FMRSD Technology Plan 2012-2015

7/31/2019 FMRSD Technology Plan 2012-2015

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Serving the towns of:

Acworth, Alstead, Charlestown, Langdon, Walpole

2012-2015


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TABLE OF CONTENTS

Introduction

Preface 3Technology Committee Members 4

Fall Mountain Regional School District Demographics and Facts 4Fall Mountain Regional School District Mission 5Fall Mountain Regional School District Purpose 5Fall Mountain School to Career Vision 5

Goals

Information Technology Vision 6Systemic Transformation with Technology 6Technology Goals 7

Action Plan: Access to Technology Resources 8

Action Plan: Professional DevelopmentTechnology-Related Professional Development Activities 10Action Steps Strategy for Professional Development 11Action Step Timelines for Professional Development 12Technology Skills List for Teachers: Operating and Understanding 13Technology: Legal Issues and Ethical Issues and Practices 14Technology: Teaching and Learning 14Data Collection and Evaluation for Professional Development 14Fall Mountain Professional Development Framework 16

Action Plan: ICT Literacy

Technology Integration 18

Portfolio Recommendations to Teachers 18-20Portfolio Guidelines for Students 20ICT Benchmarks 38Information Technology and the Library Media Center K-8 51Information Literacy and Technology in the High School Library Media Center 53

Data Collection

District Assessments 54Technology Evaluation 54

Action Plan: Community Collaboration

Community Collaboration 55

BudgetBudgeting 55

Needs Assessment: Connectivity and InfrastructureVirtualization 9Servers 9Access Points 56Disaster Recovery 57School Computer Labs 9Servicing and Maintenance 9


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Policies and ProceduresPolicies and Procedures 58Fall Mountain Schools and the Internet 58Student Access to the Internet Guidelines 59Internet Permission Form for K-8 60Internet Permission Form for High School 61

Procedures Access to the Internet 62Computer Use Regulations 63Email Use Policy 66ICT and Technology Integration 68Webpage Publishing Authorization and Compliance Agreement 70

AppendicesAppendix A: ICT Standards 72Appendix B: NETS for Students 73Appendix C: NETS for Teachers 74Appendix D: NETS for Administrators 76

Appendix E: Curriculum References to Computers and Technology 78

Introduction

Preface

In September 2012, the Information Technology Planning Committee on plan revision undertook thechallenge of revising the districts technology plan. Committee members focused on ICT standards,professional development, media and library skills and information literacy, using technology, disasterrecovery and preparing the network and infrastructure to meet all standards of a 21st century equippededucational environment.

Professional Development is key in this plan in order to continue to advance skill levels and movingthe district forward with a 21st century focus. The goal for technology training for teachers for the next3 years is to not only to learn important skills but to also demonstrate technology embedded teachingand learning in the classroom. The Technology Planning Committee, along with input from the StaffDevelopment Committee, has developed a new approach for delivering technology professionaldevelopment. Beginning with summer 2012, technology training will consist of "tour packages" orthree separate, leveled sessions on a particular topic or focus. Stipends will only be awarded afterattending the three separate sessions with a resulting technology endeavor or "project. TheTechnology Committee recognizes that staff development opportunities for all staff is essential inhelping students secure the skills and knowledge needed to demonstrate ICT competency.

Strategies to continue building upon our infrastructure to support a 1:1 and a BYOD model continuesthroughout all Attendance Areas, Schools and Buildings of the Fall Mountain Regional SchoolDistrict. Upon reviewing all key elements, the Technology Committee sets forth the revised DistrictPlan for 2012-2015.


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The Information Technology Planning Committee Members Include:

Debra Livingston ..........Superintendent of SchoolsLori Landry .......Assistant Superintendent of Schools/ Curriculum DirectorJohn Streeter ...Parent and School Board RepresentativeLynne Phillips ...... Director, Information Technology Services

Tom Ronning ....Principal, Fall Mountain High SchoolHeidi Gove .......Vice-Principal, Fall Mountain High SchoolDonna Bashaw-Benvie .... Charlestown Attendance Area, TeacherKaren Brown .Charlestown, Vilas, and Walpole Technology TeacherCarla Boyington ... K-8 Library Media GeneralistMichelle Swift ....... High School LibrarianMegan Naso ..North Walpole TeacherBrendan McKinley ......Walpole Attendance Area, Computer TechnicianDan Chapman .......Charlestown Attendance Area, Computer TechnicianBret Fessenden ....Fall Mountain Regional High School, Computer TechnicianSelena Garrison Fall Mountain Regional School District, Technology Integration Specialist

Kathy Olsen ..Charlestown Primary School, 3rd Grade TeacherNick Sintros .......Alstead Attendance Area, Computer Technician

We especially want to thank Debra Livingston, Superintendent of Schools and the Fall MountainSchool Board for their overall support and understanding of the principles, processes, andorganizational issues that occur as technology is implemented.

Fall Mountain Regional School District Demographics and Facts

Founded in 1966District size: 240 Square Miles

Bus Miles Per Year: 385, 410

1640 Students550- High School

442- Middle School648- Elementary School

12 Schools including the Early Learning Center180 School days per year/ Average daily attendance 94.5%

Class of 2012: 148 Graduates


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Fall Mountain Regional School DistrictMission

New Mission Statement for FMRSD

One of the most important communication and vision tools of a school district is its mission.Developing a clear and concise mission statement serves three main purposes for a school district and

its communities. It guides and inspires; it advertises strengths and virtues; and it distinguishes ourdistrict from other districts. Below is the revised mission that has been in development over the past 6months. The FMRSD Mission Committee recently finalized the mission statement through a revisionof the mission statement for the past four years.

The mission of the Fall Mountain Regional School District is to maximize our childrens academic,technological, artistic, athletic, and social skills to be productive 21st century citizens.

Fall Mountain School to Career Vision

Fall Mountain School to Career provides an opportunity for all students to pursue an education thatcombines technology and liberal arts.

The vision of Fall Mountain School to Career includes the following:

To challenge every student to realize full potential To prepare every student to meet challenges in a rapidly changing technology-based society To encourage every student to make choices that allow the individual to enter the work force

or to pursue a post-secondary education, thus enabling every graduate of Fall MountainRegional High School to become a productive citizen

To enable every student to combine theoretical and practical knowledge To show every student the relationship between school studies and future career opportunities To encourage every student to become a lifelong learner


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Goals

Information Technology Vision

The Fall Mountain Regional School District is dedicated to the belief that computers and relatedtechnologies are powerful educational tools. We believe that putting such tools in the hands of studentsand staff members will ultimately enhance learning and productivity. We acknowledge that tools areonly effective when used by people who have been trained to use them.

For these reasons we are committed to using computers and other available technologies andtechnological tools pervasively throughout the curriculum. We believe this will improve all aspects ofeducation, including K-12 curriculum, classroom instruction, distance learning, communication,assessment, information and data gathering/analysis, and school management. Technology pervades allof the disciplines and must be an integral part of the total picture. This commitment involvesincreasing both technological competence and confidence, and is consistent with the goals andComprehensive Educational Outcomes put forth by Fall Mountain Regional School District and theNew Hampshire State Department of Education.

All students and staff members feel should feel comfortable using information technology as anintegral, creative and dynamic part of everyday learning and teaching. Our efforts should ensure thattechnology is used to improve assessment, teaching, learning, and communication within the schooldistrict and community. We will prepare students to be self-directed learners in the information societyof the 21st Century and will enable all students to both access and use information effectively in theirpersonal lives, their educational pursuits and their careers.

Systemic Transformation with Technology

The Fall Mountain Regional School District has developed a comprehensive quality educationalsystem that is driven by its vision, beliefs, mission, educational outcomes, and goals, which areevaluated annually. Technology planning and development are an integral part of these District goals.

By becoming technologically literate our staff and students will become successful and productiveworkers in our system. They will use new technologies to communicate, make decisions, solveproblems, analyze data, process information, and present their ideas and work in the globallycompetitive economy of the 21st century.

