INSIDE THIS EDITION: Page 2:

QR Codes

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Pilot Projects

Page 4-5: Digital Conversion Plan Page 6-7: Pilot Projects and Pre-School Registration

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Professional Development for Digital Conversion Process

Volume 20

E ducation T hat C ounts...

Issue 3

Monday, March 2, 2015

ETC... A quarterly publication about our Rockingham County Public Schools

Rockingham County Public Schools

The Future of Learning in RCPS:

DIGITAL CONVERSION

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In the late spring of 2014, the RCPS School Board and Rockingham County Board of Supervisors agreed to begin a five-year project that has the potential to fundamentally change the learning environment in our schools. This ‘digital conversion’ initiative is focused on enhancing student learning by providing access to digital tools and resources whenever and wherever they are needed. Although this project will result in the distribution of digital devices to students, the focus of this initiative is not the technology itself but the enhancement of learning. We recognize and emphasize that many learning situations do not require technology. At the same time, the impact of technology on our world is only increas-

ing, and it is critical that students can live and learn responsibly in the digital world. The stated mission of our school division is to provide an innovative and exceptional education, and the digital conversion initiative is a major step in this direction. Please join us on this journey of providing the best available learning tools to our teachers and students.

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Daily News Record, Harrisonburg, VA, Monday, March 2, 2015

The “ETC...” is a quarterly publication prepared by the Rockingham County Public Schools and is offered as part of the Daily News Record. It is published the first Monday of October, December, March, and June. Executive Director: Dr. Carol S. Fenn Superintendent, Rockingham County Public Schools Managing Editor: Johna McFarland Director of Student Assessment Design Editor: Leslie Stevens Photojournalism and English Teacher, Turner Ashby We appreciate your support of Rockingham County Schools. If you have comments, please contact: Johna McFarland, 540-564-3213 [email protected] RCPS, 100 Mount Clinton Pike Harrisonburg, VA 22802 It is the policy of the Rockingham County School Board to comply with all applicable state and federal laws regarding non-discrimination in employment and educational programs and services. It is an equal opportunity employer and educational agency. The Rockingham County School Board will not discriminate in hiring, promotion, discharge, pay, fringe benefits, job training, classification, referral, and other aspects of employment or in educational programs and services on the basis of race, color, national origin, religion, sex (including pregnancy), gender, marital or economic status, age, disability, genetics, or veteran status and prohibits retaliation against anyone who files a complaint of discrimination, participates in such a proceeding, or otherwise opposes discrimination. Special thanks to Stephanie Failes, Oskar Scheikl, Kevin Perkins, and Larry Shifflett for their contributions to this issue of the Etc.

DAYTON REDBUD FESTIVAL All You Can Eat Pancake Breakfast Benefits the School Nutrition Association of the Shenandoah Valley April 11, 2015 7:00-10:30 a.m. Pence Middle School Cafeteria $5.00 (to support scholarships and professional development) The School Nutrition Association of the Shenandoah Valley is a professional affiliation for school nutrition personnel to promote health and nutrition for our local children.

QR codes are 2D barcodes that can store 100 times more information than the standard horizontal bar code we find on commercial products. We use them in this issue to take you to videos and information on our Rockingham technology website. To access the web information, scan a code using any camera-enabled phone or tablet. You’ll need a QR code reader on your mobile device to do this. We like the free “i-nigma” reader for iPhone/iPad. Search “i-nigma” at the App Store. “QR Code Reader” works well on Android devices.

Book Trailers Spark Interest Kim Tate, RCPS English/Reading/Libraries Coordinator, fosters the creation of iMovie book trailers by students throughout the division. Book trailers are modeled after typical movie trailers seen in advertisements for movies but feature books, not movies. Students use iMovie on iPads to create their projects. Mrs. Tate describes the purpose and the very positive outcomes of the activity: "Book Trailers serve multiple purposes in reading instruction and promotion. For individual students, the trailer serves as a reflection on and application of the learner's understanding of genre, characterization, plot development, theme, tone, and author's purpose. Using the iMovie app, students from 3rd-12th grades are able to produce a promotional film in just 2-3 hours of classtime. The project melds both reading and writing, requiring the students to concisely share the essential elements of a book, practice their use of search terms as they research appropriate imag-

es, and select photos that symbolize their vision of the novel. All this work is for an audience far beyond their teacher. By sharing their trailers, students join their classmates in a community of readers. The trailers encourage differentiation in heterogeneous classrooms because students create their trailers for books at their independent reading levels. Furthermore, librarians and classroom teachers are sharing the trailers on websites and during school announcements which gives students pride in their accomplishments and encouraging their growth and passion as readers." RCPS ITRTs assist Mrs. Tate as she works with students in classrooms.

Self-made Animoto Videos Review Key Concepts First grade students in Penny Dolan’s class at SRES and Autumn Pequinot’s kindergartners at LSES filmed their ideas to create a video using Animoto. First graders used iPods to make a review video of space shapes, while kindergartners used iPads to film a class video on shadows.

Students Use App to Teach and to Learn Demetra Heckman’s math classes at TAHS collaborated on exam review by using an iPad app, Educreations, to record themselves working and explaining problems, then sharing their videos with each other.

