3or credit> N()5 Recommendations for Sugar5 0hat is 3undamentally di33erent a out Sugar is that5 it is incredi ly customi7a le to one,s need> 0ith Sugar< 3irst @uestion is Dwhat do I want to doE Dwhat am I interested inE D'laying with it is a 'art o3 the designE> 0hat comes to mind is5 DI have this curriculum and how can I marry the twoE> Sugar could im'rove y5 Dre3lecting and wal#ing aroundE< having a collection o3 est 'ractices< as well as lesson 'lans> &he Peru teacher,s oo# on Sugar< Dthat,s I&EXXX &hus< it would e etter i3 Sugar could ex'lain each a''lication and what it does> -nother idea is to 3ind a grant to host a con3erence 3or 'eo'le who use Sugar> .uring this con3erence< a grou' o3 educators with develo'ers would s'end a wee#end creating a lesson 'lan and est 'ractices> It would e ene3icial to have teachers ta#e ownershi' o3 Sugar5 as# teachers what they need and em'ower teachers with an a ility to modi3y and customi7e Sugar to suit individual needs> For schools it would e use3ul to #now what teachers can do and what they shouldn,t do> Mere comes also the idea o3 a guide> &he guide shouldn,t e too s'eci3ic ecause each activity can e used in di33erent classes> -ll tools are integrative> N((. 6a!e you come into contact "ith the blog5 - log would e great> I3 a teacher needs to 3ind a way to teach multi'lication next day< it would e good i3 he could 3ind a s'eci3ic 'lan in the log written y another teacher> Otherwise the log is ine33icient> 4ecause Sugar has only een used a year and a hal3< the log could hel' teachers 3orm relationshi's and hel' each other> &he we site would e used as a re'ository 3or teachers< including lesson 'lans< #ind o3 li#e a tas# ased log> &he social 'iece matters< ut con3erences come e3ore> Pa'ert is the est 'erson to wor# with< he started *ogo> 0alter wal#ed in with ac#ground< Dhe is very smart< he has een develo'ing this 3or many years and sugar is an ex'ression o3 everything that has een wor#ed in the last +) yearsE> 1ow there are DSugar 'artiesE all over the 'lace< could e adults and #ids< that re'resent undles o3 'eo'le interested in Sugar and are 'assionate a out it> N(+5 %hat do you thin# of targeting the &rinci&als as the first ste& of an im&lementation &lan5 &hat model is wrong< ecause in "erald,s o'inion the targeting should start with the teachers> &hey are easy to reach< 3rom ottom u'X Starting that way< rather than the DSoviet a''roachE< will 'roduce results 3or them>

) a g e , 16 N(35 6o" do you reach teachers li#e you5 &hey can e reached through mailing lists and through con3erences< where Sugar can target those teachers that are interested> For exam'le the 1E22 F1ational Education 2on3erence? held in .enver in Gune> -ll those teachers li#e "erald go there> &here is another 2anadian con3erence called DE.=2-1E< held in Philly> On the other side< Sugar can advertise in maga7ines FIS&E mem ers o3 IS&E organi7ation< &he 1ational Society o3 &echnology Educators? and through 'u lications< not scholarly Aournals> &he reason why it is good to target con3erences is ecause the teachers who attend go there on their own time> D&hese are the 'eo'le you wantX 4ring ()) stic#s and *E& &MEM P*-C< invite students to 'lay< or go to a school and videocon3erence it directly to 1E22>E "erald already 'ro'osed a 'resentation at 1E22 in Gune o3 next year< where he is going to tal# a out his dissertation> &hey invite you to su mit a long a stract and then the committee decides whether it is im'ortant and worth eing a 'art o3 the con3erence> N(/5 6o" much is Sugar #no"n right no"5 DRight now there is 4u77 li#e a good restaurant< teachers u77 a it a out Sugar> It is more li#e a large 'arty< ut not a town< not a society CE&XE DI #now teachers would li#e to 'artici'ate< get with other teachersE

