While more than two-thirds of states already conduct some kind of statewide online assessments, the new assessments of the Common Core State Standards from PARCC and Smarter Balanced are increasing both interest and anxiety in school districts. To help relieve the anxiety, SETDA has created a series of case studies Implementing Online Assessments: Pathways to Success (assessmentstudies.setda.org), with a narrative and resources. Each narrative provides an in-depth look at what it took a district to implement the assessments as well as key factors in each state’s approach to infrastructure and training and communication. There also are downloadable resources that range from training agendas to checklists for technology readiness to sample letters from the state to school districts. Mike Nelson, Director of Curriculum and assessment of Coeur d"Alene School District 271, ID, Patches Hill, Technology Systems Manager of Indian River School District, DE and Scott Smith, Chief Technology Officer of Mooresville Graded School District, NC will explain what they did to get ready for their online assessments and answer your questions.
State Online Communities Bloom with Robust Resources SETDA
State leadership can help provide robust resources for teaching and learning and unique professional learning opportunities for educators. Representatives from two states who have led the gathering and dissemination of these teaching materials, Texas and Oregon, will showcase their efforts and how they go to where they are. Karen Kahan, Director of Educational Technology at the Texas Education Agency will share highlights of the Texas Project Share program (http://www.projectsharetexas.org). Project Share, developed and hosted by the Texas Education Agency, is a collection of Web 2.0 tools and applications that provides high quality professional development in an interactive and engaging learning environment. Carla Wade, Digital Learning and STEM Education Specialist for the Oregon Department of Education will provide an overview of the Oregon EdTech Professional Development Cadre (http://teach.oetc.org/oregon). The OR Cadre is an online community where educators share lesson plans and professional development ideas and seek advice from their colleagues.
21st Century Learning Leadership Forum Insight Cafe - Banff October 2011 - How one Ontario K-12 District is transforming to a 21st Century Learning and Teaching District
This presentation looks at issues that help make online courses successful. This includes learning characteristics, multiple channels for learning, and quality standards.
A presentation sharing the findings from our 2020 student digital experience insights surveys together with an overview of our new questions for the 2020-21 surveys of students, teaching and professional services staff and researchers.
The session will offer opportunities for colleagues to share their experiences of how students are adapting to the changes bought about by the pandemic.
By Ruth Drysdale, senior consultant - data and digital capability, Jisc and Sarah Knight, head of data and digital capability, Jisc
State Online Communities Bloom with Robust Resources SETDA
State leadership can help provide robust resources for teaching and learning and unique professional learning opportunities for educators. Representatives from two states who have led the gathering and dissemination of these teaching materials, Texas and Oregon, will showcase their efforts and how they go to where they are. Karen Kahan, Director of Educational Technology at the Texas Education Agency will share highlights of the Texas Project Share program (http://www.projectsharetexas.org). Project Share, developed and hosted by the Texas Education Agency, is a collection of Web 2.0 tools and applications that provides high quality professional development in an interactive and engaging learning environment. Carla Wade, Digital Learning and STEM Education Specialist for the Oregon Department of Education will provide an overview of the Oregon EdTech Professional Development Cadre (http://teach.oetc.org/oregon). The OR Cadre is an online community where educators share lesson plans and professional development ideas and seek advice from their colleagues.
21st Century Learning Leadership Forum Insight Cafe - Banff October 2011 - How one Ontario K-12 District is transforming to a 21st Century Learning and Teaching District
This presentation looks at issues that help make online courses successful. This includes learning characteristics, multiple channels for learning, and quality standards.
A presentation sharing the findings from our 2020 student digital experience insights surveys together with an overview of our new questions for the 2020-21 surveys of students, teaching and professional services staff and researchers.
The session will offer opportunities for colleagues to share their experiences of how students are adapting to the changes bought about by the pandemic.
