W O R K S H O P P R E S E N T A T I O N O U T L I N E 1Stan Freeda
AGENDA2W O R K S H O P P R E S E N T A T I O N O U T L I N E• Competency• Next GenerationScience Standards• Common CoreCon...
SCIENCE COMPETENCY3W O R K S H O P P R E S E N T A T I O N O U T L I N Ecom·pe·ten·cy [kom-pi-tuhn-see]having the behavior...
ED 306MINIMUM STANDARDS FOR SCHOOL APPROVAL4W O R K S H O P P R E S E N T A T I O N O U T L I N E(b) The required curricul...
ED 306MINIMUM STANDARDS FOR SCHOOL APPROVAL5W O R K S H O P P R E S E N T A T I O N O U T L I N EEd 306.27 High School Cur...
ED 306MINIMUM STANDARDS FOR SCHOOL APPROVAL6W O R K S H O P P R E S E N T A T I O N O U T L I N ETA #12 Competency Assessm...
LEARN MORE ABOUT COMPETENCY ONLINE7www.CompetencyWorks.orgwww.education.nh.gov/innovations/hs_redesign/competencies.htmwww...
COMMENTS OR QUESTIONS8W O R K S H O P P R E S E N T A T I O N O U T L I N Ecom·pe·ten·cy [kom-pi-tuhn-see]having the behav...
NEW HAMPSHIRE COLLEGE AND CAREER READY STANDARDS9W O R K S H O P P R E S E N T A T I O N O U T L I N Esomething set up and...
NEXT GENERATION SCIENCE STANDARDS10July 2011 – March 20131/2010 - 7/20111990s1990s-2009Phase IIPhase IW O R K S H O P P R ...
TIMELINE OF DEVELOPMENT11• National Research Council develops Framework for Science Literacy – releasedJuly 2011• Achieve ...
CONCEPTUAL SHIFTS12• K-12 science education should reflect the interconnected nature ofscience as it is practiced and expe...
THE DNA OF NEXT GENERATION SCIENCE13• The NGSS are written asPerformance Expectations• Each Standard represents acombinati...
SCIENCE PRACTICES14W O R K S H O P P R E S E N T A T I O N O U T L I N EPRACTICES1. Asking questions and defining problems...
CROSS CUTTING CONCEPTS OF SCIENCE15W O R K S H O P P R E S E N T A T I O N O U T L I N ECROSSCUTTING1. Patterns2. Cause an...
DISCIPLINARY CORE IDEAS OF SCIENCE16W O R K S H O P P R E S E N T A T I O N O U T L I N ECONTENTNH Science CurriculumFrame...
PHYSICAL SCIENCES17W O R K S H O P P R E S E N T A T I O N O U T L I N ECONTENTPS1 Matter and its interactionsHow can one ...
LIFE SCIENCES18W O R K S H O P P R E S E N T A T I O N O U T L I N ECONTENTLS1 From Molecules to Organisms: Structures and...
LIFE SCIENCES19W O R K S H O P P R E S E N T A T I O N O U T L I N ECONTENTLS3 Heredity: Inheritance and Variation of Trai...
EARTH AND SPACE SCIENCES20W O R K S H O P P R E S E N T A T I O N O U T L I N ECONTENTESS1 Earth’s Place in the UniverseWh...
DISCIPLINARY CORE IDEAS21W O R K S H O P P R E S E N T A T I O N O U T L I N ECONTENT
ENGINEERINGDESIGN22W O R K S H O P P R E S E N T A T I O N O U T L I N ECONTENTEngineering DesignStandards are forGrade Ra...
THE ARCHITECTURE OF NGSS23W O R K S H O P P R E S E N T A T I O N O U T L I N EThis is thePerformanceExpectationFoundation...
THE ARCHITECTURE OF NGSS24PRACTICESCONTENTCROSSCUTTINGW O R K S H O P P R E S E N T A T I O N O U T L I N E
ENGINEERING CONNECTIONS IN NGSS25Example ofEngineering DesignStandard.W O R K S H O P P R E S E N T A T I O N O U T L I N E
COMMON CORE CONNECTIONS IN NGSS26Connections to Common Core are given.Connection to other Disciplinary Core Ideas insame a...