Technology will facilitate the evolution of quality education by improving learning and educational

performance of students, providing access to up-to-date information, helping students develop personaland workplace technology skills, speeding and improving communication, fostering organizationalchange, and supplying the structure for data and fact-based decision making. Technology will help usto achieve our vision of affordable high quality learning programs that are valued, recognized, andsupported by all partners.


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Technology Goals

The Technology Goals for the Fall Mountain Regional School District are in alignment with the

National Education Technology Standards, the Fall Mountain Professional Development Plan

and the Information and Communication Technology Standards.

INTEGRATION

Goal I: Improve teaching and learning through the appropriate use of technology.

Goal II: Ensure that technical staff will work with instructional staff to improve computercompetency, utilize information technology, and develop strategies for effectivelyimplementing technology into the classrooms.

Goal III: Technical staff will be available to support current software being used in the district and toassist teachers in using technology tools to support the curriculum.

PROFESSIONAL DEVELOPMENT

Goal I: Establish partnerships for identifying and delivering effective technology training to assist allinstructional staff as they help students achieve high academic standards.

Goal II: Administer grant programs, including Title IID, Title IIA, Title VI, and financial assistanceinitiatives that support implementation of educational technology integration.

Goal III: Establish and maintain instructional technologists in the Fall Mountain Regional SchoolDistrict.

CONNECTIVITY

Goal I: Ensure that all schools have access to integrated instructional and administrative servicesacross interoperable high-speed networks.

Goal II: Ensure sufficient support for ongoing, reliable network operations.

Goal III: Provide leadership and resources to promote efficient procurement of infrastructure,including the identifications and procurement of emerging technologies.

Goal IV: Ensure that the Fall Mountain Regional School District has in place network security,filtering, and disaster recovery plans.

EDUCATIONAL APPLICATIONS

Goal I: Improve teaching and learning through the appropriate use of network-accessible educationalapplications.

Goal II: Promote and develop web-based applications, services, and resources.

Goal III: Offer more digital learning opportunities.

ACCOUNTABILITY

Goal I: Assess the value that information technology adds to teaching and learning environments.

Goal II: Provide appropriate decision support capabilities for all stakeholders.

Goal III: Assess information technology literacy.

Goal IV: Ensure that level technology plans are consistent with the state technology plan.

Goal VI: All students, teachers, staff and administrators will adhere to the District AUP.


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Action Plan: Access to Technology Resources

To achieve these goals:

Provide every school with computers/laptops for whole classroom instruction. Provide everyclassroom with a minimum of one computer for classroom use.

Instructional Technology Integrations Specialists continue to create positions for all 12 schools tohelp facilitate classroom technology instruction and comply with the Literacy Standards of theInformation and Communication Technologies Program (ICT) for K - 12 Students. The ICT Standardsrequire an integrated approach leading to each student creating an electronic portfolio, which willfollow them through their academic career at Fall Mountain School District. Students will beevaluated upon their electronic portfolios submitted each year.

Align ICT program to the core subject areas for a more integrated approach

Provide professional development opportunities: The Technology Planning Committee, along with

input from the Staff Development Committee, have developed a new approach for deliveringtechnology professional development. Beginning with summer 2012, technology training will consistof "tour packages" or three separate, leveled sessions on a particular topic or focus. Stipends will onlybe awarded after attending the three separate sessions with a resulting technology endeavor or "project.The Technology Committee recognizes that staff development opportunities for all staff is essential inhelping students secure the skills and knowledge needed to demonstrate ICT competency.

Atomic Learning: Subscriptions for all teachers, staff, students and parents to Atomic Learning, anonline resource and solution dedicated to teacher professional development, classroom technologyintegration and software support solution that empowers our teachers to utilize technology to engagestudents and positively impact achievement.

Tech Leader Cohort (TLC) encourages Technology Mentors to work closely and assist their peerswith technology related questions on an as-needed basis. In addition, the Technology IntegrationSpecialist works with staff on understanding ICT, technology, exit level skills and professionaldevelopment.

Rubrics develop and implement a rubric for use as an assessment tool with digital portfolios, ICTStandards, and Technology Exit Level Skills.

Provide the integration peripherals and tools needed to reinforce technology integration andinstruction. Provide technology tubs to include flip videos, cameras and tools for whole classroom

instruction.

Google Apps in Education: Implement a district-wide plan and goal to Google Apps, docs and emailsolutions to enhance our goals in creating a Cloud Computing Infrastructure.

Electronic Portfolio Management Software: Assess the use of various digital portfolio solutions andimplement district-wide including Google Apps and eBackpacks.


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Communication System Global Connect will be used to communicate with parents, students, andcommunity members district-wide on important events, notifications, snow days, meetings, andemergency incidents.

Expand the use of assistive and adaptive technologies for Special Needs Students. Continue toresearch replacement software with Director of Special Education that will suit the needs of the

Department.

Maintain recycling program for the Fall Mountain School District, which includes continuing withour current 4-5 year recycle plan, replacing older computers in all district schools.

Virtualization and Aruba Wireless continued throughout the district to all schools. Additionalbenefits of virtualization include: saving time with setup and configuration, administration,troubleshooting, and saving energy, security, reliability and money. Fall Mountain High School, VilasMiddle School, Alstead Primary, and Central Office are now complete. The goal is to completeWalpole and Charlestown Middle School with Aruba wireless and upgraded systems by 2014.Primary Schools will be the focus in 2015.

Computer Labs:

School Computer Lab/Cart

Alstead Primary 2Vilas Middle 3Sarah Porter 1Acworth School 1Fall Mountain High 6Walpole Elementary 3North Walpole 3Walpole Primary 1

Charlestown Middle 2Charlestown Primary 2North Charlestown Community 2

Servicing and Maintenance: Reimage and clean all computers each summer. Continue to maintainthe latest versions in operating systems and software, if the budget supports this. Maintain licenses forMicrosoft Office, PowerSchool, NWEA, First Class, VMWare, Barracuda Filtering, SonicWall, ITDirect, ITAM,

High School: 1:1 Device Model - Pilot netbooks and iPads at the High School in order to create a planand model district wide 1 device per every student.

White Boards: Continue providing professional development. Continue with grant-writing endeavorsencouraging the purchase of boards for classroom teachers. Whiteboard devices include the SMARTBoard, Mimio, and other Interactive electronic solutions.

Distance Learning Lab: Distance Learning Lab at the Fall Mountain High School. Provide all HSstudents the opportunity to choose courses not offered or available using VLACS and other Onlinesolutions. Staff 15 Computer Lab with a DLL Coordinator.


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Action Plan: Professional Development

Goals: The Fall Mountain Regional School District is committed to having

all staff and administrators integrate technology as it is essential to

successful 21st century teaching and learning :

Inspire Student Learning (Year 1, Year 2)- Teachers have the basic technology skills needed tofacilitate and expand student-learning experiences in the digital age. They also understand digital-ageissues and exhibit legal and ethical behavior when using technology.

Model for Digital-Age Learning (Year 2, Year 3)- Teachers can demonstrate skills and createactivities to help students be able to participate in a global and digital society.

Develop Digital-Age Learning (Year 2, Year 3)- Teachers design or develop learning experiencesthat incorporate technology tools and resources that maximize student learning.

Engage in Professional Growth and Leadership (Year 3+)- Teachers continuously improve theirprofessional practice, model lifelong learning, and exhibit leadership in their school and professionalcommunity by promoting and demonstrating the effective use of digital tools and resources.

Technology-Related Professional DevelopmentActivitiesThe Fall Mountain Regional School District provides extensive technology-related professional

development in a variety of settings

Technology-related professional development is for the classroom and beyond:

All school district staff: teachers, administrators, office staff and support staff participate in

technology- related trainings so that they can become more efficient and effective.

Technology-related professional development offers a variety of settings and approaches:

Technology-related professional development activities are offered to all district personnel: teachers,administrators, library media specialists, support staff and office staff. Activities include workshops onutilizing computers and related software, operating and managing digital equipment, and using theInternet (including Web 2.0 tools and resources). Other activities are technology-related seminars,conferences and courses.