By Ruth Drysdale, senior consultant - data and digital capability, Jisc and Sarah Knight, head of data and digital capability, Jisc
Presented on behalf of the Australian Government, Department of Education, Skills and Employment and for the Ministry of Education for the Government of India. On the 20 November 2020
Abstract: Over the last 20 years distance, and now online learning, has evolved in unexpected and unprecedented ways due to the emergence of a variety of factors. These include but are certainly not limited to the advent of social media, the strengthening of wireless internet, particularly to internet optimised mobile devices, a new wave of learning management systems and the emergence of online productivity tools. There is now a strong emphasis on the role of standards within the online offering of courses, that has led to institutions being able to mediate the quality of their offerings, providing new levels of consistency and equivalence, which has risen in importance in the wake of the outbreak of COVID-19 globally. These contemporary ways of looking at online and distance learning means that there is an opportunity to consider new models of teaching that allow for more active, collaborative and authentic forms of student engagement that shift the emphasis away from teaching to learning and preparing student for the future of work. The Australian Council on Open Distance and e-Learning’s (ACODE) role, among other things, is to provide institutions with guidance and expertise on these new approaches in the distance and e-learning fields, while advocating and promoting best practise amongst its members.
In the WDMCS New Tech schools, we provide an education embedded in a culture of trust, respect, and responsibility. Students are expected to meet learning outcomes in eight areas: written communication, oral communication, collaboration, technology literacy, work ethic, content proficiency, critical thinking, and global awareness. With project-based learning, the seamless use of technology, and a distinct school culture, we prepare our students with the skills needed to be successful in today’s world beyond high school.
To investigate master’s program content related to construction of electronic portfolios in an online Educational Technology Leadership (ETL) master’s program and potential transference of
concepts to PK-12 classrooms.
Modularized developmental ed at x li 2011 3 8_2011Ryan Schrenk
Sharing progress on state-wide Credit Retrieval program (MTDA Connect) for the state of Montana using the PLATO Learning Environment and a coach/facilitator model through the Montana Digital Academy. XLi 2011
The West Des Moines Community Schools will be the first district in the state to offer New Tech schools, where students learn through real-world projects and all children are assigned a personal digital device. This presentation provides introductory information for parents about New Tech.
Analytics Goes to College: Better Schooling Through Information Technology wi...bisg
The focus on the tremendous volume of information about target markets that can be gleaned through the use of powerful analytics technology obscures the reality that, much of the time, that information lacks predictive capacity, and can really only provide a very detailed retrospective analysis of behaviors of interest. Vince Kellen discusses the ways that his university has reorganized and deployed their IT resources to acquire better, more useful information -- and, more importantly, how that information can be immediately translated into decisive action.
Future Ready Education: Unleashing Innovation To The EnterpriseDell World
Educators are increasing student technology access to modernize the learning environment. While much focus is on the device, a successful initiative requires a secure, reliable and scalable infrastructure that empowers access anytime and anywhere. Hear how Dell is helping Public Schools design and deploy the right investments to keep learning time productive, safe, secure and fun.
Presented on behalf of the Australian Government, Department of Education, Skills and Employment and for the Ministry of Education for the Government of India. On the 20 November 2020
Abstract: Over the last 20 years distance, and now online learning, has evolved in unexpected and unprecedented ways due to the emergence of a variety of factors. These include but are certainly not limited to the advent of social media, the strengthening of wireless internet, particularly to internet optimised mobile devices, a new wave of learning management systems and the emergence of online productivity tools. There is now a strong emphasis on the role of standards within the online offering of courses, that has led to institutions being able to mediate the quality of their offerings, providing new levels of consistency and equivalence, which has risen in importance in the wake of the outbreak of COVID-19 globally. These contemporary ways of looking at online and distance learning means that there is an opportunity to consider new models of teaching that allow for more active, collaborative and authentic forms of student engagement that shift the emphasis away from teaching to learning and preparing student for the future of work. The Australian Council on Open Distance and e-Learning’s (ACODE) role, among other things, is to provide institutions with guidance and expertise on these new approaches in the distance and e-learning fields, while advocating and promoting best practise amongst its members.
In the WDMCS New Tech schools, we provide an education embedded in a culture of trust, respect, and responsibility. Students are expected to meet learning outcomes in eight areas: written communication, oral communication, collaboration, technology literacy, work ethic, content proficiency, critical thinking, and global awareness. With project-based learning, the seamless use of technology, and a distinct school culture, we prepare our students with the skills needed to be successful in today’s world beyond high school.
To investigate master’s program content related to construction of electronic portfolios in an online Educational Technology Leadership (ETL) master’s program and potential transference of
concepts to PK-12 classrooms.
Modularized developmental ed at x li 2011 3 8_2011Ryan Schrenk
Sharing progress on state-wide Credit Retrieval program (MTDA Connect) for the state of Montana using the PLATO Learning Environment and a coach/facilitator model through the Montana Digital Academy. XLi 2011
The West Des Moines Community Schools will be the first district in the state to offer New Tech schools, where students learn through real-world projects and all children are assigned a personal digital device. This presentation provides introductory information for parents about New Tech.
