Tachlis! How do I use the iPads to engage students in writing activities?

You have a learning objective for a specific topic, unit, chapter etc. You always had one even before the iPads entered your classroom or even your mind. Your learning objective has not changed. What is changing is the way your students will learn and how you engage them to get the results and objectives that you want.

These iPad project ideas will focus on writing and publishing projects. Please note that you do not need to limit these project ideas to General studies. Most of these apps and project ideas can be implemented in a Hebrew or Judaic studies classroom. Let’s explore.

In general, your learning objectives may require your students to demonstrate writing and communication skills by researching material, collaborating and communicating with their peers, and documenting their sources. In traditional classrooms this may be done with a standard research project and research paper or book report assignment. Maybe even a Powerpoint presentation as an individual or group. In a 21st century classroom, objectives may include incorporating imagery and sound with written elements, citing online resources or interactive web sites, and possibly audio and video details.

Here are some examples to get you started on using iPad apps to engage and stimulate your students' learning.

Blogs
Apps examples - Blogger, Blogsy, TypePad
Develop your students writing and communication skills through posts and commenting on a topic of your choice. Insist that your students comment on at least one of their peer’s comments. You would be able to provide students a creative outlet through journaling and give those quiet students a voice they never had before. You can take blogs one step further and have them write posts as if they are characters in a novel your class is reading or historical figure. Blogs can also be used collaborate with classrooms from all over the world to discuss similar interests and international topics.

Movies
Apps examples - iMovie, Animoto
Have your students create 1-2 minute video trailers to advertise a book that they read. Like with movie trailers, these videos need to draw the audience into the plot, and introduce characters and setting, but not give away the ending. They can also get into character here as well and create a newscast or interview on a famous person or historical event. You can create a moving video but a photo video from many different resources can also culminate in a powerful project. This may be a way in which students with artistic talents can shine if they are able to create their own digital images.

PostersApp examples - ScrapPad, Glogster, Skitch
Students can create a movie-style poster to advertise their book. Poster elements would include the title, author, a representative image, a “hook” to get others to want to read the book, a student review or quotation of a review which could in character or from a peer. The class can each create a poster of a US state or different country and create a whole “book” with everyones “page.” Other ideas can include a parsha scrapbook, or pages for each part of the Seder to culminate into a class Haggadah. Web tools like FlipSnack can be used to create the book.

Online Presentations

App examples - Keynote, SlideRocket, SlideShark, Prezi

Presentations are an oldie but goodie way to show a final product of research and collaboration.

The presentations are in the cloud so it works well in groups. No more excuses about not be able to get together with your partner because they can do it all online!

Publishing

App examples - Strip Designer, Scribble Press, BookCreator

Instead of the standard book reports, have your students create cartoons. The dialogue should be creative and relevant and could take a story to a whole new level. You can also empower your students to be published authors. Have then write the next chapter in a book, their own creative writing story, a biography or autobiography about a relative. They can create informative and interactive iBooks for their classmates, teachers, and family members.

As you can see, you can use simple apps to engage your students in a lesson and in a project. You can use the iPad as a tools to promote collaboration, interactivity, publishing and digital citizens without separating the class from the learning objectives. As they say, “when in Rome.” I think that we are already there, might as well enjoy the sites and be in the pictures!

Managing your iPad Classroom

So your school came into a large donation or grant and handed a 12 year old a $400 toy with the hope that this academic year will be one of great achievement, enhanced learning and collaboration with their peers. Uh oh. What did we do? Middle school students lose things all the time, they are not the most careful of age groups and they LOVE access to the Internet! It wasn’t that easy before. How am I supposed to manage them in the classroom now?

One of the scariest things about new technology is putting it in the hands of students. My fellow educators and I have shared some tips and tricks over the last year to help each other integrate iPads into the classroom and basic strategies help manage student behavior when using online tools. Here are some that may help you in your journey using iPads in your classroom:

1- Set expectations - Classroom management challenges can easily be overcome by setting clear and simple guidelines and expectations for iPad use. Remind your students of the school’s iPad and Internet use policies that both the students and their parents agreed to at the beginning of the year. Remind them that they are using a school-issued iPad for academic purposes only and it should not be used to play games or shop online. Remember that the best lever available to you is simply taking the iPad away from them. Tell your students how you would like them to behave during iPad time and that there will be “iPad time” and “no iPad time” during class. Perhaps you want them to have your full attention for 15 minutes at the beginning of every class before they even take out their iPads. Communicate your expectations about iPad use at the beginning of every task.

