Thursday, June 25, 2015

Lions and Tigers and Bears, Oh My...You don't scare me...1:1 that's scary

We've been chugging away at our list of to-do in order to get ready for a 1:1 roll out at our wonderful little school.

It is great to feel like there is some real evidence of progress.  We've got a nearly complete support site (click here) and a template (click here) to use for students to begin PLP'ing in the fall.

Boy does it feel good to cross things off the list...

Tuesday, June 23, 2015

Getting Parents Ready

I was assigned the task of preparing a presentation for our parent community detailing the reasoning, and roll-out for our student devices. I opted to create a PowerPoint presentation, which we will also include on our school website.

The creation of the presentation was very easy, thanks to the hard work of the our Tech Leadership Team in creating a thorough and detailed Responsible Use Agreement. I will be presenting this PPT to our middle school parents, along with one of our Tech Leadership Team members. We will require that parents attend one of two evening presentations that will be offered at the start of school. Attendance will be taken at these presentations to track participation of each student family. At the end of each presentation, parents will be issued a Statement of Responsibilities to take home, review with their student, and sign. The SOR must be signed by both the parent/guardian and the student in order for the student to receive her device on September 8th.

A copy of our presentation is below:

Parent Presentation

Monday, June 22, 2015

End of Day - 6/22/15

Just testing my blogging with a thought:

I'm so impressed with what's already been done thanks to the hard work of our Tarrant Leadership Team, and with the enthusiasm of our entire Middle School Team. Everyone's willingness to step out of their comfort zones and put themselves out there for the benefit of our students is inspiring, and fills me with gratitude for the privilege of working with you all. With God's grace, and copious amounts of coffee, this is going to be incredible! Go, CKS!

Saturday, June 20, 2015

Welcome to Our Blog

Here is our school is documenting evidence and reflections toward proficiency in the goals we've established for the MGI week. Please explore the tabs above to see evidence related to the topics of our work. Use the Proficiency links to the right to explore progress toward the proficiencies we're pursuing. I hope you find some of our work helpful as we all try to figure out personalized learning for young adolescents.

Personalized Learning Strand Topics - Do Not Delete


  • Who are we?
  • Where are we on PLPs and proficiency based education?
  • What do we need to know?
  • Who are our partners to assist us designing and implementing this plan?
  • What do we need from them?


  • As you develop goals for the strand, and your vision for personal learning plans and curriculum, consider these standards. These support the development of student-centered educational experiences that align with the state of Vermont's move towards personalized and proficiency based learning. 

Growth and Reflection

  • What are goals and action steps in learning about and designing a PLP implementation plan?
  • What changes do we need to make during our work at the Institute?
  • How can we design an Action Research Project that will allow us to gather information to modify and revise our plan during the fall and beyond?


  • What does the plan look like in phase two (after we have implemented the PLP process/cycle one full round)?
  • What is that time frame for each cycle (each quarter, semester, year)?
  • What does it look like for teachers and students in year two who have gone through the process already (is this a 1 year implementation plan (grade 7) , a two year plan (grades 7 & 8), a three year plan (grades 6-8) or a 4 year plan (grades 5-8)?
  • How do proficiency based learning and assessments become a part of the PLP process?
  • How do middle grades PLPs prepare students for learning opportunities (in and out of school) at the high school level?

MSNB/Personalized Learning Proficiencies - Do Not Delete

Curriculum, Instruction, and Assessment
1. All middle level learners participate in challenging, integrated, real world, standards based curriculum that promotes conceptual understanding, 21st-century skill development, and knowledge acquisition.
2. Instruction is engaging, personalized, and differentiated to meet individual student learning needs.
3. Student learning is measured by appropriate assessments, resulting in continual learning and high achievement.

School Organization and Community
4. Organizational structures and a school culture of high expectations enable all middle level students and educators to succeed.
5. Relationships for learning create a climate of intellectual development and a caring community that includes having an adult advocate for each student.
6. Ongoing family and community partnerships provide a supportive and enriched learning environment for each middle level student.
7. A supportive, safe, and healthy learning environment advances learning and promotes overall student and educator well being.

8. A democratic system of continual collaboration by all stakeholders allows for authentic student voice and a shared vision to guide decisions.

Thursday, June 18, 2015

Technology Strand Proficiencies - Do Not Delete

ISTE Standards-T 1. Facilitate and inspire student learning and creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
  • a. Promote, support, and model creative and innovative thinking and inventiveness 
  • b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources 
  • c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes 
  • d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
ISTE Standards-T 2. Design and develop digital age learning experiences and assessments Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the Standards•S.
  • a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity 
  • b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress 
  • c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources 
  • d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards, and use resulting data to inform learning and teaching
ISTE Standards-T 3. Model digital age work and learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
  • a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
  • b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation 
  • c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats 
  • d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning 
ISTE Standards-T 4. Promote and model digital citizenship and responsibility Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.
  • a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources 
  • b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources 
  • c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information 
  • d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools

Technology Strand Topics - Do Not Delete