NEW WAYS OF TEACHING AND LEARNING27EFFECTIVE SCIENCE TEACHING CAN BE USED ASA FOCAL POINT THAT EXEMPLIFIES TEACHINGPRACTIC...
CONVERGENCE AT THE CORE28• Knowledge through content-richtext.• Read. Write. Speak. Use evidence• Reason abstractly andqua...
COMMONALITIES AT THE CORE29AT THE CORE OF ALL THESE STANDARDS IS:• REASONING WITH EVIDENCE.• BUILDING ARGUMENTS AND CRITIQ...
COMMONALITIES AT THE CORE30• REQUIRE THAT TEACHERS FOCUS MORE ATTENTION ONREASONING AND “THINKING PRACTICES.”• REQUIRE STU...
COMMONALITIES AT THE CORE31TEACHERS WILL HAVE TO HELP ALL STUDENTS:• EXTERNALIZE THEIR THINKING;• LISTEN CAREFULLY TO ONE ...
COMMON PRACTICES32Science and Engineering Practices1. Asking questions and defining problems.2. Developing and using model...
COMMON PRACTICES33English Language Arts Capacities1. Demonstrate independence.2. Build strong content knowledge.3. Respond...
COMMON PRACTICES34ELA Capacities manifest as:“construct effective arguments,” “request clarification,” “ask relevant quest...
COMMON PRACTICES35Points to Consider:• “Reasoning practices” in all content areas have to be enacted,and for learners, mos...
THE GOOD NEWS36“Reasoning” practices are common to all “modern” standards, so youget a big bang for the buck.The practices...
THE BAD NEWS37The dominant forms of talk in classrooms — recitation and directinstruction — do NOT support reasoning, buil...
LEARN MORE ABOUT STANDARDS ONLINE38www.NextGenScience.orgEnglish Language Arts; Mathematicswww.CoreStandards.orgInformatio...
COMMENTS OR QUESTIONS39W O R K S H O P P R E S E N T A T I O N O U T L I N EWhere are we onstandards?something set up and ...
40THE TAKE AWAYThe Bottom LineWe cannot effectively teach and assess kidson the Next Generation Science Standards orthe Co...
THE TAKE AWAY41What do we do now?• We need to take seriously our role as educators in New Hampshire.• We have to model the...
42THE ENDW O R K S H O P P R E S E N T A T I O N O U T L I N E
RESOURCES FOR TEACHERS43New Hampshire Educators Online www.nheon.orgOPEN NH Professional Development www.opennh.orgNH Digi...
44OFFICE OF EDUCATIONAL TECHNOLOGYContact InformationStan FreedaOffice of Educational TechnologyNew Hampshire Department o...
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NH and Next Generation Science - May 2013

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Overview of the Next Generation Science Standards and how they fit into NH College and Career Ready Standards as of May 2013. Presentation to Curriculum, Instruction, and Assessment group.

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NH and Next Generation Science - May 2013

  1. 1. W O R K S H O P P R E S E N T A T I O N O U T L I N E 1Stan Freeda
  2. 2. AGENDA2W O R K S H O P P R E S E N T A T I O N O U T L I N E• Competency• Next GenerationScience Standards• Common CoreConnections• Teaching Practices
  3. 3. SCIENCE COMPETENCY3W O R K S H O P P R E S E N T A T I O N O U T L I N Ecom·pe·ten·cy [kom-pi-tuhn-see]having the behaviors, knowledge, skillsand abilities that are necessary forsuccessful demonstration of knowledgeand understanding.
  4. 4. ED 306MINIMUM STANDARDS FOR SCHOOL APPROVAL4W O R K S H O P P R E S E N T A T I O N O U T L I N E(b) The required curriculum content shall comply with the following:(4) If a district chooses to offer extended learning opportunities, theextended learning opportunities shall:b. Be governed by a policy adopted by the local school board that:5. Requires that granting of credits shall be based on a student’sdemonstration of competencies, as approved by certifiededucators;Ed 306.27 High School Curriculum, Credits, GraduationRequirements, and Cocurricular Program.