) a g e , 17

ppendix !0 K Interview with Michael OKeefe

The Assistant ;ead o$ +ising Tide %harter School in *lymouth) MA) Octo#er 05) 0112 Rising &ide 2harter School in Plymouth< M- is an elementary school 3or grade 59$> Students are age () to (/> &here are three hundred students in the school> Most areas in the =S have charter schools> &his school started in (%%$> &he maAor di33erence etween a charter school and a 'u lic school is that charter school doesn,t run o33 a traditional model in which students go to local schools where they live> In addition< charter schools o'erate inde'endently> It has its own district> It re'orts to the state li#e a district> N(> 6o" does the charter school &urchase soft"areP It de'ends> -lthough the charter school o'erates inde'endently< the State can still mandate certain 'rograms> For exam'le< they still 3ollow the State standards 3or teacher @uali3ication and 3or standard testing> Sometimes states will 'rovide new technology< ut o3ten times those technologies are less than desira le> For exam'le< a 3ew years ago the states im'lemented math9related so3tware as an online data warehouse> &he 'ro lem was that it was too asic> It,s not easy to use and there3ore the teachers did not see it eing ene3icial> N+5 .oes a charter school follo" MC$SP Ces< in 3act< the charter school is held accounta le 3or the same or even stricter standard than the average district> N35 %hat soft"are or technology does the school use no" and "hyP -s a small organi7ation with a out 3)) students< we listen to what teachers need and 'rovide resources they need> &hat may not e the case 3or igger school> &he technology director is usually the 'erson that comes u' with so3tware and tells us what to do with them> One *a'to' Per 2hild share many 'hiloso'hies with the school such as e engaged< e curious< e willing to ex'lore> &he 3irst thought on One *a'to' Per 2hild is that it is a wonder3ul su''lement to classroom> It is highly individuali7ed> N/5 %hat staff de!elo&ment system does the school ha!e no"5 &he iggest challenge in any usiness is that there is never enough time> &he 2harter school is already 3ocusing so much trying to structure things and to 'rovide time> Our sta33 develo'ment is a lot o3 colla oration with one another> One teacher may initiate ideas related to curriculumJtechnologyJso3tware> I3 Sugar were to e im'lemented< the school will run wor#sho' internally a3ter the school> Either Michael or the technology director will run it> &he sta33 develo'ment is very structured> &eachers get together twice a month 3or +93 hours> Sometimes the training will e as a grou'> Sometimes it will e s'lit u' y academic disci'lines< grades< technology< etc> One thing a out im'lementing new so3tware is to 'lan 3ar in advance> &he school can,t im'lement anything right away es'ecially once the school year starts> -nother di33erence etween a small and a ig school is that a small school has a 3aster turnaround time> It res'onds 3aster to changes than ig schools> I3 Sugar re@uires tons o3

) a g e , 28 training< it will ta#e longer to e im'lemented> 4ut i3 teachers or students can 'lay around on their own< Sugar is more li#ely to e im'lemented> It is im'ortant that a teacher ta#es initiatives> For exam'le< a teacher came u' with rain 'o' Fa we site? and introduced the we site to other teachers> -nother exam'le is the ty'e9to9learn> Fi3th and sixth graders have a direct instruction on ty'ing once a wee#> &y'e9to9*earn is a great 'rogram 3or it> N55 %hat do you thin# of the idea of ha!ing "or#sho&s during the summer5 It,s de3initely 'ossi le> 0e use summer time 3or some 'ro3essional develo'ment> It is on a volunteer asis> 0e get 'eo'le together one wee# e3ore school> Everyone is involved> 0e do not have a ig udget 3or it however many teachers are very su''ortive> On the other hand< we can com'ensate teachers 3or a wee# long institute or wor#sho'> I3 Sugar only needs a one9wee# wor#sho'< we can com'ensate a teacher 3or it> N65 $re teachers encouraged to go to technology conferences5 &here are so many con3erences out there and we can,t a33ord to have all teachers go> &he technology director can de3initely go> -nd a math teacher Aust went to the math con3erence in 4oston> &eachers have o''ortunities> N!5 %hich grade is the best to &ilotP For our school< it is the 6th grade ecause the 5th graders Aust had the transition 3rom elementary schools where they all sit in one classroom> N$5 %ho should Sugar target1 &rinci&als1 teachers1 education technologists5 &he answer is di33erent 3or di33erent schools> For this school< it can e any> &eachers can have this conversation and they will re'ort to us> 0e will chec# Sugar out> Mowever< the est way is to go a3ter the technology directors> &hey have more leadershi'< s'eci3ically technology leadershi'> &he school always listens to their technology director> &eachers are hard ecause they can e discouraging> &eachers can uy in the idea ut 3eel 'owerless ecause schools may not 'ay 3or it> N%5 .oes the school ha!e enough com&uters5 Ces< certainly> &here are (5) com'uters in the school and + 3ull la s> Many classrooms have com'uters> &here are no la'to' carts> &he school only des#to' P2,s ecause (?> *a'to's are hard to maintainH +?> &here is no need to have la'to's ecause there are enough com'uters in classrooms> Some classrooms have () com'uters> &he average class si7e is +) students> Meanwhile< the two 3ull class la s are used in a regular asis> N()5 %hat do #ids do "ith the com&uters5 Mostly students have very little inde'endent time in the com'uter la s> &he teachers always have students wor# on something that is more directly related to the su Aect> 2om'uters are integrated 'arts o3 teaching> Most tools used are Microso3t and we 9 ased games> N((5 %hat do you thin# of afterschool &rogramsP &he 2harter school does not have an a3terschool 'rogram everyday ecause students have a much longer school day than students 3rom 'u lic schools> Students get out at 35()'m instead o3 +53)'m> I3 they were to ex'and school hours y adding a3terschool 'rograms< 'arents won,t li#e it> Michael recommended 2iti7en Schools> &hey are a3terschool 'rograms in a lot o3 4oston 'u lic schools>

) a g e , 2. Michael used to run an a3terschool 'rogram> &his #ind o3 'rogram allows students to ex'lore and is extremely desira le 3or an a3terschool setting> &here are many teachers who want to wor# with #ids> &here are enough udgets 3or training> N(+5 %hat classes do you see Sugar being used in5 Michael sees Sugar eing used in science and math classes> Me sees that the -merican education system needs to im'rove on math> &he State9average 3or English is $)I 'ass rate ut only /)9/5I 3or math> -ny tools that allow students to 'ractice and engage in math will e great> N(35 .o you see any &luses and minuses of this &rogramP Michael needs to really 'lay around and get 3amiliar with the so3tware> Me elieves that teachers will e a le to 3igure out the so3tware 'retty @uic#ly> =nless Sugar is very com'lex< they can im'lement it with only some internal training> &hey will only need one or two 'eo'le in the school that is 'ro3essionally trained y ex'erts> N(/5 %hat do you thin# of the idea of ha!ing college students in!ol!ed in the training &rocess5 &hat will e greatX -ny extra su''ort will e cool> It answers my @uestion on what might e availa le 3or ongoing su''ort>

