Ed 306.42 ICT Literacy Standards

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Ed 306.42 ICT Literacy Standards

• Cathy Higgins
• Office of Educational Technology
• New Hampshire Department of Education

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Session Purpose

• Provide a series of periodic work sessions
• Create a consensus of thought and action around
  the new ICT Literacy Standards
• Discuss and explore ways to adapt your current
  school program to the new standards.
• Discuss ideas for creating common ICT assessment
  rubrics will also be discussed

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Agenda

• Identify attendees and expectations
• Describe significance of ICT
• Review Q A provided in Technical Advisory 2
  (just released 1-17-06) www.ed.state.nh.us/educati
  on/standards/advisories.htm
• Understand how your school or district status
  currently aligns to the new standards
• Begin ongoing sharing of resources via future
  sessions, periodic emails, and online

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Participants Which one are you?

• Tech Coordinators
• Library media specialists
• Tech integration teachers
• Computer lab teachers

• Curriculum coordinators
• Classroom teachers
• School administrators
• Guidance Counselors

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What are your needs and expectations from this
session?

• ?

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Whats an ICT Literacy Program?

• The ideal ICT Literacy Program weaves technology
  experiences into all content areas and all grade
  levels and supports students in building digital
  portfolios of their work.
• nheon.org/oet/standards/ICTLiteracy.htm

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Standards? Which standards?
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NH School Minimum Standards

• School Minimum Standards updated over past 2
  years
• New standards took effect 7/1/05
• Include new ICT Literacy Standards
• Formerly called Computer Literacy
• Ed 306.42 Information and Communication
  Technologies Program

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Why ICT?

• See SITES Module 2 Report (ISTE Publication) p.
  83-84
• In the knowledge economy and information
  society, citizens need to be able to search for,
  analyze, and manage huge amounts of information
  they also must be able to use that information to
  solve complex problems and create new knowledge
  and cultural products.

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Why ICT?

• See SITES Module 2 Report (ISTE Publication) p.
  83-84
• Instead of pedagogy that focuses mainly on
  transfer of defined knowledge and skills, new
  approaches are required that emphasize a more
  active involvement of students.

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Why ICT?

• See SITES Module 2 Report (ISTE Publication) p.
  83-84
• Changing content and goals implies other ways of
  assessing students. Instead of measuring the
  extent to which students are able to reproduce
  knowledge, assessment must measure students
  ability to apply knowledge in realistic settings.

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Why ICT?

• See SITES Module 2 Report (ISTE Publication) p.
  83-84
• Closed formats of assessment need to be changed
  to more open formats, such as portfolio and
  performance assessment.

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Why ICT?

• See Partnership for 21st Century Skills website
• Every child in American needs 21st century
  knowledge and skills to succeed as effective
  citizens, workers and leaders in the 21st
  century.

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Why ICT?

• See Partnership for 21st Century Skills
• There is a profound gap between the knowledge
  and skills most students learn in school and the
  knowledge and skills they need in typical 21st
  century communities and workplaces.

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Why ICT?

• See Partnership for 21st Century Skills
• To successfully face rigorous higher education
  coursework, career challenges and a globally
  competitive workforce, U.S. schools must align
  classroom environments with real world
  environments by infusing 21st century skills.

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Frequently Asked Questions
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Portfolios
K 8 Portfolio High School Portfolio
Cumulative from K through 8th grade Reflects ICT in core contents Assess portfolio contents in 8th grade to determine competency Use assessment rubrics (locally developed) Build from work in H.S. content courses May use to show competency for ½ credit
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Is a digital portfolio required of both middle
school and high school students?

• Yes
• Districts encouraged to design ½ credit H.S.
  courses so that students create portfolios as a
  culminating experience in the course.
• Proficiency in high school must be measured
  against a high school level assessment rubric,
  not a middle school level rubric.

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Do middle school students have to create digital
portfolios?

• Yes, the district must provide opportunities for
  8th grade students to demonstrate competency by
  submitting a digital portfolio which is then
  assessed using locally developed rubrics.

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Is the middle school portfolio built in the 8th
grade year or is it cumulative?

• Ideally, it is a cumulative portfolio
  representing the development of a students
  competencies over their experiences in grades K -
  8.
• Start with what you have. Over time, portfolios
  will more fully represent a students work
  through all elementary grades.

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Does this end-of-8th grade portfolio qualify for
the required H.S. ½ credit?

• No, it does not, but it does qualify as the
  prerequisite for the higher level course that
  shall be taken in high school to meet the ½
  credit requirement.

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More Portfolio Questions

• Who reviews the portfolio and determines whether
  or not students are competent?
• How do we define what is required in the
  portfolio?
• Are there any guidelines for portfolio creation?
  Do we need to build a rubric?

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• Your districts teachers review the portfolios,
  using a locally developed assessment rubric, in
  order to determine competency at the end of 8th
  grade.