Analytics Goes to College: Better Schooling Through Information Technology wi...bisg
The focus on the tremendous volume of information about target markets that can be gleaned through the use of powerful analytics technology obscures the reality that, much of the time, that information lacks predictive capacity, and can really only provide a very detailed retrospective analysis of behaviors of interest. Vince Kellen discusses the ways that his university has reorganized and deployed their IT resources to acquire better, more useful information -- and, more importantly, how that information can be immediately translated into decisive action.
Future Ready Education: Unleashing Innovation To The EnterpriseDell World
Educators are increasing student technology access to modernize the learning environment. While much focus is on the device, a successful initiative requires a secure, reliable and scalable infrastructure that empowers access anytime and anywhere. Hear how Dell is helping Public Schools design and deploy the right investments to keep learning time productive, safe, secure and fun.
Comprehensive IT: Opportunities for Students When the Whole School Is “The Ac...NAFCareerAcads
This inspirational session will highlight the key components of a successful high school model. Participants will learn strategies for integrating technology into the classroom, building a culture of support for all students and empowering students and teachers with data to motivate change in student achievement.
Presenters: Connie Collins and Demetria Hayes Faison, Crooms Academy of IT
Managing technology integration in schoolsCarlo Magno
This session answers the following questions: (1) How do we integrate technology in teaching and learning? (2) Is technology integration effective? (3) How do we support technology integration in our schools? (4) How do we know we are in the right track on technology integration?
21st Century School Presentation - Acorn High SchoolLisa Nielsen
This presentation provides an overview of how Acorn high school has made strides to become a school that prepares students for 21st century teaching and learning.
Moving Forward on Learning Analytics - A/Professor Deborah West, Charles Darw...Blackboard APAC
Learning analytics is a 'hot topic' in education with many institutions seeking to make better use of the data available via various systems. One of the key challenges in this process is to understand the business questions that people working in various roles in institutions would like to be able to answer. However, it is also important that these questions are appropriately structured and specific in order to gather the relevant data. This session builds on the workshop run at last year's Blackboard Learning and Teaching conference where participants explored business questions and use cases for learning analytics from a range of perspectives.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
SETDA Broadband imperative II Report Release and Hill BriefingSETDA
Sponsors: Senator Angus King & Rep. Jared Polis
September 8, 2016 @ 10:00 am – 11:30 am EDT
Presenters highlighted the critical need for high-speed broadband access both in and outside of school and discussed the updated recommendations for policy makers and school leaders via The Broadband Imperative II: Equitable Access for Learning. In this latest report, SETDA continues to advocate for increasing robust access both in and out of school to best prepare all students for college and careers. Recommendations include:
1. Increase Infrastructure to Support Student-Centered Learning
2. Design Infrastructure to Meet Capacity Targets
3. Ensure Equity of Access for All Students Outside of School
4. Leverage State Resources to Increase Broadband Access
Moderator: Dr. Tracy Weeks, Executive Director, SETDA
Opening Remarks:
Commissioner Jessica Rosenworcel, Federal Communications Commission
Congressman Jared Polis
Presenters:
Laurence Cocco, Director of the Office of Educational Technology, New Jersey Department of Education
Jeff Egly, Associate Director, Technical Services, Utah Education Network
Christine Fox, Deputy Executive Director, SETDA
Jeff Mao, Senior Manager, Common Sense Education
Joseph South, Director, Office of Educational Technology, U.S. Department of Education
Dr. Lisa Spencer, Exec. Director of Instructional Technology & Support, Prince George’s County Public Schools, Maryland
Ensuring the Quality of Digital Content for Learning WebinarSETDA
This webinar shared strategies for ensuring the quality of digital content, including exploring the specific quality-control challenges and opportunities associated with open educational resources. The content of the webinar stemed from SETDA’s latest digital content policy brief, Ensuring the Quality of Digital Content for Learning. Presenters shared examples of state leadership regarding the vetting of digital content and an overview of state OER policies, now available via the State Education Policy Center. In addition, the webinar offered the opportunity for questions and comments regarding a range of policy and practice issues related to digital content.