) a g e , 2-

ppendix 09 Interview with Robert McKenna

%oordinator o$ the <O Sugar mplementation) (irmingham) AL) 'ovem#er =) 0112 =The Birmingham SchoolsJ 5G laptops are .2$888 laptop computers designed :or collaborati"e education ;hich are being purchased :rom the Gne (aptop )er Child Foundation :or use by :irst9 through eighth9 graders in Birmingham City Schools+ !n February -886 (ang:ord created the Birmingham Education !nitiati"e$ a non9pro:it :oundation that ;ould recei"e the cityJs program :unds and solicit pri"ate donations in order to purchase and distribute the laptops to students and administer the laptop program on behal: o: the city+ :ter Councilor 0alerie bbott protested the in"ol"ement o: :ormer Computers :or Lids chair Mohn Latopodis in the :oundation$ (ang:ord dissol"ed the group and encouraged the Council to :orm an independent agency to solicit pri"ate donations+ !n appro"ing the purchase o: the laptops in its March .. meeting$ the Council declined to do so$ instead trans:erring the E288$888 :rom its pre"iously9 accepted E/+2 million budget to the Birmingham Board o: Education :or technology impro"ements needed :or the ne; laptops to ha"e internet access+> BTa#en :rom http:??;;;+bham;i#i+com?;?BirminghamNSchools F-4N5GNlaptops C N(' .escribe 7irmingham9s history and in!ol!ement "ith Sugar5 Ro ert has een involved with ;O ecause o3 2aroline> &he 'roAect was rought to the city y the Mayor at the time who had great enthusiasm 3or the cause> Me was watching 6) minutes and thought 4irmingham had similar demogra'hic to develo'ing nations> &he town is #nown 3or its civil right and the Mayor wanted 4irmingham to e the 3irst -merican city to have ;O la'to'> Me came in the o33ice and convinced the team that every ody needed la'to'> In reaction to the 'resentation< Q3>5 million was udgeted into this 'rogram 3or the 3irst year y the city council out o3 local taxes 3undJcity udget> &he udget s'lit into Q3mil to 'urchas(5< ))) la'to's and Q)>5mil into de'loyment< training and students> F"et rea#down 3rom Ro ert? Everyone had ho'ed the Mayor would e the s'o#es 'erson 3or the ;O 'rogram in the =S> &he matter is out o3 the @uestion now that the Mayor has een convicted 3or ri ery and is no longer the oss> N+5 6o" big is your school system5 6o" many students5 &he schools involved are all elementary schools in 4irmingham> &his year< im'lementation moves to the incoming (st grade and every new student in the school> N35 Please describe the &rocess of im&lementation of Sugar in your school system5 %hat ste&s did you go through5 %hat stage are you at in the &rogram5

) a g e , 2/ &he im'lementation too# 'lace in one school (st through 5th grade> Ro ert did not want to deal with the Aealousy o3 one child having the la'to' and another not having it> &he ;O,s were im'lemented in the s'ring semester< 3ollowed y a 3ull year de'loyment> N/5 6o" much time do you s&end using Sugar soft"are &er class:&er "ee#5 %hy5 &he results have not come in 3or those metrics yet> .uring the 3irst year< teachers received out o3 the ox training and not all im'lemented Sugar regularly> &his year< 4irmingham will have to create standards organi7ed y the su'erintendents and 'rinci'als> N55 6o" many teachers buy into the idea of Sugar initially5 &eachers exhi ited some hesitance towards using the so3tware at 3irst until the 3irst day o3 school when students started as#ing< D-re you going to give us more homewor# on the ;OPE N65 %hy do you thin# some other teachers may not "ant to try Sugar5 Ro ert elieves some teachers see the com'uters as a distraction and ex'ect the test scores to go down> N!5 6as the training changed5 Initially< last year< 4irmingham hired "ate / 2onsulting Fg$3our>comJ#ee'?> Gulian .aily 3rom the com'any wor#ed on O*P2 im'lementation 3rom 2am ridge and eventually moved down to 4irmingham> .uring the 3irst wave teachers only got + hrs o3 training each> &his year more training is incor'orated so that teachers can im'lement Sugar etter into the class> &he second wave o3 training includes a 1ational Science Foundation grant o3 Q+mil as well as colla oration with the =niversity o3 -la ama to trac# the changes in study 'atterns> &raining u'grades are still in 'rogress< however< as the school Aust received the money and hasn,t hired a consultant yet> Ro ert elieves 4irmingham needs to 3igure out how to use the money wiser and change training to save teachers time< incor'orate etter incor'oration o3 Sugar into the curriculum that will leave students more 're'ared> 4ene3its o3 Sugar should e highlighted5 that the homewor# is 're9 corrected saving teachers, time> &raining should 'romote interaction> &eacher can email students hel' so that 3eed ac# doesn,t have to wait till next day> 4irmingham has een wor#ing with .avid Yarowin 3rom the Marvard School o3 Education 'rogram 0I.E 0orld to hel' will hel' 4irmingham tailor Sugar to su Aect> Q$5)<))) o3 the second wave money was dedicated to training with .avid Yarowin and other trainers to develo' 'rograms< alter existing curriculum< 'ut it in the com'uter9 com'uter at home tutor> N$5 Is there a "ay to standardi0e the training methods you ha!e disco!ered to im&lement in all elementary school in the ;S5 Ro ert elieves that that would e ideal> =sing their methods they have learned allows the teachers to teach more 3lexi ly and< most im'ortantly< add their own 'ersonalities and teaching style to the use o3 the technology> &his will ring them across 3rom the 're9 com'uter mentality to the second9nature o3 com'uters their students 3eel> N%5 %hat &rocess do you use to measure the success of Sugar soft"are5