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Action Steps: Strategy for Professional Development

The Fall Mountain Regional School District has a pro-active plan with strategies to ensure that

teachers and instructional staff know how to use technology and how to incorporate technology to

create effective learning outcomes.

Professional development needs are identified by:

1. District and school improvement plan goals2. Student performance and assessment3. Beginning of the year survey to assess current technology skill level

Technology-related professional development will be targeted and individualized using the results ofthe survey as well as improvement plan goals and student assessment data.

Examples include:

Individual and small group training during the school day and within the school building

Tech Leaders should identify teachers who need training and offer assistance

More technology training will be made available during the school day. Substitute teachersand/or support staff will provide release time during the school day for teacher training.

Teachers are encouraged to receive training during non-instructionaltime such as when studentsgo to specials.

Technicians are available for computer lab support. A goal is to have support staff trained ascomputer lab support specialists who can then assist teachers.

In order to best meet the needs of staff, the results of the beginning of the year survey will be usedto suggest applicable workshops and other professional development opportunities.(See Appendix- Minimum Technology Skills List for Instructional and Administrative Staff).

In order for the goals of this technology plan to be attained, a variety of actions steps need to be taken:

Provide sufficient equipment

The district will maintain adequate funding to provide necessary equipment for teachers, in sufficientquantity in order to produce demonstrable, positive progress in meeting the districts technology goals.

Provide sufficient time to develop and practice integration

The technology mentors work closely to assist their peers with technology related questions on an as-

needed basis. There are also summer training days available to all staff. In addition, early release timeshould continue to be used for technology integration at some point throughout the year.

Provide collaborative opportunities

Technology lends itself to support among peers and collaboration between instructors and students.When adequate common planning time is provided, it becomes possible for educators to consult withpeers, technology mentors, and librarians to develop highly effective integrated lessons that support alllearners.


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Another advantage of this type of collaboration is that it can potentially reduce replication of effortsand result in working smarter not harder. Participation in professional networks offer opportunitiesfor co-development of curriculum materials, online collegial interactions and the development of otheronline staff development options.

Provide adequate staffing

There is one Technology Integration Specialist, one Technology Director, one Director of Instruction,building-level technology mentors throughout the district, and Media Specialists. The district willmaintain funding to provide adequate staffing in order to meet the districts technology goals.

Action Step Timeline for Professional Development

The Fall Mountain Regional School District provides technology-related training to all staff

throughout the year.

Teachers are encouraged to participate in conferences, professional networks, workshops and onlinecourses. Funds and release time are provided for these endeavors. In-house tech support and skilledteachers provide technology support to their colleagues. All staff members also attend annual trainingsessions on technology protocols and policies.

In year one of our plan we will implement the survey and strive to have 90% of our staff performing atlevel 1, 70% at level 2, 50% at level 3, and 30% at level 4. Our goal is to attain 10% growth or more.

We will use data from our staff survey in order to measure yearly growth.

Minimum Technology Skills for Instructional and Administrative Staff

The following list represents the very lowest common denominator or the bare bone basic skills thatall staff that instruct, guide, or work with or for students should know and do. These are the essentialskills necessary to effectively use and manage technology equipment, resources, and tools. Staff notskilled in these areas will need level 1 technology training. A description and explanation of thetechnology levels will follow this list on the next page.


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Minimum Technology Skills for Instructional and Administrative Staff

OPERATING AND UNDERSTANDING TECHNOLOGY

BASIC OPERATION

Demonstrates basic skills for using hardware and applications (find and start an application)

Navigates using scroll bars, arrow keys, or special keys, and can comfortably use a mouse or trackpad.

Uses appropriate terms when describing an issue such as (application, operating system, window).

Saves or backs up data to an external hard drive or online program (e.g. Dropbox)Saves files to the appropriate computer or laptop location and can later retrieve these files

Selects the correct printer and prints a document with appropriate portrait or landscape page orientation

Burn a CD of music or files

Creates folders and organizes files

NETWORK

Connects the cables and cords correctly

Distinguishes between a local and a network account and can explain the basics of how they each work

Is able to locate and access the student portfolio folders on the network

Can save or backup to a network folder.

WORD PROCESSING

Align text- left, center, right, justify

Format font- style, color and sizeCopy, cut and paste

Find formatting toolbar

Bullet lists and numbered lists

Grammar and spelling checks

Insert pictures and clip art onto a document

Can set the document or page setup

Add a page border

Add Word Art and horizontal lines

Add and format a table

SPREADSHEET

Can find a cell, a row and a column

Create a list on a spreadsheetSort a list

Format text on a spreadsheet

Open a spreadsheet, enter or modify data, preview and print, and save changes.

Plan for and create a spreadsheet for organizing data.

Apply text formats such as style, size, and fonts.

Select data to create appropriate charts

Create a simple function and/or formula

Able to re-size cells, columns and rows

DIGITAL DEVICES

Use a digital camera and transfer images to a computer.

Connect a laptop to a projector and fix display settings, if necessary.

Use an iPad or iPod

EMAIL

Add an attachment

Create a mail list

Set up an extra folder for storing email

Locate and set preferences

Sort inbox mail by name and last modified

Exercises care in sending and opening e-mails

Send email only to the appropriate people

Uses email mailing lists for school appropriate purposes only

Gets proper permission before sending email to all staff within school and/or the district


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LEGAL/ETHICAL ISSUES AND PRACTICES

GENERAL RULES AND ETHICS

Practices the responsible use of technology in the computer lab and in the classroom

Adheres to the Computer/Network/Internet Use Policy

Ensures student compliance with the Student Computer/Network/Internet Use Policy

Respects privacy and confidentiality issues as they relate to the use of technology

Models and teaches legal, safe and ethical technology use

Takes proper care of the school-issued laptop and classroom equipment

COPYRIGHT AND FAIR USE

Can explain copyrights as they are applied to technology use in education, the workplace and society.

Understands and practices Fair Use as it applies to educators.

INFORMATION LITERACY

Can explain how media and technology can be misused to distort or exaggerate information.

Uses correct terminology in speaking about Internet communications (browser, search engine, online).

Is able to add a bookmark for a website

Is able to organize bookmarks and can distinguish between the Bookmarks toolbar and the Bookmarks Menu

Identifies the URL of a website and can type in a URL in a browser address bar

Is able to use the navigation features of browser ( go, back, refresh, forward)

Finds appropriate websites with valid information

Reviews websites at school before using them with a class

TEACHING WITH TECHNOLOGY

PLANNING AND DEVELOPMENTUses technology to gather curriculum-specific information or activities

Is able to integrate technology into the curriculum with assistance from another staff member

Can identify personal technology professional development needs.

Regularly participates in technology professional development activities offered by the district, online or elsewhere.

References Used: ISTE NETS for Teachers, Massachusetts Technology Self-Assessment Tool

Levels of Technology Skills and Training for Staff

Rationale: Technology should add value to classroom instruction and student learning.Teachers, instructional staff and administrators must have the basic knowledge andunderstanding of technology to know how it can be integrated effectively into instruction.

Teachers, staff, and administrators need the right incentives to learn and implementtechnology, at times that are convenient to them, and in a supportive atmosphere along withcontinual guidance for using technology in the classroom. In addition to focusing on individualprograms, it is important that staff understand core technology concepts so they can adapt tothe inevitable and rapid changes in technology. Technology Skills Surveys will beadministered each year to measure improvement.


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For 2013-2016, technology training will use a tiered-structure based on four skill levels below.LEVEL 1-

Unsatisfactory

LEVEL 2-

Satisfactory

LEVEL 3-

Proficient

LEVEL 4-

Distinguished

Learning the Basics Using Pre-builtTemplates

Creating Activities Guiding Students / Staff

Starting point for growing thebasic skills necessary to

effectively use technologyequipment, resources, andtools.

Developing technology skillsfor increased productivity on

the job.

Perfecting the use oftechnology for creating rich,

multimedia learning activities.

Optimizing technology toengage students in

individual and collaborativelearning activities.

Classroom examples: Classroom examples: Classroom examples: Classroom examples:

Teacher currently does not usetechnology in the classroom.

