OUTLINE for ePortfolios and Learning

Innovation Implementation Outline

Within the next year, students will immerse themselves in technology and learning. Technology will become a part of the learning culture within the school district. Research has proven that students in blended-learning classrooms retain a great deal of knowledge, than that in traditional face-to-face classes.

As we begin implementing blended-learning in classrooms and in the courses, the implementation plan will move progress forward in learning.

The school district already has ipads for all students to use, so these will be an asset to the implementation of this program. Adjustments will be implemented with students, classes, and other amenities such as the library, printers, public WiFi and such. We will make sure that the whole component is networked, the school will seek data to support the technology initiatives that promote student development and achievement.

Implementation of the plan will be directed by counselors and teachers, the program will be introduced to parents, students, and other stakeholders on the school website, letters will be sent home, informational meetings and Q&A sessions will also take place. Professional Learning will be implemented to address the needs of educators and them being able to learn and implement the process to students.

Issues that will be addressed include:

• Student access to technology

• Student access to internet

• School Board Buy-In

• Faculty buy-in

• Assessment criteria

• The design for creating a significant learning experience

• Convince stakeholders to realize the full benefits of technology

• All faculty become familiar with various technology and course design criteria

• Ensure all students and families have access to internet and technology

Phase I: BUY-IN

A. Presentation to School Board Members

1. Go before the Board to promote the continued use of technology in the school district. The purpose of this presentation is to convey to the board that education is changing and by implementing eportfolios we can create significant learning experiences and outcomes for students.

B. Presentation to Department Heads and Adminstration

1. Meet with the Director of Curriculum to get them on board, and set up a meeting with other Supervisors and Department Coordinators.

2. Offer a presentation on Blended Learning, Technology and open up to a questioning and answer session.

C. Teacher recruitment to become a part of the innovation

1. Research to find out which teachers’ have technology backgrounds. Get teachers to provide input as to the types of assessments needed as well as the vision they have for the program going forward.

2. Professional Development Plan: Training for teachers on how to develop and create eportfolios. Provide online instruction and training on eportfolios and blended learning. Focus on concerns with teachers who may not be as strong in instruction technology.

a) Create time for learning, instructional hands on learning.

b) Provide instructional technology teachers’ to assist those in need.

c) Work collectively on course materials, formats, and design.

D. Look at quantitative data as eportfolios are implemented

1. Are eportfolios;

a) Engaging students.

2. Are blended methods of learning working?

a) Survey High School Teachers to see what is working or not working.

b) Survey students and parents

c) What resources are teachers using in the classroom?

d) Is blended-learning courses working across the various courses.

e) Interview teachers who are using eportfolios and blended learning

f) Send surveys home to parents/guardians requesting feedback on blended-learning and technology, what they think of it.

Phase II: Implementation

• May 2018

1. Meet with teachers and students to determine what program they will use for their personal eportfolio. How will we implement a blended-learning method into each class and eportfolio.

2. Develop budgetary needs for curriculum planning:

3. Teacher training

4. Online tutorials

5. Curriculum development hours

6. Technology

7. Other costs associated with initiative

8. June-July 2018

9. Current courses into blended learning course.

10. Take current curriculum and convert it into a blended-learning format. Lessons will be taught in various ways.

11. Common Core standards must be targeted for all courses and technology.

12. August 2018

13. Send letters home to incoming 9th grade students.

14. Parent Meeting on new plan.

15. Begin orientations with freshmen level teachers and assign teacher to their prospective students.

16. September 2018

17. Begin rollout of new blended-learning courses.

18. Begin ePortfolio process

19. Conduct pre-tests:

20. Content knowledge pre-test in courses

21. October-December 2018

22. Continue with blended learning courses and continue the implementation of ePortfolios.

January 2018

First semester testing

1. Survey students and parents on strengths, weaknesses, opportunities, in technology, eportfolios and blended-learning.

2. Test on content knowledge of courses.

• February-April 2019

1. Examine the use of eportfolios

1. Are eportfolios engaging students, are we using best practices?

2. Are there better ways to assess students, such as observation rubrics?

3. Are there other ways the school could utilize blended-learning to implement significant learning experiences?

4. May 2019

• Phase III: Program Assessment

1. Take a look at pre-test and post-test results.

2. Survey Teachers

3. Survey Students

4. Survey Parents

5. Meet with District Technology team

6. Phase IV: Validate

7. Results with control group

• What worked?

• What did not work?

1. Formulate focus groups

• Meet with students, teachers, and other stakeholders of the concerns about blended learning in the classroom and technology.

• Discuss changes, modifications or additions to the program.

• Discuss what if or what changes should be made.

• Is Blended Learning and eportfolios working with students?

• Are teachers using eportfolios and Blended Learning in their classrooms?

• Discuss modifications with students’, what is working, what they would like to see differently, what changes would assist them in meeting their educational goals?