  5. 5. ED 306MINIMUM STANDARDS FOR SCHOOL APPROVAL5W O R K S H O P P R E S E N T A T I O N O U T L I N EEd 306.27 High School Curriculum, Credits, GraduationRequirements, and Cocurricular Program.(d) The local school board shall require that a high school credit can be earned bydemonstrating mastery of required competencies for the course, as approved bycertified school personnel. Each high school shall determine the number of creditsto be awarded for successful demonstration of competencies following completionof a classroom course, independent study, distance learning course, or extendedlearning opportunity. One credit shall equate to the level of rigor and achievementnecessary to master competencies that have been designed to demonstrate theknowledge and skills necessary to progress toward college level and career work.Determination of the weight of each course competency on which credit is based,as well as the degree of mastery on which credit will be granted, shall be a localdecision.
  6. 6. ED 306MINIMUM STANDARDS FOR SCHOOL APPROVAL6W O R K S H O P P R E S E N T A T I O N O U T L I N ETA #12 Competency Assessment of Student Mastery (2006)State Standards indicate that local districts must have a competencyassessment process and defined competencies in place by the 2008-2009school year. The school approval standards state that local school boardsmay implement competency assessment of student mastery at the highschool level at any time, but it is not required by the state standards until the2008-2009 school year.http://www.education.nh.gov/standards/documents/advisory12.pdf
  7. 7. LEARN MORE ABOUT COMPETENCY ONLINE7www.CompetencyWorks.orgwww.education.nh.gov/innovations/hs_redesign/competencies.htmwww.inacol.org/research/competency/W O R K S H O P P R E S E N T A T I O N O U T L I N E
  8. 8. COMMENTS OR QUESTIONS8W O R K S H O P P R E S E N T A T I O N O U T L I N Ecom·pe·ten·cy [kom-pi-tuhn-see]having the behaviors, knowledge, skills andabilities that are necessary for successfuldemonstration of knowledge andunderstanding.Where are we on coursecompetencies?
  9. 9. NEW HAMPSHIRE COLLEGE AND CAREER READY STANDARDS9W O R K S H O P P R E S E N T A T I O N O U T L I N Esomething set up andestablished by authorityas a rule for themeasure of quantity,weight, extent, value,or quality.stan·dard [stan-derd] • National Core Arts Standards• English Language Arts• Mathematics• Science Frameworks• Social Studies Frameworks• Information and CommunicationTechnology Literacy Standards• Family & Consumer Science• Health Education• Technology Education
  10. 10. NEXT GENERATION SCIENCE STANDARDS10July 2011 – March 20131/2010 - 7/20111990s1990s-2009Phase IIPhase IW O R K S H O P P R E S E N T A T I O N O U T L I N E
  11. 11. TIMELINE OF DEVELOPMENT11• National Research Council develops Framework for Science Literacy – releasedJuly 2011• Achieve develops Next Generation Standards based on the Framework• First public draft of Next Generation Science Standards - May 2012• NH Science Teachers Association develops review team – December 2012• Second and final public draft of NGSS– January 8, 2013• Recommendations for adoption provided to Commissioner – March/April, 2013• FINAL NGSS release – April 2013• New Hampshire Science Teachers Association reviews standards March – May• NHSTA makes recommendations to the Board of Education May/June• Next Steps?W O R K S H O P P R E S E N T A T I O N O U T L I N E
  12. 12. CONCEPTUAL SHIFTS12• K-12 science education should reflect the interconnected nature ofscience as it is practiced and experienced in the real world.• The Next Generation Science Standards are student performanceexpectations – not curriculum.• The science concepts build coherently from K-12.• The NGSS focus on deeper understanding of content as well asapplication of content.• All the Sciences are integrated in the NGSS from K–12.• The NGSS and Common Core State Standards ( English Language Artsand Mathematics) are aligned.W O R K S H O P P R E S E N T A T I O N O U T L I N E