Teacher can find instructionalresources on the Internet.

Teacher communicates withparents and students usingcontrolled classroom websites or

blogs

Students create and useonline resources to answerquestions or solve problems

Teacher can produce, store,

and retrieve learning materialselectronically (Google Docs)

Teacher delivers presentations

with graphics and sound(PowerPoint, Keynote)

Students engage in inquiry-

based projects driven byessential questions

Teacher keeps and organizes

student information

(PowerTeacher, Excel)

Teacher facilitates students in

using technology for online

assessment.

Students engage in individual

or collaborative project-based

learning Teacher conducts computerstation learning centers

Teacher leads interactive groupdiscussions and lessons usingSMART Boards or Mimeo Boards

Students write, develop andpublish individual andcollaborative products that can

be reviewed by parents orpeers.

Teacher can efficiently useemail

Teachers create scaffolding forstudent projects such as writing

prompts or project templatesusing technology.

Students direct their own useof technology with Web 2.0 tools

such as RSS feeds and socialbookmarking.

Teacher has studentscompleting their assignmentsusing technology (Google Docs,

Moodle)

Students Invent productsthrough programming orproduction such as how-to

videos to share with others.

Students initiate self-directedcommunication with parents,

teachers, community members,or other students usingtoolssuch as blogs.

Trainings include: Trainings include: Trainings include: Trainings include:

Tech In The Classroom Word Basics Excel Basics PowerPoint Basics FirstClass Email Internet Resources Digital Citizenship

Operating System Basics ICT Basics

Intermediate Word Intermediate Excel Intermediate PowerPoint Intro to Google Docs Web 2.0 iPad ICT Portfolios

Advanced Word Advanced Excel iPhoto Google Apps Blogger Creating InternetResources

Online Assessments ICT Portfolio Development

Photoshop iMovie Windows Live MovieMaker GarageBand The Flipped Classroom ICT Portfolio Assessment

Evidence ofcompletion




Must demonstrate the skillson the Minimum TechnologySkills for Instructional andAdministrative Staff.(see previous section)

Increased personal andprofessional productivity,as well as anunderstanding of howtechnology can be used inthe classroom

A technology integratedcurriculum unit witheffective instruction andengaging learningactivities

Student learning and theuse of technology areseamless and ubiquitous.Level 4 masters sharetheir professionalexpertise.


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The Fall Mountain Professional Development CommitteeThe Professional Development Committee maintains files for all professional staff members. Teachersfollow the process outlined in the Professional Development Master Plan and are responsible forsubmitting professional development hours to the committee for approval. This process includes thegathering of specific data on activities, needs, and hours completed.

The Master Plan allows for professional development that improves the learning of all students:

Requires skillful school and district leaders who guide continuous instructional improvement Applies knowledge about human learning and change Deepens educators content knowledge, provides them with research-based instructional strategies

to assist students in meeting rigorous academic standards, and prepares them to use various typesof classroom assessments appropriately.

Prepares educators to understand and appreciate all students, create safe, orderly and supportivelearning environments and hold high expectations for their academic achievement.

Uses learning strategies appropriate to the intended goal. Provides educators with the knowledge and skills to collaborate Organize adults into learning communities whose goals are aligned with those of the school and

district. Requires resources to support adult learning and collaborationOn the following page, is a chart detailing the Fall Mountain Professional Development Master Plansschedule of activities


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Fall Mountain Professional Development Framework

DATA/INFO

USED

HOW DATA IS

ACCESSED

DATA/INFO

SCHEDULE

RESPONSIBLE FOR

DATA AVAILABILITY

PROCEDURES FOR

USING DATA/INFO

RESPONSIBLE

FOR USING DATA

NECAP State

Testing

Online February State Department of Ed

Measured Progress

Guidance, Administration,

Teachers

Action Research,

Instruction, Professional

Learning Communities,

Mentors, grade level

meetings

Administration,

Guidance, Teachers,

Reading Specialists,

Title I, Special Ed.,

Data Teams

Gates Reading Online Beginning and end

of the school year

Reading Specialists, Title I,

Teachers

Structuring reading

program.

Teachers, Reading

Specialists, Title I,

Special Ed, Data Teams

Other Reading

Assessments

Paper As needed Reading Specialists,

Teachers

Classroom reading program,

Action Research, Teaching

Practices.

Reading Specialists,

Teachers, Special Ed.

District

Benchmarks

Writing, Science

Math

Soc. Studies

paper Immediately Content Area Committee

Teachers

Action Research,

Instruction,

Teaching Practices

Content Area

Committee

Teachers

MAP Testing Computerized Periodically

throughout the

year, Online

Teachers, Assistant

Superintendent

Action Research,

Instruction, Teaching

Practices.Teachers, Title I,

Reading specialists,

Special Education

Performance

Pathways

Computerized February---Online Teacher, Assistant

Superintendent

Action Research,


Practices.Teachers, Title I,


Special Education

Individual

Classroom

Assessments

observations,

assessments,

interviews,

benchmarks,

Immediately

Periodically

Teachers Action Research,


Practices.

Teachers, Title I,


Special Education

Portfolio compilation of

student work(paper, online)

Immediately

Yearly

Teachers Action Research,

Instruction, TeachingPractices.

Teachers

Student

Observation

Logs

notes, records Immediate

As Needed

Teacher

Guidance/Specialists

Administration

Action Research,


Practices.

Teacher

Guidance/Specialists

Administration

Special Education

Evaluations

Online documents

and written reports

Coded students - 3

year cyclewithin

45 days of testing

Special Education and

Evaluators

IEP Goals, Instruction,

Action Research. Teachers, SpecialEducation, Specialists,Guidance, Paras

Teacher/Parent

Communications

Newsletters,

Assign. books,

homework,

Conferences,

Surveys

Phone

conversation,

e-mail,

Notes, meetings

Immediate

Weekly

Teacher

Guidance

Administration

Informal and Ongoing Teacher

Guidance

Administration

NEASC

Accredit. Process

online, paper 18 month process

Ten Year Cycle

Administration

Accreditation Team

Long Term and ongoing Total building usage

STAR online Immediate

Periodically

Teacher

Reading Specialist

Administrators

Action Research,


Practices.

Teacher

Reading Specialist


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Action Plan: ICT Literacy

Expanding Our Options: Goals for the Future

Providing more lab and classroom support: having staff present at specific times to assist teachers

Different delivery options: not just the traditional workshop- online options, project-basedclassroom work

Multiple trainers: teachers teaching other teachers

School-centered: technology training focused on what teachers in each school truly need.

Needed is a comprehensive approach focusing on skills needed for using technology with students.

ICT Instructional Recommendations

The Fall Mountain Regional School District, in accordance with the state of New Hampshire, requiresa comprehensive approach to the use of 21st century technologies, including, but not limited tocomputer technology. Technology will be integrated within all curriculum areas through the adoptionof the Information and Communication Technologies Literacy (ICT) program.

The ICT program provides developmentally appropriate technology learning opportunities for studentsin grades K-12. Students will learn to be successful in accessing, managing, evaluating, and creatinginformation in order to make ethical and responsible decisions. Therefore, all students need to beproficient in the use of 21st century technologies within the context of the core subjects Reading,Mathematics, Language Arts, Science, Social Studies, and the Arts.

Students will create an electronic portfolio that will represent cumulative work. Teachers will reviewthe portfolios, using a locally developed assessment rubric, in order to determine competency. Whilethe portfolio is being constructed, it is considered part of a student's record.

As we move forward in the portfolio process in the Fall Mountain School District, please refer to theinstructional recommendations below to help you and your students in creating a successful portfolioinitiative.

Electronic Portfolio

Artifacts can include:Standardized tests;Observation;Student work;

Comments describing a students reflection on his/her work

Goals:Each student in grades K-12 at Fall Mountain must begin and complete an electronic portfolio that willdemonstrate competency and learning and their use of 21st century technology tools. Portfolios needto be assessed using rubrics that help provide an outline of expectations and guideline foraccomplishing success.