2- Set a routine - If you ask your students to get their iPads at the beginning of class and leave them face down on their desks, it will direct the students’ attention away from the iPads and on you during instructional time. In addition, when it is time to use the iPads, they should be placed in a slightly elevated position or flat so that you can see what the students are doing on the iPad at all times. Do not let students use the iPad in their lap where the desk/table can block your view. You can also set up a reward system based on how long the students take to set up their iPads.

3- Differentiate - Our students differ in their style of learning and their ability to perform a task. They range from visual learners to audio or verbal while others are readers and writers. When you ask your students to perform research on a topic and create a presentation, you may want to give them options so that you can avoid distraction and disengagement from the task at hand. For example, you can offer an essay option using the Pages app but a presentation option using ShowMe or Educreations as well as a more visual scrapbook type assignment using ScrapPad. The end result will be the same and by using the iPad you will have differentiated the learning and engaged the maximum number of students.

4- Get up and move! - Currently, teachers are very limited in being able to “see” their students’ iPad screens from their desktop computer or from their own iPad. The technology is still not available. So the only way to be able to see your students’ screen is to really just take a look. Circulating around the classroom is your best bet in order to give your students the signal that you are fully aware of what they are doing on the iPads. Arrange your classroom so that you're able to see all iPad screens easily. If your students are facing the front of the class, stand behind them. If they are in a circle, just do a walk through. You want to send them a message but also make sure that they are on task and keeping up. Some apps like Nearpod can create an environment where your students login to the app, only work in that environment and you are alerted when the student “left the room”

5- Test your apps and sites ahead of time - Make sure your school isn't filtering a resource you need (and try to do it enough in advance that your tech team can unblock something you need). Make sure the student iPads have required apps installed and updated so that the features you need work properly. Technology does let us down sometimes. The most important thing is: don’t panic in front of students and relax, show them that you control the technology, not the other way around.

6- Steps for technical issues - Define procedures for when technical issues arise in the classroom. Should students ask peers or you for help? Should they be sent to tech support? You could assign a couple of iPad student “experts” in your class to be your go to team so that you can continue with your instruction.
I came across the iTunes U course Classroom Management with iPads by the Palm Springs Unified School District that also gave me some more ideas and suggestions on class setup and behavior management apps like ClassDojo and PickMe.
In order to maintain order in your classroom when every one of your students has access to the outside world at their fingertips, you should always remember that you are the adult in control. In the beginning, constant reminders and communication needs to be given to your students about the consequences to poor classroom behavior as it relates to the iPad. Whether it’s the iPad taken away, loss of privileges, communication to parents or detention, the results must be enforced and made clear to your students. Over time, very few students will want to have their iPad taken away from them. Some may even prefer detention over that! You and your band of educators will have to stick together and enforce the rules so that it maintains consistency throughout the students day.
Although technology is often one of the best tools we have for instruction, it isn't the only one and does not necessarily need to be used for every lesson. Once classroom expectations and consequences are set and followed, managing iPads in your classroom will become second nature.

Got iPads? Where to start?

So you finally convinced someone at your school that a sure fire way to move forward and take your school into the 21st century is to get iPads (or any mobile device for that matter) into your classrooms. Now what? With over 300,000 iPad apps alone, where do you start?

Well, we started with the basics...the very basics. What are basic skills that we expect our middle school students to have? We may have many answers but I narrowed them down to three areas that reflect crucial student organizational skills. First, we expect them to take notes in our class; second, they should to do their homework in a timely fashion; and, third, we expect them to study for tests or complete final projects so that we can assess their mastery of the subject matter. Pretty basic, right?

This is the process that we want our students to follow so that teaching can be focused on student learning and achievement and maybe even some fun. If we are able to keep our students organized with their materials, then their mind can be clear and open to critical thinking and open discussion. The use of mobile devices in the classroom has been a hot topic in the last 10 years for many reasons which include alternative methods to differentiated instruction, enhanced creativity in the classroom and easy access to information on the Internet. But at some point you have to hold back our obsession with apps and start at the beginning.