) a g e , 21 &he metrics to come are eing trac#ed y =niversity o3 -la ama F=-4>com?> -nother grant allowed them to conduct a study o3 student and teacher ehavior e3ore the ;O im'lementation with set criteria> &he e33ect o3 Sugar on study 'atterns< 'arentJstudent interactions< and homewor# time should e witnessed later on in the study>

) a g e , 22

ppendix 0! K Interview with Barbara Vincent

Assistant ;ead o$ the Meadowbrook School o$ 3eston) MA) 'ovem#er .=) 0112 KIntroduction to SugarL &he school is currently integrating social networ#ing> N(5 6o" did the school start 8 P &he Meadow roo# School was involved with the 3irst generation ;O> One o3 the teachers instituted it> In 3act< several students designed a video> &here 'ro lem with ;o is that there is no 'ower> &here are so much 3ree so3tware out there right now that the school don,t 3or any more> &he ;O so3tware cannot 'rovide many 3unctions such as videos> N+5 %hat #inds of schools "ould Sugar fit inP 4ar ara envisions schools in third world countries< such as Israel and -3ghanistan> Sugar is a chea' and relatively easy way to start students> - good mar#eting 3or sugar is to ecome a 'lace with chea' access to the Internet> N35 .id you remember the cost of o"ning the 8 la&to&s5 &he la'to's cost Q+))> 4ar ara does not remem er the exact cost> 4ut it did ta#e hours o3 training> For exam'le< even though she is @uite technology oriented< 4ar ara could not o'en the ;O> It was a student who showed her how to o'en it> N/5 6o" do teacher react to ne" soft"are in general5 &here is a huge di33erence etween inde'endent school teachers and 'u lic school teachers> -t 4ar ara,s school< teachers go to summer school 'rogram and get 'ay Q())Jday Flimited to () days?> &here will e a 'rogram starting this summer that 'ays teacher a lot more than Q())Jday> Mowever< teachers have to a''ly with a 'ro'osal on how they loo# at +(st century s#ills as well as new ways to teach school curriculum> It is a one wee# long 'rogram> &eachers colla orate with others> &hey are also encouraged to ring in ex'erts 3rom outside> N55 6o" does ne" soft"are get introduced in your school5 6o" do soft"are com&anies a&&roach the school5 Everything at the school come 3rom ottom u' not to' down> &hey have tried the to' down a''roach and didn,t wor#> In terms o3 how so3tware gets im'lemented< 4ar ara gives an exam'le o3 a new 'rogram call DFraction 1ation>E She will 'ro a ly loo# at the 'rogram and evaluate the cost> She will introduce the so3tware to her class Fshe teachers 5th grade?> &hen she will go to 5th grade teachers and say to them< Doh my god< you are not going to elieve this>E Otherwise< she will send the so3tware ac# and do nothing with it> N65 %hy didn9t the to& do"n a&&roach "or#5 Es'ecially in inde'endent school< the to' down a''roach won,t wor# ecause teachers have control> In terms o3 change< i3 a teacher doesn,t want to change< she will not> For exam'le< there is a teacher who is terri le at ada'ting> It too# 4ar ara two years to get a new 'rogram to the teacher,s classroom> N!5 %hat do you thin# of a misconce&tion that young #ids are not good "ith technologyP