Presenters included:
Lan Neugent, Interim Executive Director, SETDA
Reg Leichty, Founding Partner, Foresight Law + Policy
Barbara Soots, Open Educational Resources Program Manager, Washington Office of Superintendent of Public Instruction
For more information: http://www.setda.org/events/webinars/public-events/
Guide to Implementing Digital Learning WebinarSETDA
This webinar explored the Guide to Implementing Digital Learning, a free web-based resource to support school and district leaders as they work to ensure that investments in digital learning spark positive results. GIDL includes six topic areas: planning, professional learning, content and software, broadband, devices and tech support. Each topic’s section includes background information, key considerations for implementation, resources and exemplars of digital learning in action. The webinar will explore how states and districts can empower and encourage educators to plan for and implement digital learning to improve students' learning experiences. Presenters shared how their states are supporting digital learning implementation and how they will leverage GIDL.
Presenters:
Christine Fox, Director of Educational Leadership and Research, SETDA
Alex Macdonald, Director of Instructional Technology, Idaho Department of Education
Ron Nieto, Deputy Superintendent of Technology, Florida Department of Education
Candice Dodson, Director of eLearning, Indiana Department of Education
During this webinar on September 11, 2014, each ConnectED company had an opportunity to speak to their ConnectED offerings and provided updates that have occurred since the ConnectEd Showcase that SETDA hosted on June 26 event.
On Saturday, June 28th, 2014, SETDA invited representatives from the U.S. Department of Education and all ten of the participating companies that have committed resources to ConnectED to share information about this initiative and their commitments.
The Companies that have made ConnectED commitments include: Adobe; Apple, Inc.; AT&T; Autodesk; Esri; Microsoft; Prezi; Safari Books Online; Sprint Corporation; and Verizon.
For further details, please visit: http://www.setda.org/outreach/public-events/connected-partners.
SEPC Webinar: Broadband - How much is enough?SETDA
Broadband: How much is enough?
Friday, February 8, 2013 from 2:00 pm – 3:00 pm (ET)
Register today, space is limited
Presenters:
Mike Leadingham, Director, Office of Knowledge, Information & Data Services, Kentucky Department of Education
Tim Sizemore, Program Manager, Kentucky Education Network, Kentucky Department of Education
Teri Sanders, Senior Director, Education Technology, K-12 High Speed Network, California
Jose Ortega, Administrator, Education Technology Office, California Department of Education
Join SETDA on Friday, February 8 from 2:00 pm to 3:00 pm ET to hear from a panel of experts about the power of broadband access in their schools and participate in a demonstration of how to access details about state policies related to broadband, assessment and instructional materials via the State Education Policy Center (SEPC). Christine Fox, SETDA's Director of Educational Leadership and Research will facilitate a discussion during which presenters will explain each state's network organization and broadband access as well as an example of a district maximizing broadband access available to best meet the needs of technology rich learning environments.
Out of Print: Reimagining the K-12 Textbook in a Digital AgeSETDA
Out of Print highlights the sea change underway in the multi-billion dollar U.S. K-12 instructional materials market enabled by recent technology and intellectual property rights innovations. With a focus on the ultimate impact on student learning, the report provides examples of lessons learned from recent digital and open (OER) content initiatives by leading states and school districts and offers comprehensive recommendations for government, industry, and educators to ensure that the inevitable shift to digital instructional materials improves student achievement and engagement and efficiently uses scarce resources.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1. Ready for Online Assessments? Help is Here.
Call-in number: 571-392-7703 | PIN: 635 397 980 649
October 2013
2. Poll #1
How did you hear about this event?
A. SETDA/Assess4ed Promotion
B. Connected Educators Month Promotion
C. Twitter/Facebook
D. A Colleague
3. About SETDA
• Ten-year old DC-based, national, non-profit member
association
• Serve, support, and represent U.S. state and territorial
directors (SEA leadership) for educational technology
• Forum for:
– Research and best practices
– Inter-state collaboration
– Professional development
– Public-private partnerships
– State-federal relations
4. SETDA Resources for Online
Assessment Readiness
• assess4ed.net
• Technology Requirements for Large-scale
Computer-based and Online Assessment
• Technology Readiness for College and Career
Ready Teaching, Learning and Assessment
• SEPC
• Implementing Online Assessments – Pathways
to Success
For access to SETDA’s resources to go http://www.setda.org/web/guest/assessment
5. Agenda
• Welcome
–
Geoff Fletcher, Deputy Executive Director, SETDA
• Implementing Online Assessment Website
Overview District Sharing
–
–
–
Mike Nelson, Director of Curriculum and assessment of Coeur d"Alene
School District 271, ID
Patches Hill, Technology Systems Manager of Indian River School
District, DE
Scott Smith, Chief Technology Officer of Mooresville Graded School
District, NC
• Q&A, Geoff Fletcher, SETDA
6. Poll #2
Chose the statement that best describes your
role in helping your state/district prepare for
online assessments.
