1. ICT Literacy Assistance Welcome! Sponsored by: Sugar River Professional Development Center & NH Department of Education Claremont, NH * May 23, 2006

2. May 23, 2006 2 Introductions  Cathy Higgins, NHDOE  Dan Suse, SRPDC  Tamara Lever, SRPDC  Heidi Kuttner, SRPDC  Wendy Siebrands, SRPDC  District teams

3. May 23, 2006 3 Background How did we get here?  7/1/05 -- ICT literacy standards became effective as part of the revision to all of the School Approval Standards  DOE has been issuing Technical Advisories since January 2006 to help districts better understand the new standards

4. May 23, 2006 4 ICT Info Sessions  January/February 2006  All six Educational Support Centers held ICT literacy information sessions To provide further clarity about the requirements within the standards and the great amount of latitude which districts have to implement them

5. May 23, 2006 5 ICT Assistance Sessions  May/June 2006  All Centers host assistance workshops  3 common objectives: 1.Inform district teams of pertinent materials 2.Assist districts to identify ICT within curricula 3.Create common tools to help assess ICT (“micro level” assessment rubrics used to assess individual classroom activities, not the whole portfolio)

6. May 23, 2006 6 Summer Institute 2006  Today’s work and the work of similar sessions at the other Centers will inform the ICT summer institute work of creating some common assessment rubrics for assessing student portfolios.

7. May 23, 2006 7 The forest and the trees

8. May 23, 2006 8 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.”

9. May 23, 2006 9 Why ICT? See SITES Module 2 Report (ISTE Publication) p. 83-84:  “Instead of measuring the extent to which students are able to reproduce knowledge, assessment must measure students’ ability to apply knowledge in realistic settings….

10. May 23, 2006 10 Resources www.nheon.org/oet

11. May 23, 2006 11 ICT Literacy Standards One Page Version  (a) = entire ICT program Ethical, responsible use Core subjects Cognitive proficiency Tech foundations Digital portfolios  (b) = end of 8 th grade  (c) = high school

12. May 23, 2006 12 NETS-S with Performance Indicators  Developed by ISTE et al  6 domains  14 standards  Performance indicators PreK-2 3 – 5 th grade 6 – 8 th grade 9 – 12 th grade

13. May 23, 2006 13 Information Power Standards (2 versions provided)  Developed by AASL and AECT  3 domains  9 standards  29 performance indicators

14. May 23, 2006 14 ITEA Standards for Technology Literacy  Developed by ITEA  5 domains  20 standards  Strong connection to math, science, and engineering

15. May 23, 2006 15 ICT Literacy Maps  Partnership for 21 st Century Skills  Science, Math, English, Geography  Skill + 21 st century tool = ICT Literacy  4 th – 8 th – 12 th grade

16. May 23, 2006 16 IT Core Applications Rubric  From EDC and IT Pathways  Performance elements  4 proficiency levels

17. May 23, 2006 17 NH IT Career Pathways Rubric  Adapted from EDC and IT Pathways  IT skills and knowledge  Grades 4 – 8 – 10 – 12  4 ratings

18. May 23, 2006 18 Grade Level Expectations  See each content area  Science draft frameworks incorporates 21 st century skills ICT Literacy Maps

19. May 23, 2006 19 Developing an Assessment Rubric  Displays content areas, portfolio components, artifact types  Districts determine artifacts required, competencies required, and assessment rubric details

20. May 23, 2006 20 Portfolio Cube  Graphic of portfolio requirements per NH standards

21. May 23, 2006 21 Vermont Example  Model Performance Task with Rubric  Includes both ICT and Content Standards

22. May 23, 2006 22 Your district curriculum  Identify ICT activities that currently exist within your curriculum

23. May 23, 2006 23 Today’s Process  Portfolio Examples  Assessment Rubrics  Identify existing curriculum connections to ICT (start with what you have)  Work at “micro” level (develop portfolio basics)  Observations, concerns, recommendations, next steps