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Is it stored just in district? How does it move
from place to place if it needs to do that (i.e.,
building to building)?

• Storage locations are determined by the district.
  The Department recommends that districts review
  their current storage capacities and develop long
  term plans as needed.
• Options
• Storing each students files on individual CDs
• Individual student folders on the school server
• Using a web-based storage provider
• More options?

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Do the new standards impact this years classes
for the end of the year?

• Schools should assist current 8th graders to
  produce a digital portfolio this year, if at all
  possible.
• It is acceptable to be moving toward a goal that
  meets this standard.

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If they do not complete the portfolio by the end
of 8th grade, how can they take their more
advanced class to fulfill their ½ credit?

• They cant take a more advanced class until they
  successfully demonstrate competency through the
  portfolio approach.
• Students could take a 9th grade Intro Course or
  could develop a basic portfolio in 9th grade,
  which would then qualify them for an advanced ICT
  high school course.  

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• Are students in the current freshman class
  (2009) required to create a digital portfolio?
  Since the class of 2009 and 2010 may not have a
  portfolio, should we ask for a waiver for these
  students?

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• Since the portfolio is an intended approach to
  instruction for all of grades K 12, current
  freshmen (2009) will be expected to meet the new
  requirements to develop portfolios in high school
  as part of their high school instruction.
• Regardless of whether or not they have a
  completed 8th grade portfolio, they will still
  need to complete a high school ½ credit course
  or demonstrate proficiency.

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• We have a 7th grade course called "Understanding
  Computers. Upon completion, we award students ½
  unit of high school credit. Is there a minimum of
  hours that must be attained by students to
  receive their mandatory computer credit for this
  course?

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• Seventh grade courses cannot be used to satisfy
  the high school credit requirement.
• The standards specify that students are to
  demonstrate competency at the end of 8th grade
  through the use of digital portfolios, followed
  by taking a high school course to earn ½ credit
  in high school.
• This type of middle school course can be used to
  help students develop end of 8th grade
  portfolios.

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Can there still be a test out option for all
middle school students in a district?

• No, the high school should not award ½ credit for
  a middle school course.

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There is one exception to this practice.

• Under Ed 306.26 (e), it is possible for a local
  school board to have a policy for granting high
  school credit for middle school work based on
  demonstration of competency.

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There is one exception to this practice.

• Must ensure the course demonstrates content
  requirements consistent with related high school
  course(s) and the student achieves satisfactory
  standards of performance.
• If a student requests ½ credit of ICT literacy
  for middle school work, the high school must
  review that students portfolio to ensure it is
  actually high school / advanced level work.

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Does this portfolio become part of the students
record or does the student retain it?

• Yes, the portfolio is a student record. However,
  FERPA allows parents or a student to have copies
  of any and all records in the students file
  maintained by the school/district.

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• We have a 9th grade class called Intro to
  Computers. Is this class not needed?
• Is a portfolio, created within the context of
  regular core content classes and used to assess
  their technical skills, to be used instead of the
  Intro to Computers class?

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• The district can decide whether to keep the
  course or simply move to a portfolio only
  approach.
• If course is still offered, address topics listed
  in Ed 306.42(c) at a high school level.
• Consider using this course also as a forum for
  students to develop portfolios in high school,
  which are further refined during their entire
  high school experience and then used for college
  and job application purposes.

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Which high school courses are districts required
to offer?

• Districts determine how to configure ICT courses,
  but the four topic areas listed in Ed 306.42 (c)
  must be provided.
• High schools should ensure that students have
  opportunities to gather digital artifacts and
  develop portfolios.

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• At least offer a basic ICT course which addresses
  the four areas. 
• Above that, courses offered as "advanced" could
  be tied to a variety of disciplines (i.e.,
  vocational courses or computer science courses
  for networking or programming, business courses
  using office productivity software, or graphics
  courses using Freehand and Flash).

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• One course or a combination of courses can
  provide flexibility for students to follow a
  particular topic most suited to their career
  aspirations.
• For example, students who intend to follow a
  career in graphic arts may find that course work
  that emphasizes using a variety of multimedia
  software and equipment provides the most relevant
  experience.

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How will districts be monitored to ensure
they are following the ICT requirements?

• The Office of School Approval has a process for
  reviewing and approving schools on a five-year
  cycle.
• This process includes review of the extent to
  which schools meet each of the School Approval
  Standards.
• Additional monitoring can occur during technology
  plan reviews, as well as through various
  Department surveys and reports.

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District Status

• Refer to the questionnaire.
• What is your current school or district status in
  relation to the standards?
• What do you need to work on?
• Assessment rubrics?

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More Resources

• See questionnaire, page 3 with links
• Essential Schools has a great set of information
  on digital portfolios
• http//www.essentialschools.org/pub/ces_docs/reso
  urces/dp/getstart.html

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Complete the questionnaire

• Your responses will help
• contribute to statewide info
• Ensure that you receive email updates about new
  information and resources

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