EAST Learning Progression at J.O. Kelly Middle School
EAST at J.O. Kelly Middle School provides students with opportunities to learn technology through authentic, student-driven projects that address real needs in the school and community. At the middle school level, many students struggle to initially identify a community problem they want to solve or a technology skill they want to pursue. To support students at this entry point, JOKMS EAST uses a structured learning progression that begins with skill exploration and intentionally transitions students toward service-based, real-world problem solving.
The learning progression begins by allowing students to identify a technology skill they are interested in learning. Many students choose 3D printing, a technology that is often misunderstood as simple but requires significant independent learning. Students develop proficiency in computer-aided design (CAD), exporting and slicing files using separate software, and operating and troubleshooting 3D printers. This phase emphasizes self-directed learning, perseverance, and critical thinking as students move beyond basic tutorials to true technology mastery.
Once foundational skills are established, students transition into collaborative, student-guided learning experiences focused on adaptive technology and the design process. Students research assistive technology and learn how adaptive tools support individuals by increasing access, independence, and participation. Through the Adaptive Technology Creative Process, students practice empathy, observation, ideation, prototyping, testing, and iteration. This phase shifts student thinking from technology as a novelty to technology as a purposeful tool for service.
The final stage of the learning progression challenges students to identify individuals or groups who could benefit from adaptive technology and to design solutions that meet authentic needs. Students collaborate with teachers, therapists, and community members to better understand user challenges, constraints, and feedback. Projects are iterative and user-centered, requiring students to revise designs based on real-world testing and stakeholder input.
One example of this process in action is the work of EAST student Yosseph Lakhal and his team. After reaching out to school staff to identify potential needs, the team learned of a student with significant fine motor challenges who struggled to use traditional writing and art tools. While the student relied on adaptive equipment for communication, existing tools did not meet his needs in the art classroom, limiting his ability to participate fully with peers.
Yosseph began visiting the student during art class to observe, ask questions, and build understanding. He immediately approached the student as a peer, learning how to communicate through yes/no responses and gaining insight into the student’s strengths and challenges. Working alongside the art teacher and therapists, Yosseph identified why existing adaptive tools were ineffective and defined a clear design problem.
Using classroom materials, Yosseph created a low-tech prototype using PVC pipe and a pencil gripper. He tested the prototype directly with the student, gathered feedback, and returned to EAST to refine the design. This rapid cycle of testing and iteration occurred repeatedly over the course of a week, demonstrating authentic application of the design process. The prototype became so effective that the student chose to keep and use it regularly in class.
Building on the success of the prototype, Yosseph began designing a refined 3D-printed version using Tinkercad. He is currently developing a customized grip using clay modeling and 3D scanning to ensure an individualized fit for the student’s hand. The EAST team is also planning future adaptive technology solutions to support the student’s ability to communicate more independently using an iPad.
The impact of this project is both measurable and meaningful. According to the art teacher, the adaptive tool significantly increased the student’s ability to participate in class alongside peers. For Yosseph, the project strengthened technical skills in CAD and 3D printing while developing empathy, collaboration, and problem-solving skills. The project demonstrates how EAST learning experiences empower students to apply technology in ways that create real change.
Through this learning progression, EAST students at J.O. Kelly Middle School move from uncertainty to purpose. They develop technical proficiency, critical thinking, and a service mindset while engaging in authentic, community-connected work. EAST at JOKMS fosters an environment where students learn by doing, design with empathy, and use technology to improve the world around them—fulfilling the EAST mission of empowering students as positive agents of change.