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The Purpose of the Portfolio Requirement:The New Hampshire Department of Educations website discusses in detail the ICT standards whichtook effect in 2005. http://www.nheon.org/ictliteracy/index.htmPortfolios can support learning and play an assessment role in a childs educational career. Dr. HelenBarrett, a leader in the e-portfolio process has written many articles on the development and successesof portfolios. See:

http://www.educationworld.com/a_tech/tech/tech111.shtml

Teachers Role:Teachers play a key role in the success of the portfolio process and must support and provide variouslessons that allow for the creation of artifacts that demonstrate learning within the curriculum. Do notreinvent the wheel, as the portfolio is not an add-on to your curriculum. Think about your content areaand activities that you are already doing.

Using the Exit Level Skills as a guide, develop activities and lessons that will help in the creation ofdigital artifacts. These, many times, are activities that you are already doing with your class. A goodexample reading in the understanding of todays youth, the Internet, and 21st century technology:

Levin, D. & Arafeh, S. (2002). The digital disconnect: The widening gap between Internet-savvystudents and their schools. Washington, DC: Pew Internet & American Life Project.http://www.pewinternet.org/PPF/r/67/report_display.asp

Students Role:Students need to take ownership in the development of their electronic portfolio throughout theireducation at Fall Mountain. Students should understand and sign the ICT Guidelines and Agreementfor Electronic Portfolios. Portfolios should contain authentic project outcomes and real-worldexamples. The students role should be to: create > collect > select > reflect > present

NETS / Exit Level Skills:In creating lessons and assignments within your curriculum, be sure to refer to the Fall MountainRegional School District Technology Exit Level Skills and Performance Indicators. These are basedon the NETS located on ISTEs website:http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/NETS_for_Students.htm. Thesestandards will align and map well to the NH ICT standards where digital portfolios are referenced.

Storing the Portfolio:Each student has an electronic portfolio folder located on his or her desktop within the networkaccount. Students currently have unlimited storage space within their portfolio to allow for growth andcreativity. This is not the ideal storage scenario. The district is investigating various digital portfolio

management options.The future of the Portfolio Interface will soon be determined pending Title IID grant monies.


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INTEGRATION OF TECHNOLOGY IN THE CURRICULUM

The Fall Mountain Regional School Districts plan for an integrated approach to technology describesthe steps needed to improve technology literacy for all students in grades K through 12. In order toreach this goal, the Fall Mountain Regional School District incorporates the ideals outlined in the NHICT Literacy Standards for K-12 Students (Ed 306.42) into its technology program and goals.

Information and Communication Technologies Program -ICT

In order to meet the ICT standards the Fall Mountain School District will:

Adopt the national technology standards that provide a conceptual framework and broad guidelinesfor weaving these essential skills into all content areas at all grade levels for the 21st CenturySkills. (Appendix C)

Revise the Information/technology standards of the district to be implemented by 2013. Explore the use of 1:1 computing in selected classrooms in the high school utilizing a variety of

technologies including but not limited to notebooks and iPads. Increase the availability and integration of projectors, interactive whiteboards, document cameras,

and other 21st century tools in K-12 classrooms. Continue to use an ePortfolio solution to store digital artifacts for students K-12. Make a standard

for the types of artifacts included in the portfolios, district wide over three years. Digital portfoliotemplates and assessment rubrics for K-8 and 9-12 digital portfolios as required by NHDOE SchoolApproval Standard Ed 306.42. Those core subject areas are: Reading, Mathematics, English andLanguage Arts, Science, Social Studies, arts, and world languages.

Continue to increase the number of collaborative projects inside and outside our school.Digital Portfolio Guidelines:

The Fall Mountain Regional School District is committed to working together to engage every learner.To this end, we promote and support the creation of a digital portfolio for each child. A digital

portfolio is a purposeful collection of student work that demonstrates progress over time, illustrateseffort, and demonstrates that the student has met specific learning goals and requirements. Forstudents, the goal of the portfolio centers on self-assessment and reflection on work accomplished.Portfolios are considered a means for students and teachers to better understand each child as anindividual learner.

Goals:

To help students become more reflective about themselves as learners To demonstrate evidence of student growth and achievement To inform instruction, influence practice, and set goals To help teachers learn about their students To help students see technology as a tool to be used for a multiple purposes rather than an end to

itself.Portfolio ArtifactsArtifacts and programs used to create artifacts have been provided with very general guidelines in thepast. The goals for the 2011-2014 plan are to have more specific guidelines to be used across thedistrict for more consistency in student learning. Students are to put at least one teacher selectedartifact per grade level in grades K-5 as described below. Grades 6-8 will be required to have oneartifact per core class.


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Artifact Requirements:

Two artifacts and a reflection paper

Additional artifacts can be chosen to add based on student selection

Kindergarten - Second Grade

K Tux Paint- (math equations, spelling, story telling)1 Word processing (poetry, sentences, stories, writing samples);2 Graphic Organizers and/graphs (using MS word to organize information)

Third Grade - Fourth Grade

3 Power point (organizing information into slides and formatting information)4 Exploring operating systems (cut and paste, multi-tasking, taking screenshots, etc.)

Fifth Grade - Eighth Grade- Minimum of one artifact per core class

5 8 Using the previous years foundations, students will create a portfolio artifact for each coreclass: math, language arts, social studies, science, technology, and cultural studies. Teachers may

choose the program and project for artifacts.

High School Student ePortfolio Plan

Students are required to complete a digital portfolio by their senior year. Students will meet with their

advisors regularly throughout the school year in order to ensure that benchmarks and indicators are

being met within the students ePortfolio. High School staff will provide the opportunity for the

creation of at least one ePortfolio artifact per semester. The student shall have the primary

responsibility for making sure the artifact is placed in the ePortfolio. The advisor will assist students

with checking to see that the necessary artifacts have been included and benchmarks and indicators

have been met. Through collaboration with the student, in which the student takes the lead and ismerely guided by the advisor, the advisor will keep a four-year, cumulative checklist of the

benchmarks for each of their students. Upon completion of the students senior year, the advisor will

certify that all requirements of the ePortfolio have been met.

Self -reflection is a vital part of the ePortfolio process. Teachers will strive to incorporate self-

reflection related to the indicators addressed by the assignment in each artifact included in the

ePortfolios. Furthermore, in advisory, each student will write a yearly self-reflection that summarizes

how he or she have used technology to meet the indicators represented in the artifacts they included for

that year. Advisors will assist students by making descriptions of the benchmarks and indicators

available to students. Advisors will look over the self-reflection prior to its inclusion to ensure quality

work by the student, but the student shall have the responsibility of including the piece in the

ePortfolio.


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K-8 Digital Portfolio Rubric

ICTSTANDARD&

INDICATORS

Noevidence

0

Novice

1

Partially

Proficient

2

Proficient

3

Proficientwith

Distinction

4

Creativity&Innovation:

Asastudent,Ihavedemonstratedcreativethinking,constructedknowledge,anddevelopedinnovativeproductsandprocessesusingtechnologyinsupportofcontent.Thereisevidenceintheportfolio(artifactsandreflections)

thatshowsthat

a.)Iappliedexistingknowledge

bydeterminingthattechnology

shouldbeusedinaprojector

taskandthatIselectedan

appropriatetoolorresourceto

completetheassignedtask.

Theportfolio

showsno

evidenceof

thisstandard.

Theportfolio

showsefforts

atmeeting

thisstandard.

Theportfolio

showssome

evidenceofthis

standard.

Theportfolio

showsclear

evidenceofthis

standard.

Theportfolio

shows

outstanding

evidenceofthis

standard.

b.)Icreatedqualityoriginal

works(artwork,animation,podcastetc.)usingavarietyof

softwareandusedtheseoriginal

workstoexpressanideainan

authenticproject.

Theportfolio

showsnoevidenceof

thisstandard.

Theportfolio

showseffortsatmeeting

thisstandard.

Theportfolio

showssomeevidenceofthis

standard.

Theportfolio

showsclearevidenceofthis

standard.