  13. 13. THE DNA OF NEXT GENERATION SCIENCE13• The NGSS are written asPerformance Expectations• Each Standard represents acombination of three dimensions:• Science Practices• Science Core Content• Cross Cutting Concepts• NGSS will require contextualapplication of the threedimensions by students.• NGSS promotes Competency inScience.W O R K S H O P P R E S E N T A T I O N O U T L I N E
  14. 14. SCIENCE PRACTICES14W O R K S H O P P R E S E N T A T I O N O U T L I N EPRACTICES1. Asking questions and defining problems2. Developing and using models3. Planning and carrying out investigations4. Analyzing and interpreting data5. Using mathematics and computational thinking6. Constructing explanations and designing solutions7. Engaging in argument from evidence8. Obtaining, evaluating, and communicating informationScience Curriculum FrameworkScience Process Skills
  15. 15. CROSS CUTTING CONCEPTS OF SCIENCE15W O R K S H O P P R E S E N T A T I O N O U T L I N ECROSSCUTTING1. Patterns2. Cause and effect3. Scale, proportion and quantity4. Systems and system models5. Energy and matter6. Structure and function7. Stability and changeNECAP Unifying ThemesScientific InquiryNature of ScienceSystems and EnergyModels and ScalePatterns of ChangeForm and Function
  16. 16. DISCIPLINARY CORE IDEAS OF SCIENCE16W O R K S H O P P R E S E N T A T I O N O U T L I N ECONTENTNH Science CurriculumFramework ContentDomainsPhysical SciencesLife SciencesEarth Space Science1. Physical Science2. Life Science3. Earth and Space Science4. Engineering Design
  17. 17. PHYSICAL SCIENCES17W O R K S H O P P R E S E N T A T I O N O U T L I N ECONTENTPS1 Matter and its interactionsHow can one explain the structure, properties, and interactions ofmatter?PS2 Motion and stability: Forces and interactionsHow can one explain and predict interactions between objects andwithin systems?PS3 EnergyHow is energy transferred and conserved?PS4 Waves PropertiesHow are waves used to transfer energy and information?DISCIPLINARY CORE IDEAS
  18. 18. LIFE SCIENCES18W O R K S H O P P R E S E N T A T I O N O U T L I N ECONTENTLS1 From Molecules to Organisms: Structures andProcessesHow do organisms live, grow, respond to their environment, andreproduce?LS2 Ecosystems: Interactions, Energy, and DynamicsHow and why do organisms interact with their environment, and whatare the effects of these interactions?DISCIPLINARY CORE IDEAS
  19. 19. LIFE SCIENCES19W O R K S H O P P R E S E N T A T I O N O U T L I N ECONTENTLS3 Heredity: Inheritance and Variation of TraitsHow are characteristics of one generation passed to the next? Howcan individuals of the same species and even siblings have differentcharacteristics?LS4 Biological Evolution: Unity and DiversityHow can there by so many similarities among organisms yet somany different kinds of plants, animals, and microorganisms? Howdoes Biodiversity affect humans?DISCIPLINARY CORE IDEAS
  20. 20. EARTH AND SPACE SCIENCES20W O R K S H O P P R E S E N T A T I O N O U T L I N ECONTENTESS1 Earth’s Place in the UniverseWhat is the universe and what is Earth’s place in it?ESS2 Earth’s SystemsHow and why is Earth constantly changing?ESS3 Earth and Human ActivityHow do Earth’s surface processes and human activities affect eachother?DISCIPLINARY CORE IDEAS
  21. 21. DISCIPLINARY CORE IDEAS21W O R K S H O P P R E S E N T A T I O N O U T L I N ECONTENT
  22. 22. ENGINEERINGDESIGN22W O R K S H O P P R E S E N T A T I O N O U T L I N ECONTENTEngineering DesignStandards are forGrade Ranges
  23. 23. THE ARCHITECTURE OF NGSS23W O R K S H O P P R E S E N T A T I O N O U T L I N EThis is thePerformanceExpectationFoundationBoxesPractice Disciplinary Core Idea Crosscutting ConceptIllustrate and describe the location of Earth and the Solar System with respect to the sizes and structures of theMilky Way galaxy and Universe.Assessment Boundary: Mathematical models are not expected; use AU for Solar System scale; use light years for universal scaleDeveloping and UsingModels: Create and interpretscale drawings, scalemodels, or other depictionsof differences in scale.ESS1.A: The Universe and Its Stars: Earthand its solar system are part of the Milky Waygalaxy, which is one of many galaxies in theuniverse.Scale, Proportion andQuantity: Different scientificphenomena correspond todifferent powers-of-ten scales.CROSSCUTTINGPRACTICES CONTENTLevelsGr 1Gr 2Gr 3Gr 4Gr 5MSHS