So we started with the basics. The first step was to give each of our students a Gmail account through our school domain. From there, our students have access to all Google Educational Apps that can help them learn and collaborate which include Google Drive, Sites, Youtube, and my all time favorite, the Google calendar! We introduced the Google calendar to the students as a way to record homework assignments, project due dates and test dates. The iPad calendar app as well as the mail app were linked to their school Gmail account. I will admit that the iHomework student planner app is far superior to the the calendar app for recording school and student tasks but because of our initial pilot program, where our students left their iPads in school for several months, the Google calendar was the easiest choice for it’s portability, and no extra login requirements.

The next app introduced was Notability, a note taking tool. It  lets you take notes via typing, handwriting, or audio and all three methods can be integrated into one note. You can easily switch between the different types of note taking methods. You can insert many forms of media into your notes in addition to being able to annotate PDF files. This part was a key factor in transforming the classroom to becoming more paperless because students are able to annotate the worksheets sent to them electronically by their teacher. One of the main features in my opinion of this app is its seamless process for synchronizing with a multitude of cloud storage solutions. Once again, because we started off with a pilot period where our students had to leave their iPads in school and be able to access their notes at home, we needed to find just the right storage solution. Ultimately, Dropbox proved to be an amazing storage and backup solution for our students and teachers. They are able to create folders, into subject categories and even subfolders for further organization. The most amazing feature is that Notabily notes can be automatically synced to dropbox and all Notability folders can be backed up there so that it is seamless and instantaneous to the user. That means, no more “ I lost my notes.” In addition, files can be easily shared between students and teachers for collaboration purposes. A bonus to all of this the web tool DROPitTOme which offers a secure way for teachers to receive files from students so that answers cannot be seen. What a fantastic way to have students hand in assignments and even tests!

Just using these three simple apps has totally transformed the organizational process of our middle school students. Students write better notes, lose fewer documents and collaborate on more documentation with fellow students and teachers. This, in turn, results in better study skills for the students. Obviously, we have expanded beyond these three apps in our classroom but with the overwhelming number of apps, tools, and ways to integrate iPads into the classroom, these three were a great way to start our program and get our students used to this new learning environment.

An iPad 1:1 pilot program “takes off”

The 1:1 iPad pilot program...oooohhh..sounds very serious. It sounds like a bunch of people sitting in a think tank type of room and testing out iPads in every which way. Testing every app, how every app runs, what it does, how it works with other apps. Maybe the testers have to fill out a checklist for each app, each iPad etc. It sounds like a full on testing and quality assurance program. Well, normally, there is a lot of testing that goes with hardware and software before it reaches the consumers but sometimes the only “real” testing that can happen when the product goes out into the real world. And then there was the pilot program! This program began to make a public statement to all administrators, teachers, students and parents that even though we have prepared and trained for iPad use in the classroom as much as we possibly can, when the students actually start using in the classroom we will find many problems - guaranteed! Things will “break”! They either just won’t work, we may have way too much access to certain Internet sites or be blocked out of basic educational sites too. Some students will take a while to master the iPad while some will be pros from the get-go. Some teachers will embrace the iPads while some will hate them. The pilot program is a battlefield! Everything that could possibly happen will, we expect it and we are prepared to validate them and try to resolve them. We need to emphasize this over and over to our students, teachers and parents so that everything is out on the table. It’s going to be a team effort and everyone needs to get involved to help us find the problems so that we can fix them and improve the program.


So what kinds of problems are we talking about?

First, we are talking about the easy access to internet sites. At this point, our firewall and proxy servers are as good as we can make it but it’s not perfect. Students and teachers have to communicate sites that they need and sites that students should not be allowed to go on, for example, certain gaming sites. By nature, initial use of iPads in the classroom is a distraction until we are able to create a sense of responsibility and the idea that the iPad is a tool for the classroom and not for personal or social use.

Another problem that can come up during an iPad pilot program is the initial ability to access all of the information and data that the students have input into their school-issued iPads and being able to access it at home. During our iPad pilot program, we did not allow students to take home their iPads until about 3 months into the program. This meant that we needed to train students on solutions to saving their data in the cloud, for example, with Dropbox and Gmail calendars.