A. Technology contact
B. Assessment contact
C. I am driving the whole show
D. I am doing nothing to help prepare – yet
E. I will implement it when it happens
7.
8.
9.
10.
11. Presenters
Mike Nelson
Director of Curriculum and
Assessment
Coeur d’Alene School District
271, ID
Patches Hill
Technology Systems
Manager
Indian River School District,
DE
Scott Smith
Chief Technology Officer
Mooresville Graded School
District, NC
12. Ef fective Use
Online
Platforms for
Formative &
Summative
Assessment
Michael S. Nelson
Director of Curriculum and Assessment
Coeur d’Alene School District (Idaho)
msnelson@cdaschools.org
13. District Back ground
Coeur d’Alene School District 271
http://www.cdaschools.org
Public school district of 10,300 students in Idaho
530 teachers in 17 schools (7 of last 14 State teachers of the year)
11 elementary; 3 middle schools; 2 traditional high schools
6 magnet or charter schools
Part of the Smarter Balanced Assessment Consortium
Highest performing large district in Idaho
90GB of bandwidth coming into our district
17 mobile laptop/iPad labs available if needed
Blended learning for several courses
14. Professional Devel.
Approach
We empower faculty through:
•Job embedded staff collaboration
– Weekly on Mondays
– 1 day per month district-driven
•“Top 40” Professional Devel. Team
– Stiggins’ Assessment Training Institute
•Building Leadership opportunities
15. Our Assessments are
used for…
• Diagnostic
to determine the student’s pre-knowledge and
identify strengths & weaknesses
• Formative and Interim
to provide the student with feedback on their
progress during a course
• Summative
to estimate performance at the end of a course
and ‘grade’ the student’s work
19. Areas of Note
• construction of good objective tests still depends on
instructors
• building up question pools is time-consuming
• specialized mathematics and scientific notation still
cumbersome to incorporate
• provision of secured test environment
• review or grading essays and project-based
assessment/performance tasks
• detect plagiarism in essays
• robust infrastructure is required to avoid failure
during exams
21. Getting to the Exam
Click on “Open Student Access” on the upper left corner of the screen.
Student “assignment” will be listed at the top of the screen
along with their current grades and academic calendar.
Click on “Take Assignment”
22. Ending the Exam
When choosing “Save
and Complete Exam” a
summary screen will
appear asking you to
review your work and
ask whether you want to
complete the
assessment.
Click “Yes” to end.
23. Essay Questions
•
•
Read the prompt carefully.
Create a well-crafted essay that fully answers the prompt.
•
You can expand the response box by dragging down on
the bottom-right corner of the window.
24. Selected Response Stems
X
X
X
• These are NOT traditional multiple choice.
• Each question may have multiple correct
answers.
• Read the question carefully AS WELL AS
EACH answer choice.
• Place an X in each of the boxes that correctly
answer the question correctly.
• There may be an image, document or other
information available for answering your
question.
• Look for the
button
27. Organizational Suppor t
Structure
Phase-In
• Work with provider
• Pilot work at different levels
• Constantly communicate
Provide Supports in a variety • How to handouts
of methods
• PowerPoint presentations
• Short instructional videos
• Top 40 Team
• Technology Leaders
• Hand holding may be
necessary
Provide Timely Results and
Successes
• Empower faculty to
manipulate and use results
• All assessment should
inform instruction
• Triangulate results with
other works
30. Summary of levels
A multi-step process at multiple levels
◦ State infrastructure implementation
◦ State assessment implementation – summative standardization
◦ Personalized learning and formative standardization
31. History and Background
Delaware has only three counties that encompass 19 school districts (16 traditional
districts and 3 county-wide vocational/technical districts).
The move to adopt and fully implement Common Core State Standards (CCSS)aligned assessments in 2014 builds on Delaware’s nearly twenty-year history of
planning toward better information sharing across the state.