) a g e , 23 &hat is wrong> &here is 'rogram called DGelly FrogE that every letter has a signal> DSE is sna#e> 0hen they go to com'uter room< the teacher says< Dlet,s do your nameE> For a student name Sally< she will e DsE and she will #now to draw a sna#e> N$5 6o" is technology integrated in curriculum5 It,s a moving target> For G: (9+ students< they only use com'uters during com'uter classes> For G: 395 students< the technology is semi integrated> &here are /) a''le la'to's that can e used in class 'eriods to ta#e test and do word 'rocessing Fty'ing?> &he school itsel3 'rovides dual 'lat3orms F-''le and 0indows?> N%5 %hy dual &latform5 &he school elieves that they have no idea in the next 5 years which 'lat3orm will dominate 9-''le or 0indows> &here3ore< they 're'are #ids 3or oth> 0hen #ids do real data ase wor#< they use 0indows> 0hen they do arts< they use -''le> N()5 6o" is the social net"or#ing im&lementation5 &he reason that the school decided to start integrating social networ#ing so3tware is that they see a need 3or a more e33ective communication etween teachers and 'arents> Right now< they are 3iguring out the conse@uences o3 o'en communication etween 'arents< students and schools> &he school de3initely wants to use social networ#ing so3tware ut don,t #now how> 1ext Friday there will e a dialogue among teachers> &he school tries not to introduce so3tware ut instead< listen to 3aculties and their 3rustrations> Social networ#ing is rought u' ecause there have een a lot o3 concerns ex'ressed y 3aculty in communicating with 'arents> &he school wants to do it right and sa3ely> 4ar ara thin#s that this 'articular so3tware may e right< so she goes to the 3aculties> She as#s< Dwhat do you thin# o3 thisPE 4ecause the re@uest comes 3rom 3aculties< it is a lot easier 3or the so3tware to e im'lemented> N((5 6o" long does it ta#e for im&lementation5 I3 so3tware is as good as it claims< it can e im'lemented over night> She would start with a 'ilot 3or + wee#s> -t the school< it is usually the case that teachers will 'eo'le come to her and dro' articles on her des#> &eachers are anxious to 3ind a etter way to teach their students>

) a g e , 24

ppendix 0!! K Interview with Rob

ESL %oordinator in 3aterto&n) MA school district N(5 %hat "as your first im&ression on Sugar5

ter!is

My 3irst im'ression was that the 'rogram has considera le educational 'otential> N+5 %hat "ould it ta#e for Sugar on a Stick to successfully im&lemented in the %aterto"n school system5 Success3ul im'lementation in 0atertown Pu lic Schools would involve sustained 'ro3essional develo'ment and care3ully 'lanned im'lementation> N35 %hat "ould be the three biggest &otential obstacles for Sugar on a Stick to be im&lemented5 O stacles would e insu33icient training and 3ollow9u' su''ort< 'erce'tion o3 sta33 that the 'rogram is not valua le or worth the time and commitment to learn and im'lement> N/5 %hat #ind of training do you thin# teachers at your school need5 Sta33 who will use the 'rogram will need a series o3 wor#sho's< online su''ort and 3ollow9u' assistance in the classroom> N55 $ny additional comments and suggestions5 I am interested in learning more>

ppendix 0!!! 9 "hone Interview Col# Calls

$nne Sudbay5 Lo&ell nstructional Tech Teacher) 3aterto&n) MA) 'ovem#er .=) 0112 N(5 %hat "as your first im&ression on Sugar5

) a g e , 26

She li#ed the a''lications and the amount o3 resources sugar is a le to give> &he 0atertown school system has a lot o3 hardware< ut not so much so3tware> She li#e that Sugar is 3ree and is customi7a le 3or students> N+5 %hat "ould it ta#e for Sugar on a Stick to successfully im&lemented in the %aterto"n school system5 &he 0atertown 'eo'le need to 3irst get 3amiliar with the 'rogram< and most im'ortant 3ind ways to connect Sugar with the curriculum> N35 %hat "ould be the three biggest &otential obstacles for Sugar on a Stick to be im&lemented5 -ny im'lementation is hard> Sugar is so di33erent> Finding the right curriculum connection is crucial> Second< although Sugar doesn,t re@uire a lot o3 3inancial su''ort< it is im'ortant to ma#e sure all students have a stic#> Finally< the school needs to ma#e sure that Sugar has all the technical su''orts> -ll technical issues need to e addressed> N/5 $ny additional comments and suggestions5 1othing is done since the *owell *i rary meeting> -t this moment< Su'erintendent -nn :ou3man is 'utting together a team o3 teachers to do more research on Sugar>

Michael Mc.ermott5 :ice>;eadmaster) 3aterto&n) MA) 'ovem#er .=) 0112 N(5 %hat "as your first im&ression on Sugar5 Sugar is very interesting> It is certainly a tool 3or young students> Me is not sure how Sugar will wor# 3or secondary schools> N+5 %hat "ould it ta#e for Sugar on a Stick to successfully im&lemented in the %aterto"n school system5 Me is not sure the overall 'lan< ut he thin#s that Su'erintendent -nn :ou3man will 'ut the 'lan together> N35 %hat "ould be the three biggest &otential obstacles for Sugar on a Stick to be im&lemented5 &he iggest o stacle is 3inancing the 'rogram> 4ut 0atertown will e 3ine ecause Su'erintendent -nn :ou3man is very su''ortive> Me is not concerned a out teachers ecause he elieves i3 teachers get enough 'ro3essional training< they will e 3ine> N/5 %hat #ind of training do you thin# teachers at your school need5

) a g e , 27 Me values the ( J + J 3 hour training that demonstrates Sugar< similar to what 0alter did 3ew wee#s ago> Me is not sure how much training teachers will need ecause he is not a user> N55 $ny additional comments and suggestions5 1J-

ppendix !5 K ummar$ of the %owell "rinci&als Meetin!