  24. 24. THE ARCHITECTURE OF NGSS24PRACTICESCONTENTCROSSCUTTINGW O R K S H O P P R E S E N T A T I O N O U T L I N E
  25. 25. ENGINEERING CONNECTIONS IN NGSS25Example ofEngineering DesignStandard.W O R K S H O P P R E S E N T A T I O N O U T L I N E
  26. 26. COMMON CORE CONNECTIONS IN NGSS26Connections to Common Core are given.Connection to other Disciplinary Core Ideas insame and other grade levels.W O R K S H O P P R E S E N T A T I O N O U T L I N E
  27. 27. NEW WAYS OF TEACHING AND LEARNING27EFFECTIVE SCIENCE TEACHING CAN BE USED ASA FOCAL POINT THAT EXEMPLIFIES TEACHINGPRACTICES FOR ALL COMMON CORE AREAS.W O R K S H O P P R E S E N T A T I O N O U T L I N E
  28. 28. CONVERGENCE AT THE CORE28• Knowledge through content-richtext.• Read. Write. Speak. Use evidence• Reason abstractly andquantitatively.• Construct viable arguments.• Critique the reasoning of others.• Argue with evidence.• Explanations and solutions• Obtain. Evaluate. Communicate.• Synthesize and report in responseto task.• Use appropriate tools and media.W O R K S H O P P R E S E N T A T I O N O U T L I N E
  29. 29. COMMONALITIES AT THE CORE29AT THE CORE OF ALL THESE STANDARDS IS:• REASONING WITH EVIDENCE.• BUILDING ARGUMENTS AND CRITIQUING THE ARGUMENTSOF OTHERS.• DEVELOPING RIGOROUS, CONCEPTUALLY STRONG,EVIDENCE-BASED THINKING PRACTICES.• PARTICIPATING IN REASONING-ORIENTED PRACTICES,WITH OTHERS.A FEW MORE OF THESE PRACTICES SEEM TO RELATEEXPLICITLY TO SENSE-MAKING AND DISCUSSION:REASONING, IN THE SERVICE OF MAKING ARGUMENTS.W O R K S H O P P R E S E N T A T I O N O U T L I N E
  30. 30. COMMONALITIES AT THE CORE30• REQUIRE THAT TEACHERS FOCUS MORE ATTENTION ONREASONING AND “THINKING PRACTICES.”• REQUIRE STUDENTS TO PARTICIPATE IN MAKING THEIRTHINKING PUBLIC AND COGENT.• STUDENTS WILL NEED GUIDANCE TO MAKING THEIRTHINKING…• Visible• Public• Available to others…IN SPEAKING AND WRITING!W O R K S H O P P R E S E N T A T I O N O U T L I N E
  31. 31. COMMONALITIES AT THE CORE31TEACHERS WILL HAVE TO HELP ALL STUDENTS:• EXTERNALIZE THEIR THINKING;• LISTEN CAREFULLY TO ONE ANOTHERAND TAKE ONE ANOTHER SERIOUSLY;• DIG DEEPER INTO THE DATA AND EVIDENCE FOR THEIRPOSITIONS;• WORK WITH THE REASONING OF OTHERS.W O R K S H O P P R E S E N T A T I O N O U T L I N E
  32. 32. COMMON PRACTICES32Science and Engineering Practices1. Asking questions and defining problems.2. Developing and using models.3. Planning and carrying out investigations.4. Analyzing and interpreting data.5. Using mathematics, information and computer technology,and computational thinking.6. Constructing explanations and designing solutions .7. Engaging in argument from evidence.8. Obtaining, evaluating, and communicating information.W O R K S H O P P R E S E N T A T I O N O U T L I N E
  33. 33. COMMON PRACTICES33English Language Arts Capacities1. Demonstrate independence.2. Build strong content knowledge.3. Respond to the varying demands ofaudience, task, purpose, and discipline.4. Comprehend as well as critique.5. Value evidence.6. Use technology and digital mediastrategically and capably.7. Come to understand other perspectives andcultures.W O R K S H O P P R E S E N T A T I O N O U T L I N E
  34. 34. COMMON PRACTICES34ELA Capacities manifest as:“construct effective arguments,” “request clarification,” “ask relevant questions,”“build on others’ ideas,” “articulate their own ideas,” “question assumptions andpremises,” “assess the veracity of claims,” “assess the soundness of reasoning,”“cite specific evidence,” “make their reasoning clear,” “constructivelyevaluate others’ use of evidence,” “evaluate other points of view critically andconstructively,” “express and listen carefully to ideas,” “cite specific textualevidence to support conclusions,” “delineate and evaluate the argument andspecific claims in a text including the validity of the reasoning as well as therelevance and sufficiency of the evidence,” “participate effectively in a range ofconversations and collaborations with diverse partners, building on others’ideas and expressing their own clearly and persuasively.”W O R K S H O P P R E S E N T A T I O N O U T L I N E