Faced with standardized testing contract expiration after the 2009-2010 school year,
the state formed a taskforce with two priorities for the next iteration of tests:
immediate scoring, and the ability to track data over time. These priorities led to
the group’s ultimate recommendation for a shift to online assessment.
Delaware wanted to emphasize testing flexibility in how the test is administered
and within the assessment. The Delaware Comprehensive Assessment System
(DCAS) provides multiple opportunities for students to demonstrate proficiency and
provides academic achievement including a measure of fall-to-spring and year-toyear individual student growth.
Delaware has a law requiring all state-mandated and high-stakes assessments to be
administered digitally.
32. Key Success Factors
Centralized statewide network that provides Internet connectivity to
each school.
Statewide pupil accounting system that tracks accommodations used by
every district already in place.
Annual school technology survey to assist in determining readiness.
Stakeholders involved starting very early in the field testing process and
focused on technology capacity and hardware issues, particularly the
logistics of setting up schools.
33.
34. What districts did
Prior to field testing in 2010, districts and schools were using technology for
instruction, but administering paper-and-pencil assessments.
Assessment no longer meant entire buildings would have to shut down for
several days while all students inside completed the exams because of the
move to broad assessment windows.
Technology Readiness – Including network, bandwidth and computers
readiness.
Teacher/Staff Assessment Readiness – Including training of district
technology coordinators, as well as training of school and district test
administrators.
Student Readiness – All students viewed a presentation that introduced the
DCAS field test and completed both a computer skills assessment and a
training test.
Scheduling – Districts developed careful schedules to complete in time
allowed.
35. What districts did
Displaced some instruction because there aren’t enough laptops with
particular features to meet all demand scenarios.
Establishing Wi-Fi in every school to assure secure, reliable, redundant
connections. Currently, all but two buildings are wireless at 100% coverage
of facility.
PLCs provided a structure for decentralized decision making about the
timing and configurations for online assessment that work best.
Despite the considerable flexibility offered by broad testing windows, most
schools continue to follow the more traditional approach of holding shorter
testing windows comprised of a few days during which nearly all students
are tested.
Four schools at IRSD (2 high schools, 1 middle school and 1 elementary
school) are participating in the spring 2013 SMARTER Balanced pilot test.
36. Key Factors for Future
Systems Adoption at IRSD
As we move to more personalized learning it will prove key to build
systems that follow open standards.
Joined BRINC(State) and IMS GLC (International).
IMS Global and its members have helped us significantly in
understanding the total interoperability of our data and how they
should integrate with other state and local systems.
Only choosing systems that follow QTI and APIP at district level to keep
impact of assessment database longevity and interoperability from
being a concern. Also focusing on Common Cartridge (CC) and Learning
Tools Interoperability (LTI).
37. IMS Standards Prove Key
@ IRSD
QTI - Question and Test Interoperability is a technical specification
that describes formats & services for exchange of digital assessment
items and tests among assessment system software components.
◦
◦
◦
◦
XHTML based
Permits inclusion of other mark-ups, e.g., MathML, ChemML
Supports alternative accessibility representations
Future version will merge with HTML5 & digital book formats
APIP Accessible Portable Item Protocol is a technical specification
that describes formats & services for exchange of accessible digital
assessment items and tests among assessment system software
components.
◦ APIP v1.0 uses a precisely defined subset of QTI v2.1
◦ Expands the accessibility content feature in QTI
◦ Uses accessibility definitions from IMS AccessForAll specifications (Metadata and Personal
Needs and Preferences - PNP)
38. How does APIP relate to
QTI in terms of origin?
QTI has been implemented and evolved over 10+ years of experience of
leading assessment, publisher and learning platform providers
worldwide.
APIP arose out of seed funding from the U.S. Department of Education
to a project led by a consortium of U.S. states.
42. Mooresville Graded School District:
Demographics
Number of Schools
8
Certified Staff
~ 400
Non Certified Staff
~ 300
Total Students
K-12
5900
Students receiving Free/Reduced Lunch
has increased in MGSD...
Asian
2%
Multi Racial
3%
Hispanic
8%
African American
17%
Caucasian
70%
43. Why a Digital
Conversion?