chool

%aterto"n School Princi&als Meeting5 0alter 4ender,s .emonstration 3or School Princi'als in 0atertown< M3'm 8 5'm ()J+!J)% *owell School *i rary -nn :ou3man< 0alter 4ender< (! School Princi'als and teachers and technology educatorsH 0ei *in and "eorge *ee Fo servers 3rom 4a son 2ollege? -ttendee introduction5 &here were ($ 'eo'le attending the meeting 3rom the 0atertown School .istrict> &here were nine Princi'als in the meeting< one .irector o3 -thletics< one Music teacher< one Meadmaster< one .irector o3 4usiness Service< one Second *anguage teacher< and two technology educators> 0alter,s Pitch5 D2om'utation should e on every child,s low shel3>E Mis goal 3or Sugar *a s is to give everyone the o''ortunity to live a rich li3e> &his can e accom'lished through a 3ree so3tware 'lat3orm that 3acilitates ex'loring< colla orating and re3lecting> &he dream is to have high school #ids write 'rograms 3or elementary #ids> In a 3ew years< elementary #ids may e a le to write these 'rograms themselves> Sugar em'owers students to Dlearn to learn<E Da creative societyE F3or exam'le the music 'rogram?< Dguided discovery<E Dget #ids to de ug and 'ro lem solvingE and Dmodi3ying 'hysics>E Sugar is easy< chea'< and low ris#> It also allows students to colla orate Fsimilar to "oogle dots?> 0alter then demonstrates turtle art> It came 3rom *ogo> &he latest version o3 Sugar on a Stic# is called DStraw erryE> In a month< the 4lac# erry version will e introduced> 4y the s'ring o3 next year< another new version will come out> -ttendees, Ex'loring Sugar5

) a g e , 38 0alter then encouraged all meeting 'artici'ants to egin D'layingE with Sugar to ex'lore its 3eatures> Some o3 the activities that attendees tried were the Gournal< the Pu77le< &urtle -rt< S'ea#er< a math game< and a as#et all game> &hey were all interested and were very engaging> 0alter tal#ed with three teachers a out how Sugar can e used in a language class> &here is a team in Sugar that translates languages> 0alter suggested that the students 3rom di33erent language classes can e 'art o3 the team> Meanwhile< students can 'lay with the memory game Fteachers create them on their own?> &hey can also 'lay with turtle art> &hey could use turtle art to create a ma' o3 0atertown> One high school teacher thought that &urtle -rt was too com'licated> Es'ecially 3or high school students when they have een using Microso3t> 0alter res'onded y saying that it is not an Deither9orE 8 Sugar *a s and Microso3t can e used together> &hey are oth tools 3or students> In 3act< i3 students master Sugar activities< Microso3t will e easier to manage> &eachers, Feed ac#5 &hey thought Sugar is very ins'iring> &hese di33erent games gave them many ideas 3or classroom teaching> &hey es'ecially li#ed the story recording< MaMaMedia< Pu77le Ma#er< Scratch and Gournal> &he grou' discussed 'ossi le next ste's> First< they need to 3ind a small grou' o3 teachers to 'lay with it and 3urther ex'lore its 'ossi ilities> &hen Sugar can e run as a server 3or students to log into> Sugar can also e run inside 0indows ut it will not run as e33iciently> In addition< 0atertown can ma#e Sugar as the server on the com'uter Fas a side note< there are ++ -''le com'uters in the near y com'uter la ?> For Mac system< the newer com'uters will run Sugar Aust 3ine> 4ut the older versions F ased on the Power4oo# Motorola chi's? can,t> Mowever< Sugar can e run in a 2. Fwith a draw ac# o3 no Aournal entry 3or students?> &he so3tware u'date as'ect o3 Sugar is very easy> 0alter also demonstrated the 2alculator> Me showed how the calculator can e used to 'lot gra'hs> -nn :ou3man discussed with one language teacher< Ro Stergis< a out whether Sugar will e good 3or :96< :9 to (+< or grades $9(+> Sugar is essentially re'lacing the wide< large screen with small< 'ersonal com'uter screens> *ater during the meeting< a teacher a''roached me and told me that he was very im'ressed y Sugar> Mowever< he and the rest o3 the team needed more time to learn a out Sugar> -nn also suggested 3irst introduce Sugar to the Summer School F:9(+? 'rogram> &here will e /) teachers< many o3 whom also teach during the regular school year> &hey are the ones that are willing to try new things> "ood Follow9=' 2ontacts Michael 1o3ts#er< Meadmaster< 0atertown MS PM5 6(!9%+69!!6) E9Mail5 'no3ts#erZwatertown>#(+>ma>us .an 0ul3< &ech *eader 3rom 0atertown MS E9Mail5 .0ul3Zwatertown>#(+>ma>us

) a g e , 3.