  35. 35. COMMON PRACTICES35Points to Consider:• “Reasoning practices” in all content areas have to be enacted,and for learners, most are enacted socially, through talk andwriting.• “Social” does not just mean student-led group work. Well-structured social interaction builds in time to think as anindividual – making thinking available - metacognition.W O R K S H O P P R E S E N T A T I O N O U T L I N E
  36. 36. THE GOOD NEWS36“Reasoning” practices are common to all “modern” standards, so youget a big bang for the buck.The practices of discussion transfer from one content domain to another.We now know a great deal about how to induct students, from allbackgrounds, into these reasoning practices, through rigorous, content-rich, teacher-guided discussions.Good teaching has always supported these practices. Project BasedLearning supports these practices: Science, the Arts, Family &Consumer Science, CTE, etc…W O R K S H O P P R E S E N T A T I O N O U T L I N E
  37. 37. THE BAD NEWS37The dominant forms of talk in classrooms — recitation and directinstruction — do NOT support reasoning, building arguments withevidence, explaining, critiquing, and building common ground.Teachers are often not well-prepared to lead academically productive,reasoning-oriented discussions.Teachers often rely on group work, hoping that the hands-on activities, insmall groups, will teach the students what they need to learn.Even science teachers have a hard time running the discussions.Discussions are often skipped. “…We just didn’t have time.”W O R K S H O P P R E S E N T A T I O N O U T L I N E
  38. 38. LEARN MORE ABOUT STANDARDS ONLINE38www.NextGenScience.orgEnglish Language Arts; Mathematicswww.CoreStandards.orgInformation and Communication Technologieswww.iste.org/standardsW O R K S H O P P R E S E N T A T I O N O U T L I N E
  39. 39. COMMENTS OR QUESTIONS39W O R K S H O P P R E S E N T A T I O N O U T L I N EWhere are we onstandards?something set up and established byauthority as a rule for the measure ofquantity, weight, extent, value, or quality.stan·dard [stan-derd]
  40. 40. 40THE TAKE AWAYThe Bottom LineWe cannot effectively teach and assess kidson the Next Generation Science Standards orthe Common Core Math or Common CoreELA using technology and online assessmentsunless we use the teaching and learningmodels suggested by these modern,reasoning-based standards.W O R K S H O P P R E S E N T A T I O N O U T L I N E
  41. 41. THE TAKE AWAY41What do we do now?• We need to take seriously our role as educators in New Hampshire.• We have to model these core ideas in our actions and teaching.• We have to insist that our professional development programs fits thisactive teaching model. We need to engage in professional developmentthat:• Engages socially through peer interactions• Stresses metacognitive processes• Extends learning beyond the “workshop” or “webinar” or “seminar”• Requires a project based / demonstration product to assess learning• Incorporates technology to engage and enhance the experienceW O R K S H O P P R E S E N T A T I O N O U T L I N E
  42. 42. 42THE ENDW O R K S H O P P R E S E N T A T I O N O U T L I N E
  43. 43. RESOURCES FOR TEACHERS43New Hampshire Educators Online www.nheon.orgOPEN NH Professional Development www.opennh.orgNH Digital Resources Consortium www.nhdrc.orgNH Educational GIS Partnership www.nhedgis.orgScience www.education.nh.gov/instruction/curriculum/scienceOpen Education Resources www.oercommons.orgThinkfinity www.thinkfinity.orgNSTA Learning Center www.learningcenter.nsta.orgW O R K S H O P P R E S E N T A T I O N O U T L I N E
  44. 44. 44OFFICE OF EDUCATIONAL TECHNOLOGYContact InformationStan FreedaOffice of Educational TechnologyNew Hampshire Department of EducationStanley.Freeda@doe.nh.gov 603.271.5132www.education.nh.gov www.nheon.org www.opennh.org@W O R K S H O P P R E S E N T A T I O N O U T L I N E

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