Another issue that came up and is a continual challenge is the classroom management changes that needed to take place. Teachers had to have a heightened awareness on what their students were doing on their iPads. They needed to “police” the appropriate use of the devices and the random useless doodling that went on. Techniques such as circulating about the room, putting away the ipads until necessary for the lesson and taking away the iPads from a student who was off task were initial solutions to the problem. Although, this has been a major challenge for our teachers, we are confident that with more experience we can overcome the issues by enforcing the consequences involved in iPad misuse across all teachers and classrooms, finding iPad management software to help manage the iPads in the classroom and creating a better sense of responsibility among our students.

Now that we have established that the ipad 1:1 pilot program is pretty much a free for all where anything can happen. Let’s not harp on the bad stuff, at least not the entire time!How about using the pilot program to experiment with new learning techniques and new ways to assess the students. How about sharing how some students who have had poor organizational skills throughout their elementary career are now forced to be more organized and are feeling pretty good about themselves. What about the times where the IT student in training is excited about showing me something cool in the ipad settings or that he/she found a bug!

The iPad pilot program is an exciting and necessary start to implementing an ipad program in your school so that all strengths and weaknesses can be brought out and dealt with in a systematic fashion before implementing a full on 1:1 mobile device program. Be expected to be frustrated, overwhelmed, and frantic when you start. It’s a bumpy ride but the landing is well worth the trip!!!

Preparing teachers for their iPad Classroom - Part 2

After a long, intensive week of school orientation (described in my Part 1), our teachers were armed with a new tool and ready to face their digital students head on. It took several weeks for the students to get serious about the iPads and move passed the “new toy” excitement of it all. Once they got going and the beginning of school adjustment period was over, things began to happen. Kids were excited about having a digital notebook, calendar, organization and research tool at their fingertips. The teachers were trying out new apps in the classroom to see what the students responded to best. There was excitement in the air! It was fabulous.

The excitement wore off!

After a couple of months, teachers were in a time crunch trying to get through essential material, to assign projects, and to give tests. We fell back into our traditional teaching/learning routines. “I have a curriculum to follow, I don’t have time for the iPad!” The students were also being lax in their compliance with the rules and their eagerness to use the iPad as a learning tool was waning. There wasn’t enough motivation to use it. It became a distraction.

WHAT!!!

What do you mean? This is the best innovation in education that has been invented thus far. This tool has revolutionized classrooms across the world and has taken learning to another level for so many students. The tablet is going to be a staple in a majority of classrooms over the next 10 years! What is going on here?

We had to go directly to the front line! To our soldiers! Our teachers! We met with them and heard all of their frustrations, complaints, and even some positive comments! Access to games and videos was a distraction to students as was their tendency to doodle instead of taking notes. After the long meeting I realized that the distractions and Internet access were all valid points and measures can be taken to minimize them: classroom rules of when and where it is time to use the iPad, further Internet blocking on popular games, and strict enforcement on consequences to students who use their iPads inappropriately. In addition to the logistics of iPad management in the classroom,  the most important issue was the need for more training. Yes, the school orientation was a good start. It took us through the first few months of our iPad pilot program. We wanted the teachers to spend some time with their students getting acclimated to their new learning environment. But now our teachers needed more. They needed to know how to assess their students, differentiate instruction and motivate their students using this tool in a creative fashion. The apps were fun and cool but now we need it for core teaching requirements. “We need training!!”

After all of the feedback from our teachers, students, and administrators, we created Professional Learning Groups (PLG). PLGs are groups of people working interdependently toward the same goal. That’s us! We got the teachers together during one of our professional development evenings and told them that we would divide them into groups. We mixed and matched all of the teachers from the different departments in both General and Judaic studies so that everyone could gain a new perspective on iPad use in the classroom. We asked them to share what they have done with iPads, what they want to do but haven’t figured out yet and what strengths and weaknesses they have encountered with the iPads and if they were able to resolved their issues. In addition, we asked them to research tools that may help them reach their objectives. It could be an online tool or an iPad app. They came up with things like recording Hebrew/Judaic readings, creating videos for history projects, and using whiteboard simulation apps like Educreations to help create some flipped classroom lessons in math.

My job was to help our teachers actualize their goal and work towards improved student achievement. Do you want to know if your students understood your lesson yesterday? Give them a quick entry quiz today using the Socrative app. Do you want to liven up a dry subject matter? Together, we helped each other propose a team/group goal and create a timetable for this endeavor. Everyone had the same goal, for example, learn Socrative and use it in class within then next 4 weeks. They had to show each other data and also sit in on each others lessons using the app or directive that they agreed upon. In addition, if there were any technical issues or questions, I would be available to guide them.