) a g e , 3-

ppendix 5! 9 '(cel Interviews

Caroline Mee#s (> Sugar,s di33erentiation and classroom ex'erienceH +> 2a'a ility to wor# with disa ility and di33erent learning stylesH 3> Extending time s'ent on homewor# y studentsH /> -ssisting teachers on teaching standards and testsH /> Providing students +(st century s#ills> Robert Mc<enna (> E33icient Interactive ProcessH +> :ids come to class more 're'aredH 3> 2om'uter ecomes a learning tool rather than an electronic writing deviceH /> Pull out your ;O and #ids are 3ocused immediately> "reat way to #ee' #ids interested and so they do their assignment>

&rea#sheet Anal$sis of
2erald $rdito (> &he organi7ation o3 games and the idea o3 having more colla oration among studentsH +> Interested in what Sugar is trying to e accom'lishedH 3> Sugar on a Stic# is a solution9#ids can ta#e Sugar homeH /> Sugar on a stic# 3liesH 5> Education games5 turtle art< Etoy< scratch are very challengingH 6> Sugar serves as an assignment tool> It,s an a33ective and engaging way o3 teaching> Rob Stergis (> &he 'rogram has considera le educational 'otential Michael 9<eefe (> - charter school shares the same 'hiloso'hy5 e engaged< curious< ex'loringH +> Sugar is a great su''lement to classroomH 3> Sugar can im'rove science and math scores>

$nn <oufman (> Its a ility 3or student to networ# and 'lay educational gamesH +> Gournal and di33erent languages

Sugar $d!antage

7arbara *incent (> Integrated Social 1etwor#ingH +> "ood 'lat3orm 3or usingH 3> Involved with 3irst version with O*P2>

Caroline Mee#s (> Sugar lac#s o3 traditional contentH +> Sugar re@uires much longer training than other 'rogramsH 3> It is hard to get students use Sugar on a Stic# at home> Robert Mc<enna (> &eachers are a3raid that com'uters distract students and ta#e away class time> &eachersR iggest 'riority is to #ee' studentsR test grades u'>

Michael

9<eefe

2erald $rdito (> :ids seems to love la'to's more than the 'rogram itsel3H +>&eachers can,t use Sugar 3or video and audience 'odcasts 9 canRt im'ort video9in certain sense it is a ste' downH 3> Sugar is missing a collection o3 est 'ractices and lessons 'lans> Rob Stergis O stacles would e (> insu33icient training and 3ollow9u' su''ort< +> 'erce'tion o3 sta33 that the 'rogram is not valua le or worth the time and commitment to learn and im'lement

(> Sugar is com'licated> It will ta#e a long time to train teachers>

Sugar .isad!antag e

7arbara *incent (> &here is no 'ower in the ;O,s ecause it does not have video or advanced 3eatures> +> &here is so much 3ree so3tware out there right now>

) a g e , 3/

Caroline Mee#s (> - manual such as the one made y a woman in Peru is greatH +> One day o3 'ersonal training< (+9(/ wee#s o3 online training F() hours every + wee#s?H Ro ert Mc:enna (> First year< 4irmingham s'ent + hours o3 training on each teacher> &his year< teachers will get more training> +> :ids and 'arents are enthusiastic and as# teachers to do more> Michael O,:ee3e (> &eacher develo'ment is ased on colla oration with one anotherH +> Sta33 develo'ment is very structured> 3> &eachers get together twice a month 3or +93 hours> Sometimes it will e s'lit u' y academic disci'lines< grades< technology< etcH /> It will e good to run a wor#sho' internally a3ter school y Michael or the technology directorH 5> Summer training is on volunteer asis< ut school can com'ensate teachers 3or a one9wee# wor#sho'>

$nn <oufman (> &eachers have one year long &IP training that has (5 to +) mini courses> +> &eachers at 0atertown meet 3ace to 3ace and online and have een using online technologiesH 3> &eachers should teacher each other> 4ar ara 6incent (> -t my school< teachers are 'aid Q()) 'er day during the summerH +> &here is a 'rogram this summer< and will 'ay teachers a lot moreH 3> &eachers need to a''ly with a 'ro'osal> /> Schools loo# at +(st century s#ills and new ways to teachH 5> &rainings are usually one wee# long> 2erald $rdito (> Students learned to re9image la'to's> +> "erald decided to hire a consultant called &eaching Matters> &he com'any has een wor#ing with 39/ schools in 1ew Cor#> &hey have done more training with ;O than any other grou's in the =nited StatesH /> Me sits with teachers one9on9one or two9 on9one during their 're' 'eriods> &eachers 'resent 'ro lems and "erald 'rovides technology solutionsH />"erald also goes to classes and acts as an extra adult>

Ro Stergis (> Sta33 who will use Sugar will need a series o3 wor#sho's< online su''ort and 3ollow9 u' assistance in the classroom>

Teacher Training

) a g e , 31

7iggest Potential bstacle s

Caroline Mee#s (> One iggest lesson 3rom "ardner Pilot -cademy is that content on Sugar is too hard to align with teachersR curriculum> 4ecause there is no lin#age< teachers donRt use sugar e33ectively 7arbara *incent (> &eachers are ready 3or technology< ut thereRs a lot o3 3ree technology already in existence>

$nn <oufman (> &hings to 3igure out e3ore im'lementation are5 what activity should the Pilot 'rogram 3ocuses onP 0hat is a good 'ilot su Aect or gradeP

Robert Mc<enna (> Sugar needs to show teachers how to integrate Sugar into curriculumH +> &his is going to e a challenge> Sugar has to integrate ecause students have to meet test scores>

2erald $rdito (> Sugar re@uires a lot o3 enthusiasm 3rom teachers> &eachers donRt consider themselves great with technologyH +> For now there is no structure in the trainingH 3> :ids canRt ta#e la'to's homeH /> *ast year< the way technology is 'ushed in classrooms was that technology dominated the curriculum> It created a urden on teachers> Michael 9<eefe (> &he charter schools 3ollow stricter standards regarding M2-S scoresH +> &here is never enough timeH 3> Schools canRt im'lement anything once the school year startsH /> &eachers are good entry 'oints 3or Sugar> Mowever< they can e 'owerless in the school system>