•
Close the digital divide
•
Relevant instruction
•
21st century readiness
•
Real world experience
•
Instructional practice
•
•
Improved academic
achievement
Moral imperative
45. The Tech Specs
• Over 5500 MacBook Airs for every teacher and student grades 3-12
• Online content available virtually 24 / 7
• Ubiquitous wireless
• 802.11n Access Point in every classroom (at minimum)
• High availability connectivity
• 500 MB Pipe for the district
• GB Fiber between locations
• Cultural shift / personalized instruction
• Support for online assessments
46. Online Assessments
• Daily online assessments in Angel (Learning Management System)
• Implementation of Lock Down Browser in conjunction with Angel
• Quarterly Assessments with ThinkGate
• End of Grade and end of Course Exams online
47. Meeting Bandwidth Needs
• Prior to Digital Conversion
• 40MB Connection
• Year 1 (2008 – 2009)of Digital Conversion (~2200 laptops)
• 100 MB Connection
• Year 2 (2009 – 2010) of Digital Conversion (~4000 laptops)
• 250 MB Connection
• Year 4 (2011-12)of Digital Conversion (~5000 laptops)
• 500 MB Connection
• Year 6 (2013-14) of Digital Conversion (~5500 laptops)
• 500 MB Connection (watching closely)
49. June 3, 2013 – First day of Online Exams
• Average 173 MB of a 500 MB pipe
50. Mooresville High School
Grades 9 - 12
•
Honor School of Excellence
•
High Growth
•
Met 100% AMO Targets
Overall Composite for Students Testing Proficient
on State End-of-Course Exams
Composite increase of 23
percentage points over 6 years
51. Mooresville Graded School District
Getting students across the line!
4-Year Cohort Graduation Rate
MGSD is 3rd
in the state
out of 115
districts for
its 2012
graduation
rate!
53. Mooresville Graded School District
District Achievement
District
Percent Proficient using
EOG Reading, Math,
Science; EOC
Per Pupil
Expenditure
(state ranking)
District
Enrollment
Numbers
1
Camden County
90%
7989 (73)
1891
2
Mooresville Graded
School District
89%
7463 (100)
5622
Polk County
89%
9604 (22)
2363
Chapel Hill Carrboro
88%
8979 (39)
11,504
3
MGSD Ranked
2nd in the
State
2011-12
Formula: Number of Proficient Test Scores on Reading Grades 3-8, Math Grades 3-8, and EOCs divided by the total number of tests taken in school year 2011-2012.
55. Claim your CEM Digital Badge
•
•
•
•
Go to http://badges.connectededucators.org
Click the “Have claim code?” button
Enter the code: rere124
Click “Claim”
NOTE: Participants will have to create a Mozilla
account and backpack to claim a badge if they
do not have an account already.
56. CEM Activities for State Leadership
http://connectededucators.org/events/#/
audience=249
http://connectededucators.org/cem-for-states/
Patches Hill is the Technology Systems Manager for Indian River School District in Sussex County, Delaware. Patches came to public education from the private sector where he served as a Senior IT Consultant with IBM focused on IT performance testing, performance analysis, capacity planning, and IT financial management. His most recent focus has been preparing one of Delaware's largest school districts for 21st Century learning utilizing enterprise IT architecture and its support of mobile and personalized learning. Patches has presented extensively on the subject of IT in education and also sits on the Instructional Innovation through Interoperability Leadership Advisory Council (I3LC) of the IMS Global Learning Consortium, an organization dedicated to creating and implementing strategies which allow for the continuous improvement of instruction and personalized learning. Patches holds a BS in Business Administration (Management Information Systems) and an MBA from East Carolina University.
Online assessment is used for:
Formative to provide the student with feedback on their progress during a course
Diagnostic to determine the student’s pre-knowledge and identify strengths & weaknesses
Summative to estimate performance at the end of a course and ‘grade’ the student’s work
Efficient testing of factual knowledge, examining a wide syllabus in a short time
Deliver tests to students on the web, any time, any place
Integrate web-based resources, graphics and multimedia
Track students attempt
Monitor progress through more frequent assessments (self-assessments, tutorials)
Provide students with detailed, specific feedback and question jumps during and immediately after a test
Mark automatically, quickly and consistently
Question banks and randomised ordering to allow unique tests for re-sits and to avoid cheating
Rapidly produce statistical information about individual responses (scores and time taken)
Export to statistics and database packages for recording, collation, analysis, storage and management of results, trends over time
57 state leadership activities planned this month
KIY, IN, AL, CA, NY, WI are on particpting. How about your state? Sign your state up today….