Theportfolio

showsoutstanding

evidenceofthis

standard.

c.)Idemonstratedsound

criticalthinking whenusinga

digitalmodelorgraphic

organizertoexploreacomplex

systemoracomplexissue.

Theportfolio

showsno

evidenceof

thisstandard.

Theportfolio

showsefforts

atmeeting

thisstandard.

Theportfolio

showssome

evidenceofthis

standard.

Theportfolio

showsclear

evidenceofthis

standard.

Theportfolio

shows

outstanding

evidenceofthis

standard.

d.)Ieffectivelyinterpreted

datafromanyofavarietyof

sourcessuchascharts,graphs,

databases,spreadsheetsand

analyzedtheeffectsofchange

ofthedata.

Theportfolio

showsno

evidenceof

thisstandard.

Theportfolio

showsefforts

atmeeting

thisstandard.

Theportfolio

showssome

evidenceofthis

standard.

Theportfolio

showsclear

evidenceofthis

standard.

Theportfolio

shows

outstanding

evidenceofthis

standard.

Communication&Collaboration:

Asastudent,Ihaveuseddigitalmediaandenvironmentstocommunicateandworkcollaboratively,includingata

distance,tosupportindividuallearningandcontributetothelearningofothers.Thereisevidenceintheportfolio

(artifactsandreflections)thatshowsthat

a.)Ieffectivelyinteracted,

collaborated andpublishedusingavarietyofdigitalmedia

foranauthentictask.

Theportfolio

showsnoevidenceof

thisstandard.

Theportfolio


thisstandard.

Theportfolio


standard.

Theportfolio


standard.

Theportfolio

showsoutstanding

evidenceofthis

standard.

b)Icommunicatedinformation

and/orideaseffectivelyto

multipleaudiencesusinga

varietyofformats.

Theportfolio

showsno

evidenceof

thisstandard.

Theportfolio

showsefforts

atmeeting

thisstandard.

Theportfolio

showssome

evidenceofthis

standard.

Theportfolio

showsclear

evidenceofthis

standard.

Theportfolio

shows

outstanding

evidenceofthis

standard.


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c.)Idevelopedglobal

awarenessbyengagingwith

learnersofothercultures.

Theportfolio

showsno

evidenceof

thisstandard.

Theportfolio

showsefforts

atmeeting

thisstandard.

Theportfolio

showssome

evidenceofthis

standard.

Theportfolio

showsclear

evidenceofthis

standard.

Theportfolio

shows

outstanding

evidenceofthis

standard.

d.)Ieffectivelycontributed to

aprojectteamtoproduceoriginalworksorsolve

problems.

Theportfolio

showsnoevidenceof

thisstandard.

Theportfolio


thisstandard.

Theportfolio


standard.

Theportfolio


standard.

Theportfolio

showsoutstanding

evidenceofthis

standard.

Research&InformationFluency:

Asastudent,Iapplydigitaltoolsandstrategiestogather,evaluate,anduseinformationtosupportmylearningin

thecontentareas.Thereisevidenceintheportfolio(artifactsandreflections)thatshowsthat

a.)Ieffectivelymapped out

stepsofwhatresourcestouse

andeffectivelyusedthemwhen

preparingtodoresearch.

Theportfolio

showsno

evidenceof

thisstandard.

Theportfolio

showsefforts

atmeetingthis

standard.

Theportfolio

showssome

evidenceofthis

standard.

Theportfolio

showsclear

evidenceofthis

standard.

Theportfolio

shows

outstanding

evidenceofthisstandard.

b)Ieffectivelylocated,

organized,analyzed,

evaluated,synthesizedand

ethicallyused information

fromavarietyofsourcesand

media.

Theportfolio

showsno

evidenceof

thisstandard.

Theportfolio

showsefforts

atmeetingthis

standard.

Theportfolio

showssome

evidenceofthis

standard.

Theportfolio

showsclear

evidenceofthis

standard.

Theportfolio

shows

outstanding

evidenceofthis

standard.

c.)Ieffectivelyevaluatedand

selectedinformation sources

anddigitaltoolsbasedonthe

appropriatenesstospecific

tasks.

Theportfolio

showsno

evidenceof

thisstandard.

Theportfolio

showsefforts

atmeetingthis

standard.

Theportfolio

showssome

evidenceofthis

standard.

Theportfolio

showsclear

evidenceofthis

standard.

Theportfolio

shows

outstanding

evidenceofthis

standard.


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High School Student Portfolio Rubric

Students are required to complete a digital portfolio by their senior year. Students will start on theirportfolios during one of their required courses freshman year and continue to add to their portfoliothroughout their high school career. All students are required to upload all artifacts to their FMRSDePortfolio .

Students will use the school wide template for their portfolio to demonstrate competencies. However,students are encouraged to share their portfolio views with employers and/or universities.All portfolios will be assessed prior to graduating to ensure they have met the criteria established inthe rubric that follows. All portfolios will be deleted from the Fall Mountain Regional network threemonths after graduation.

Goal I: Overall Portfolio Design & Technology Requirements:

Criteria Exemplary Proficient Partially Proficient Incomplete

TechnologyArtifacts &Reflections

All artifacts have a

well-written reflection

and are saved and

linked in an appropriate

format. There are no or

a few spelling or

grammatical errors.

Most of the artifacts

have a well-written

reflection and are saved

and linked in an

appropriate format.

There may be a few

spelling andgrammatical errors.

There are several

artifacts that do not have

a reflection written or

the student has written

one for each artifact, but

they are written poorly.

Some of the links arebroken or the files are

saved in the wrongformat.

There are artifacts

without a reflection and

the reflections that are

submitted are very

poorly written.

Artifacts are not saved

properly and/or manylinks are broken.

Creativity andInnovation

Technology artifactsshow a clear level of

growth in the area of

creativity and

innovation in

technology. Students

work is from a span of

time in several differentcore content areas.

Technology artifactsshow some growth in

the area of creativity

and innovation.

Students work is from

a span of time, but does

not include several

different core contentareas.

Technology artifactsshow little growth in the

area of creativity and

innovation. Students

work is from the same

time-period and does not

include different core

content areas.

Technology artifacts donot show growth in the

area of creativity and

innovation. Students

work is from the same

time-period and/or is

limited to one or two

core content areas.

CommunicationandCollaboration

Artifacts show a clearlevel of growth in thearea of communication

and collaboration in

technology.


a span of time in

several different core

content areas.

Artifacts show somegrowth in the area ofcommunication and

collaboration.



not include several

different core content

areas.

Artifacts show littlegrowth in the area ofcommunication and

collaboration.


the same time period

and does not include


areas.

Artifacts do not showgrowth in the area ofcommunication and

collaboration.



and/or is limited to one

or two core content

areas.


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Goal I: Overall Portfolio Design & Technology Requirements: (continued)

Research andInformationFluency

Artifacts show a clear

level of growth in the

area of research and

information fluency in

technology.

Students work is froma span of time in


content areas.

Artifacts show some


research and

information fluency.


a span of time, but doesnot include several


areas.

Artifacts show little


research and information

fluency.


the same time periodand does not include


areas.

Artifacts do not show


research and

information fluency.


the same time periodand/or is limited to one

or two core content

areas.

Criticalthinking,problemsolving, anddecision making



area of critical thinking,

problem solving, and

decision-making.


a span of time inseveral different core

content areas.

Artifacts show some


critical thinking,


decision-making.


a span of time, but doesnot include several




critical thinking,


decision-making.


the same time periodand does not include




critical thinking,


decision-making.


the same time periodand/or is limited to one

or two core contentareas.

DigitalCitizenship



area of digital

citizenship.


a span of time in


content areas.

Artifacts show some


digital citizenship.



not include several







and does not include







and/or is limited to one

or two core contentareas.

TechnologyOperations andConcepts



area of technology

operations and

concepts.


a span of time inseveral different core

content areas.

Artifacts show some


technology operations

and concepts.

Students work is froma span of time, but does

not include severaldifferent core content

areas.




and concepts.

Students work is fromthe same time period

and does not includedifferent core content

areas.




and concepts.

Students work is fromthe same time period

and/or is limited to oneor two core content

areas.