%hat %ould It Ta#e to Im&lemen t Sugar5

Caroline Mee#s (> Sugar needs to e com3orta le 3or students and teachers to useH +> &here needs to e a su33icient mar#et share and rand recognitionH 3> Sugar needs to align with teachersR curriculumsH /> Sugar needs su''ort 3rom to' and ottom o3 a school systemH 5> Parents and 'rinci'les are good ways 3or Sugar to a''roach a school system Robert Mc<enna

$nn <oufman (> &hird grade is the est grade to do 'ilot onH +> Sugar needs to e constructive< 3un< su Aect related< ma#e math and 'rogramming 3un>

7arbara *incent

2erald $rdito (> &here are two things that 'eo'le need to e aware o35 'ro3essional develo'ment and e@ui'mentH +> It is di33icult to im'lement Sugar in a large district with thousands o3 students> 3> Nuestions to as# the school are5 do they have com'uters< do #ids have com'uter at home< do #ids #now how to oot u' the stic# at homeP /> Pro3essional develo'ment is a time issue> 5> Sugar needs to 3igure out 3unding> Michael 9<eefe

Rob Stergis (> Success3ul im'lementation in 0atertown Pu lic Schools would involve sustained 'ro3essional develo'ment and care3ully 'lanned im'lementation

) a g e , 32
(> Sugar needs to standardi7e the training methodsH +> &eachers need to e a le to add their own 'ersonalities and teaching styles to the use o3 Sugar> (> Sugar is only good 3or an underdevelo'ed area that does not have resources> ( 2harter schools listen to what teachers needH +> &eachers are good a''roaches to a school systemH 3> Plan in advanceH /> 4esides training< teachers can teach other teachersH 5> For our school< it is the 6th grade ecause the 5th graders Aust had the transition 3rom elementary schools where they all sit in one classroom>

$dditiona l Comment =a>

Caroline Mee#s -llston "ardner Pilot -cademy doesnRt go well ecause5 (> non9'ro3it a''roach is not goodH +> the school is resistant to changeH 3> there are a lot o3 'ro lems with Straw erryH /> teachers are not given administration su''ortH 5> teachers donRt have time to use Sugar> Michael 9<eefe (> Michael recommended 2iti7en schools> &hey are a3terschool 'rograms that allow students to ex'lore> &here are many teachers in a3terschool 'rograms who are willing to try new things and have enough udget 3or training>

$nn <oufman (> $)I o3 the teachers at 0atertown are willing to try new technology and are not resistant to integrate technology into their classroomsH +> -nn does not #now how much training is needed 3or Sugar> Robert Mc<enna (> It is im'ortant to measure 'rogresses>

2erald $rdito (> &eachers have millions o3 ideas on how to use Sugar> &hey have a log on line>

Rob Stergis (> Ro is interested in learning more

7arbara *incent (> &here is a huge di33erence etween inde'endent school teachers and 'u lic school teachers> Sugar will have a hard time selling to =S 'rivate schools>

$dditional

Caroline Mee#s

$nn <oufman

2erald $rdito

) a g e , 33
+> Sugar needs to 3ind a way to translate the success with -nn :ou3man to other su'erintendents> (> Im'lementation ste's5 a> intro to Su'erintendentH > intro to innovative teachersH c> 0alter and -nn cons'ireH d> small 'lanningH e> overview 3or 'rinci'les> F> in9de'th investigation y education technologistsH g> 'lanH h> egin messing around with the technology Fstudents and teachers? 7arbara *incent (> Philoso'hy5 so o3ten 'eo'le say #ids are not develo'mentally ready> &hat is wrong> I3 we 3ind way to educate students y using di33erent technology< we can s'eed u' curriculums> (> Sugar can de3initely e used in a3terschool 'rograms> "erald 'lanned it once> Six out o3 the (/) student came to the 'rogram> It was not success3ul ecause students have other a3ter9school activities> Sugar can e a good 'rogram to do during lunch> It,s in3ormal and 3un> Mowever< students will need to give u' their lunches>

Comment s =b> Michael 9<eefe (> 2harter schools res'ond 3aster to change than normal 'u lic schools and there3ore< are easier to targetH +> It is est to go a3ter teachers< es'ecially technology education teachers>

$dditional Comment s =c>

$nn <oufman Ideas 3or Sugar5 (> &IPH +> -3ter SchoolH 3> Summer 'rogramH /> &as# ForcesH 5> advance -rmenian classH 6> Foreign languagesH !> a class that -nn teaches at Marvard> $> Ro otic and engineering classH % &IP 3or music teachers

2erald $rdito (> Sugar should start y targeting teachers and going to con3erencesH +> &eachers, time are s'lit into three 'arts5 time with students< time with other teachers 'lanning< and time alone doing their own teaching 'eriodH 3>Potentially< teachers can e com'ensated y 'ro3essional develo'ment credit and salary>

Michael 9<eefe (> -merican education system needs to im'rove on math> -ny tools that allow students to 'ractice and engage in math will e great>