Using Professional Learning Groups gave our educators more ownership of the iPad program and allowed them to become more invested and eager to see it succeed. We needed to have our front-line educators on board and comfortable with this tool and learning from each other was a great way to get everyone building up their skills as a team.

Constant professional development and training is still necessary. Lecture style (in person or online webinar) PD is still useful and will never fully disappear from our professional development plan but there is something to be said from learning from a peer who speaks your language and understands where you are coming from and where you are going.

Preparing teachers for their iPad Classroom - Part 1

Our school wanted to start a 1:1 iPad program in our Middle School for several reasons. The obvious reasons were similar to the ones you all know about. We wanted to take our school to the next level; we wanted to enhance and improve learning outcomes by introducing a tool to our digital native students; and we wanted to keep up with 21st century learning. Yes, all of those things were catalysts to launching our program but of course, we are a private Jewish Day School and we just wanted to be able to compete with neighboring private day schools for the privilege to have more Jewish students attend our school. We wanted to be better than the guys down the street. We wanted to have the advantages of a leading A grade public school with the benefits of a Jewish Orthodox education and environment.

It was an exciting venture for our administrators and even more exciting for our students. Not as exciting for our parent body (but we will get to them in another blog!) and even less exciting and most definitely scary for our middle school educators. We gave them each their very own iPad on the last day of school so that they would have an entire summer to become one with the iPad. We told them to use the iPad, tinker with it, download apps (here is a $20 gift card, go wild!) and look for interesting ways to use the iPad in your classrooms in the fall. You will have 2 months to accomplish this goal and when you come back to school for teacher orientation, tell us everything you learned, write up some lessons plans and let us know what apps you need.

Half of our educators were giddy with joy! “A new toy for me? I always wanted one. So cool.”  The other half said it was an outrage! “How can you possibly put the internet in the hands of our students, this is not ethically appropriate in a Jewish School! We are just giving our students a toy, they won’t listen to us. Why? Why? Why? I’m not doing it.” Don’t worry everyone, you will have 2 months to learn everything you want to know about the iPad and what to do with it as a teacher. Now run along, and have a great summer!

Ooops!

Although giving our teachers their new iPads with some time to just “play” was a good idea so that they could just be comfortable in the iPad environment (many have never used Apple products before) we did not give them much direction. Those who were thrilled with the idea of finally getting technology in the classroom did not necessarily have enough of guidance they deserved and those who were hesitant with the idea had too much time without direction and education on how to use the iPad productively. They came back to school in August, confused, annoyed, nervous and doubtful.

As we began the week of intense iPad training overload, things went from bad to worse. You all know what it feels like to be back at school in the fall. It takes a little while to get your head back in the game. You have been out of teaching (at least at the day school) all summer. You’re relaxed (hopefully) and rejuvenated. Yes, you are ready and excited for a new year with new students and a revived outlook, but not right away. You need a week to get back into the environment and talk shop with your fellow educators before the students arrive. Well, guess what Middle School teachers? You are going to see my face and hear my voice for 2-3 hours a day Monday - Friday until you are sick of me and I can no longer talk because I have lost my voice! I will give you ideas and training on every facet of iPad tools and capabilities. I will show you how your students will use it, I will show you apps to use for certain activities and assignments, I will show you tips and tricks until you are all blue in the face! OK, so maybe that was extreme!

With all of that - I would like to share with you my lessons learned.

Lesson #1 - Give your teachers their iPad while the school year is in session. Let them have time to actually use their own iPad in the classroom or for certain assignments in a leisurely time frame. Let them “play” with their iPad while their mind is still in school and with their students. Let them have time to go on with their planned lesson plans but in the back of their mind think of how it might be better when the students have their own iPad and when they have this certain app. Let them start making next year’s lesson plans with the iPad in mind.  

Lesson # 2 - Give your teachers resources on how iPads are used in other classrooms similar to their own. Send them to other schools that have a 1:1 iPad program to observe. Send them webinars or conferences and other professional development programs that educate teachers on how to use the ipad for enhances education and improved student achievement. Finally, offer them guidance by answering common questions and concerns so that you can help ease them into this new teaching environment.