Growth Artifacts showsignificant growth and

span the students time

at FMRSD

Artifacts show some

growth and span the

students time at

FMRSD.

Artifacts show minimal

growth and/or do not

span the students time

at FMRSD.


growth or span the

students time at

FMRSD.


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*All criteria are based on the NETS-S Standards as stated in the NH Department of Education ICTStandards and which is recommended the International Society for Technology in Education (ISTE).

Artifact Examples for

Technology:

Creativity andInnovation

Digital photography, use of technology to design something new. Projects in

Adobe, Animator, Movie Maker, and CAD etc. are all great examples.

Communication andCollaboration

Student participated in and/or created a blog. Student participated in and/or created

a Wiki. Student created an interactive application by writing a program for thecomputer. Student creates a podcast that allows user to comment on the subjectmatter. Student uses a multimedia presentation to communicate with an audience.

Student uses other technology tools to collaborate with others and communicate

with an audience (one or more people) in writing, audio or video. Google Docs andZoo are online examples of collaboration tools.

Research andInformation Fluency

Research paper with bibliography created in MS Word or using NoodleBib.

Critical thinking,problem solving, anddecision making

Projects created with 21st Century technology tools to solve a complex problem. A

program written for Video Game Development or Advanced Programming; a CAD

project created for Computer Integrated Math; the use of technology whencompiling information to solve problems in any class.

Digital Citizenship Responsible use of a wiki, blog, podcast and/or other online tool.

TechnologyOperations and

Concepts

Any use of 21st

Century skills will apply here. Use of technology to create a product

using any productivity tool will demonstrate that student has gained knowledge in

this area. Excel, PowerPoint, Publisher, Movie Maker, podcasts, wikis, websites,blogs, Access, CAD, Animator, Adobe, MS Word, Audacity, Google Docs are allgood examples of using 21st Century technology tools.


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Goal II: Working Together to Engage Every Learner:Student provides a minimum of two artifacts that addresses how they have been engaged in theirlearning. This should go above an individual grade, rather it should show how the student has hadchoice in their learning and has been engaged to go above and beyond the projects expectations.Examples should span the students four years at Fall Mountain Regional High School and showgrowth:

Criteria Exemplary Proficient PartiallyProficient

Incomplete

EngagementExample 1

Artifact clearlyillustrates

engagement throughwhich the student

exceeded

expectations.

Artifacts illustrateengagement through

which the student hasmet expectations.

Artifact illustratessome engagement.

Artifact does notillustrate engagement in

learning, or example ismissing.

EngagementExample 2

Student chooseswork that clearly

shows that they havebeen engaged andthrough this

engagement hasexceeded

expectations

Student chooses workthat shows that they have

been engaged andthrough this engagementhas met expectations

Student chooseswork that shows

that they havebeen engaged.

Student chooses workthat shows that they

have not been engagedin their learning orexamples are missing.

EngagementExample 3

Student chooses

work that clearlyshows that they havebeen engaged and

through this

engagement hasexceededexpectations.

Student chooses work

that shows that they havebeen engaged andthrough this engagement

has met expectations

Student chooses

work that showsthat they havebeen engaged.


that shows that theyhave not been engagedin their learning or

examples are missing.


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Goal III: AcademicStudents choose two artifacts in each of the following categories to show how they have developedskills across content areas: literacy, communication, critical thinking, problem solving andtechnology to the best of their abilities. Examples should span the students four years at FallMountain Regional High School and show growth:


Incomplete

Literacy:Example 1

Artifact demonstrates

a high level ofcomprehension of

print and/or non-print

texts on both thesurface and at adeeper level.


a good level ofcomprehension of


texts with attention tothe surface and somedeeper level of

meaning.

Artifact

demonstrates somecomprehension of

print and/or non-

print texts and/ordoes not dig beneaththe surface to

examine broader

themes and ideas.

Artifact does not

demonstratecomprehension of

print or non-print

texts.

LiteracyExample 2

Artifact demonstratesa high level ofcomprehension of


texts on both thesurface and at adeeper level.

Artifact demonstratesa good level ofcomprehension of


texts with attention tothe surface and somedeeper level of

meaning.

Artifactdemonstrates somecomprehension of

print and/or non-

print texts and/ordoes not dig beneaththe surface to

examine broader

themes and ideas.

Artifact does notdemonstratecomprehension of

print or non-print

texts.

CommunicationExample 1


that clearly

exemplifies advancedcommunication

abilities through oral,

written, musical,visual or kinesthetic

mediums.

Students choose

artifacts that showgrowth and ones thatspan their time at

FMRSD.


that demonstrates they

met the expectationsin the areas of oral,

written, musical,

visual or kinestheticcommunication.

Students choose

artifacts that showgrowth and ones thatspan their time at

FMRSD.

Student chooses

work that

demonstrates theyhave begun to meet

the expectations in

the area of oral,written, musical,

visual or kinestheticcommunication.

Artifacts partially

show growth andspan the studentstime at FMRSD.

Students chosen work

does not demonstrate

a clear ability tocommunicate through,

oral, written, musical,

visual or kinestheticmediums, or examples

are missing


growth and do notspan their time atFMRSD.


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CommunicationExample 2

Student chooses workthat clearly

exemplifies advancedcommunicationabilities through oral,

written, musical,

visual or kinestheticmediums.

Student chooses workthat demonstrates they

met the expectationsin the areas of oral,written, musical,

visual or kinesthetic

communication.

Student chooseswork that

demonstrates theyhave begun to meetthe expectations in

the area of oral,

written, musical,visual or kinestheticcommunication.

Students chosen workdoes not demonstrate

a clear ability tocommunicate throughoral, written, musical,

visual or kinesthetic

mediums, or examplesare missing.

CriticalThinkingExample 1


comprehensiveunderstanding of

information in artifact

and shows evidence ofhighly original

thinking.

Student insightfullyinterprets all

information to identifypatterns and meaning,

analyze arguments,

draw conclusions, andformulate originalthought.


adequateunderstanding of


and draws originalconclusions.

Student interpretsinformation to identify

patterns and meaning,analyze arguments,

draw conclusions, and

formulate originalthought.

Artifact

demonstrates partialunderstanding of

information in

artifact and canmake obvious

inferences.

Student interpretssome information to

identify patterns andmeaning, analyze

arguments, draw

conclusions, andformulate originalthought.

Artifact does not

demonstrateunderstanding of


and/or does not showevidence to support

statements orconclusions.

Student does notinterpret information

to identify patternsand meaning, analyze

arguments, draw

conclusions, andformulate originalthought.

CriticalThinkingExample 2

Artifact demonstratescomprehensive

understanding ofinformation in artifact

and shows evidence ofhighly original

thinking.

Student insightfully

interprets all

information to identify

patterns and meaning,analyze arguments,

draw conclusions, andformulate original

thought.

Artifact demonstratesadequate


and draws originalconclusions.

Student interprets

information to identify

patterns and meaning,

analyze arguments,draw conclusions, and

formulate originalthought.

Artifactdemonstrates partial

understanding ofinformation in

artifact and canmake obvious

inferences.

Student interprets

some information to

identify patterns and

meaning, analyzearguments, draw

conclusions, andformulate original

thought.

Artifact does notdemonstrate


and/or does not showevidence to support

statements or

conclusions.

Student does not

interpret information

to identify patterns

and meaning, analyzearguments, draw

conclusions, andformulate original

thought


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ProblemSolvingExample 1

Artifact illustrates the

use of a variety oftechniques and

methods tosuccessfully solve a

complex problem.

Student used sound

reasoning and workedin a clear and logicalmanner.

Artifact illustrates use

of a few differenttechniques and

methods tosuccessfully solve a

problem.

Student used good

reasoning and workedin a fairly clear andlogical manner.

Artifact illustrates

the use of a singletechnique or method

to successfully solvea problem.

Student used some

reasoning with somework being clear andlogical.

Artifact illustrates the

solution of a problemusing a single

technique or method.

Student used little

reasoning and workwas not clear andlogical.