Lesson #3 - Remind your teachers that the iPad is not here to change who they are as an educator. Their teaching philosophies, passion and knowledge on their subject matter will never change. They are the leaders in the classroom and in the school. They were hired on their success and positive impression as educators in the classroom and not how techie they are. We are just trying to move along with the pace of our students.

Let me clarify, our amazing, intelligent, capable middle school teachers have outdone themselves regardless of the rough and bumpy start that we gave them. They have risen to the occasion as they say. Wow! From the day school started and our 3 month pilot period began our educators and our students accomplished amazing educational feats. Although there is still a bumpier road ahead, we have seen that our teachers know how to lead the administration, students and parents on this technological journey.

Sure, we would have been OK without the iPad 1:1 program, maybe for a couple more years. But education is not static, it is constantly changing and our schools need to change along with it.  Our students are also changing and they are living and transforming themselves with the use of technology. We can’t hide from it, we can’t fight it, so let’s learn to live with it. In this forum, we can all learn from our mistakes and our triumphs and this is what we should teach our students.

3-2-1 Takeoff!!! The 1:1 iPad Pilot Program Begins!

Previously posted on hanna shekhter's edTech Blog on SATURDAY, SEPTEMBER 22, 2012

This past summer, our team of Head of School, principals, IT members and teachers spent countless of hours researching, testing, playing, and learning about iPads in schools and how our school, Brauser Maimonides Academy could jump on the mobile device in education bandwagon. The first hurdle was winning the Administration over. There number one concern was cost and overall benefit. Where are we going to get the money to pay for tablets for all of our Middle School students? Can we ask parents to buy one for their child? What are the students going to be doing with the iPads in class? Lot’s of worrisome questions and concerns came over them. After a generous contribution to support an iPad program at our school and research supporting the benefits of ipads in the classroom, the next hurdle was the teachers. OK teachers, here is an iPad, use it in the classroom to help motivate, collaborate, and integrate technology into your curriculum. Huh? Sitting in the room with 20 Middle School teachers after just giving them an iPad to take home for the summer was a glimpse into how all adults view technology today. Some had never used one before and took some time to figure it out. Others thought it was so awesome and started to download their favorite free iPad apps almost immediately. A couple sat in the corner with a look at disgust thinking “ I am a good teacher, I don’t need or want this thing in my classroom.” An of course, those few educators looked at me with a gleam in their eyes saying “It’s about time!”. Thankfully, after months of “alone time” with their iPads, a full week of iPad in the classroom training at teacher orientation and finally, 2 weeks of iPad classroom experience. Our school can proudly say that our Middle School teachers are 21st century educators! Wow! The excitement and creativity that our educators embraced has transformed their teaching and our students learning. Needless to say that our students have welcomed the iPads into their school day just like the first time a young child is given a crayon and paper to draw a picture! It was so natural for these digital kids to embrace the iPad as an extension of their mind! After initial training sessions on what to “really” do with the iPad in class, for example, note taking and recording homework assignments, and two weeks of school, I don’t think these students can ever go back to the way things were again! The students seem to have a happier aura about them in the classroom. There have been many incidents after only two weeks of teachers sharing stories with me of their success in the classroom and with an individual student who has begun to excel, finally, with the use of the iPad. If this is just the first 2 weeks, I can’t wait for the rest of the year! 

After administrators, teachers, students, the final group, the biggest challenge was our parent body. “Are you giving my child total and unlimited access to the internet?” “This is going to be a complete distraction, the kids are going to play games all day long!” “I just don’t see how this toy will help my child in school” After two weeks of school with just a couple of lengthy parent emails communicating their concern about texting and emailing and just one or two positive comments. It was Back to School night. My hands shivered, my knees shook, my forehead was drenched! We had prepared a short presentation addressing only a few key features to our iPad pilot program. What do we want to accomplish during this time. How we want to accomplish it and how this will help our student. We mentioned the few areas of concern that parents were thinking, texting, internet firewalls, and classroom supervision. And then there was silence. The parents did a walk through to their middle schoolers classrooms with their child’s ipad in tow. From class to class, teacher to teacher they were shown by example, how it is to be a kid with an iPad at BMA. Let’s just say that the overall impression from the parents was more positive and thankful then we could have anticipated. 

It has been an amazing feeling of achievement for our school in this short period of time and this feeling will inspire us to move forward with our pilot program until we are no longer piloting but soaring!!