ProblemSolvingExample 2

Artifact illustrates theuse of a variety oftechniques and

methods to

successfully solve a

complex problem.

Student used sound

reasoning and workedin a clear and logical

manner.

Artifact illustrates useof a few differenttechniques and

methods to

successfully solve a

problem.

Student used good

reasoning and workedin a fairly clear and

logical manner.

Artifact illustratesthe use of a singletechnique or method

to successfully solve

a problem.

Student used some

reasoning with somework being clear and

logical.

Artifact illustrates thesolution of a problemusing a single

technique or method.

Student used little

reasoning and workwas not clear and

logical.

Growth Artifacts showsignificant growth andspan the students

time at FMRSD.

Artifacts show some

growth and span thestudents time at

FMRSD.

Artifacts show

minimal growthand/or do not span

the students time atFMRSD.


growth or span thestudents time at

FMRSD.


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Goal IV: CivicStudent provides a minimum of two artifacts that address their preparation to assume active roles asresponsible citizens who contribute to local, state, national, and global communities. Examplesshould span the students four years at Fall Mountain Regional High School and show growth:


Incomplete

CivicExample 1


that the student is acontributing member of

their local, state,national and global

communities.

It shows that he/she has

participated in eventsand has accomplished

curriculum that will help

them to be anoutstanding citizen.


that the student is amember to their local,

state, national andglobal communities.

It shows that he/she

has participated inevents and have

accomplished

curriculum that willhelp them to be acontributing citizen.

Artifact

demonstrates that thestudent is a

developing memberto their local, state,

national and global

communities.


has participated inevents and has

accomplished

curriculum that willhelp him/her to be aparticipating citizen.

Artifact does not

demonstrate how thestudent has

contributed to thelocal, state, national

and global

communities.

It does not show that

he/she hasaccomplished

curriculum that will

help him/her to be aparticipating citizen.

CivicExample 2

Artifact demonstratesthat the student is a

contributing member oftheir local, state,

national and global

communities.

It shows that he/she has

participated in eventsand has accomplishedcurriculum that will help

them to be anoutstanding citizen.

Artifact demonstratesthat the student is a

member to their local,state, national and

global communities.


has participated inevents and haveaccomplished

curriculum that willhelp them to be a

contributing citizen.

Artifactdemonstrates that the

student is adeveloping member

to their local, state,

national and globalcommunities.


has participated inevents and hasaccomplished

curriculum that willhelp him/her to be a

participating citizen.

Artifact does notdemonstrate how the

student hascontributed to the

local, state, national

and globalcommunities.

It does not show that

he/she hasaccomplishedcurriculum that will

help him/her to be aparticipating citizen.

Growth Artifacts showsignificant growth andspan the students time

at FMRSD.

Artifacts show some

growth and span thestudents time at

FMRSD.

Artifacts show

minimal growthand/or do not span

the students time atFMRSD.


growth or span thestudents time at

FMRSD.


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Goal V: SocialStudents provide a minimum of two artifacts that address that they have learned to demonstraterespect for themselves, others, and the environment so that every member feels accepted and valued.Students show examples of skills and attitudes that will enable them to adopt a healthy lifestyle.Examples should span the students four years at Fall Mountain Regional High School and showgrowth.


SocialGrowthExample 1

Artifact is exceptional

in demonstrating respect

and appreciation forself, others and theenvironment.

Artifact clearly

demonstrates respect

and appreciation forself, others and theenvironment.


some respect and

appreciation for self,others and theenvironment.

Artifact does not

demonstrate

appreciation for self,others and theenvironment.

SocialGrowthExample 2

Artifact is exceptionalin demonstrating respect

and appreciation for

self, others and theenvironment.

Artifact clearlydemonstrates respect

and appreciation for

self, others and theenvironment.

Artifact demonstratessome respect and

appreciation for self,

others and theenvironment.

Artifact does notdemonstrate

appreciation for self,

others and theenvironment.

Growth Artifacts showsignificant growth andspan the students timeat FMRHD.

Artifacts show some

growth and span thestudents time atFMRSD.

Artifacts show minimal

growth and/or do notspan the students timeat FMRSD.


growth or span thestudents time atFMRSD.


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Goal VI: RationaleEach artifact is accompanied by a rational that provides a detailed explanation of the choice, why itwas chosen, and how it meets the standard in which the student is attaching it.


WritingMechanics

There are no errors inspelling or grammar

Errors in spelling andgrammar do not detractfrom the overall product

Errors in spelling andgrammar are noticeableand problematic

Spelling and grammarmake it difficulty toascertain meaning and

purpose

Clarity Rationale is clear andeasy to understand.The reader is able to

ascertain both why the

student chose theartifact and how it

connects to thestandard.

Rationale is clear.The reader is able toascertain both why the

student chose the artifact

and it has someconnection to the

standard

Rationale is unclear andthe reader needs towork to ascertain why

the student chose the

artifact and itsconnection to the

standard

Rationale is unclearand there is little to noconnection to the

standard

Significance Explanation of why theartifact was chosen and

how it stands outamongst the work the

student accomplishedduring their time at

FMRSD is clear, in-

depth and concise

Explanation of why theartifact was chosen and



FMRSD is could use

more depth and clarity




FMRSD is unclear to

the reader




FMRSD is missing

Growth Rationales containsignificant discussion ofgrowth in thedesignated area over the

students four years atFMRSD.

Rationales contain good

discussions of growth inthe designated areasover the students four

years at FMRSD.

Rationales contain

limited discussions ofgrowth in thedesignated areas over

the students four yearsat FMRSD.

Rationales do not

contain discussions ofgrowth in thedesignated areas over

the students four yearsat FMRSD.


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High School Digital Portfolio Artifact Suggestions

Goal I: Technology

Creativity and Innovation World Language video projects

Communication and

Collaboration

PowerPoint presentation for Drug Project (Health/PE)PowerPoint and/or Video for Two-Person Project Presentation in

American Studies II

Research and InformationFluency

Power Point presentations on variety of French and Spanish cultural

topics

Stock Market Game from EconomicsHuman Research Project from Mass MediaResearch for debates in Debate and Persuasion

Critical Thinking and DecisionMaking

House Design using AutoCAD from CIMData Analysis Project from Finite Math

Digital Citizenship Photos/video of student-based projects for French or Spanish

Technology Operations andConcepts

Web quests for research on French/Spanish speaking countriesIntro to Adobe Final ProjectStock Market Game from Economics

Goal II: Working Together to Engage Every Learner

A DVD of or pictures from World Language Festival

Recordings of dialogues and speech samples in Spanish or French

Video of performance in PE to show examples of helping others in class

Tessellation Project from Geometry

Any project from an English course with a self-chosen topic of personal interest (Essentials, ExpositoryWriting, Debate and Persuasion, Womens Literature, etc.)

Power of One

Ladakh Debate

Road Trip (Europe/Australia)

Newscast from the Past

Ecuador debate

Field trip to jail Q & A on Constitution

Declaration town meeting

Immigration project

This I Believe

Philosophy Cafe

Independent research project Paper on identity


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Goal III: Academic

Literacy

An essay from any English class Photo essay from Journalism I Media artifact reflection from Womens Literature Poetry analysis, poems, or reflection from Poetry and Fiction Creative writing from Expository Writing or Advanced Writing Survivors of flight 227 Bread Givers Crucible Peoples History of the United States (Zinn) Lies My Teacher Told Me (Loewen) Sociology Article on Japanese internment camps Questions from the chapters in the text they are asked to read The Things They Carried Question Period in Kalamazoo

Rising on Setting sun

Death Penalty Issue Paper

Communication

Writing samples from any class Recordings of dialogues and speech samples in French or Spanish Stock Market Game from Economics Problem Demonstration from Introduction to Math American Studies I Culminating Interview (video and/or rubric) Nonfiction Memory Collection from interviews

Shakespeare Dramatic Monologue Lincoln-Douglas Debate from Debate and Persuasion

Creative Response Project from any English class

Power of One presentations Newscast Fr

FMRSD Technology Plan 2012-2015

Documents

Transcript of FMRSD Technology Plan 2012-2015