Daily News Record, Harrisonburg, VA, Monday, March 2, 2015

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PILOT PROJECT: Flipping With iPads Teacher: Kara Valez Subject: Math 8 and Algebra 1 I’m still teaching the same lessons that I always have. The basic components of good teaching don’t change. The devices have simply allowed me to do these good things better. We can use less paper, have more engagement, streamline the process (bulky manipulatives are now replaced with interactive apps that serve the main purpose), and allow students to create samples that demonstrate mastery. - Mrs. Velez A Glimpse into the Classroom: Students enter the classroom and check out iPads for use during the class period. On the Smart Board in class, students begin with a warmup activity, “Rewind Your Mind,” to review together. Mrs. Velez and her student teacher circulate the room to check on notes taken from the lesson students viewed at home. The students are using Blendspace, which allows Mrs. Velez to put together all of the components of a lesson – a tutorial video, practice problems, assessment questions – as a series of tiles. This allows each student to work through the lesson at his/her own pace. The assessment questions are administered via a Google form, and Blendspace is provided as a link through Google Classroom. Lessons also include an “SOL Spotlight” and even more practice. Mrs. Velez believes that “practice makes progress.” Earlier in the school year, Mrs. Velez spent time teaching students to use the applications on the iPad; using these devices reduces the number of physical manipulatives she has used to teach her math classes. Mrs. Velez believes that her class will never go paperless; the students do a lot of their work online, but they also still use paper for practice and projects. The teacher has not totally “stepped out of the classroom”; Mrs. Velez believes that the flipped classroom works well with mathematics. Students view her lesson videos at home, and she helps them the next day with their understanding of the concepts, working through the concepts, and noting problem

School: Wilbur Pence Middle Device: iPad areas to address and reteach. Students have really enjoyed this approach. The students help each other and often work collaboratively in groups. The work is engaging, and the techniques represent best practices in teaching mathematics. The daily classroom is organized; students work at their own pace with Mrs. Velez ever-present to check, review, and reinforce what she has taught the students by way of video the evening before. The students are learning what they need, enhanced by the engagement and efficiency of the technology. Mrs. Velez emphasizes creating relationships with kids and believes that the devices help her continue to do great things with her students. Student Comments: The iPads have made my learning experience in Algebra 1 fantastic! They have made a fun, interactive learning experience that is great for students like myself. I can work on homework in the classroom without wasting paper, then log into my Google account at home to do extra practice if I didn’t understand it. The iPads are an awesome way to practice math and comprehend in a unique way! - Emily V. The iPads have made a massive impact on the classroom. Practicing and submitting quizzes is so much easier because we don’t need to dig through textbooks or deal with random papers anymore. Everything is much more compact due to the iPads. - Kristen L.

PILOT PROJECT: The Web of Literacy Teacher: Jenni Miller Subject: English 6

School: Montevideo Middle Device: Chromebooks

I feel like I’m a first year teacher again, learning so much. I have a sense of excitement and renewed energy. I have almost a 100% buy-in from my students this year; they are demonstrating what they know in their own way. - Ms. Miller A Glimpse into the Classroom: Students are currently reading The Pinballs and working on cumulative projects to bring together their understanding and impressions of the book. This includes completing tutorials, as well as researching videos and websites for pictures, quotes, and links to include. The projects will be presented to the class at the conclusion of this book study. A new assignment is a Pinballs Brainstorm to structure their project ideas so far. They can store their ideas as working documents and return to them later. Ms. Miller also reviews several resources shared recently by an ITRT - Ultimate Word Wall and Tech Toolkit, which features various safe websites to explore. Students begin to work individually on their projects as Ms. Miller circulates to discuss student questions, check progress, offer suggestions, and help with technology as needed. As time allows, students are encouraged to check other websites or write their required 15-20 sentences in their Daily Writing

Journals. The class time is filled with a wide variety of activities, with students driving their own progress. An upcoming activity will focus on creating chapter titles for the book (which doesn’t have them) to help students synthesize chapter ideas and create a main idea for each. Ms. Miller also incorporates digital citizenship in her daily instruction, emphasizing Internet safety with her students. Early in the school year, Ms. Miller’s classroom was very structured as students were learning to use the devices and adapt to how instruction differs using them. Now, the classes are branching out, with students making their own choices in how to support their learning. Student Comments: I really like using the computers. Learning is better and more fun. Students are more involved in their learning and enjoy it more. We have a set of directions, and I enjoy the freedom we have to work on them. It’s exciting! Hannah B. It’s fun and opens up more things for us to do. Google Classroom is like a “mini-Ms. Miller. We can do our work at school or at home; the teacher doesn’t have to be there – she’s talking electronically. Ainslee F.

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Daily News Record, Harrisonburg, VA, Monday, March 2, 2015

PILOT PROJECT: Modern World History Teachers: Al Ruliffson & Kim Fawley

School: J. Frank Hillyard Middle

I have been able to see all of the instructional options that having routine access to the laptops has made possible for my students. We do a lot of different things, and having access to all of the great resources out there at their fingertips has certainly expanded what my students are able to do in the classroom. - Mr. Ruliffson Teaching in the 21st century still requires good classroom management, familiarity of your students, solid lesson plans, and accomplishment of specific goals. However, adding technology into the mix seems to make information learned POP! - Mrs. Fawley A Glimpse into the Classrooms: Mr. Ruliffson has moved much towards projects and assignments that the students can work on independently, rather than whole class activities. Though he has always used video, images, and music, he is incorporating these much more into his classroom instruction now with the laptops. Students have made commercials selling current products to people in the Industrial Revolution, and members of the community came in to judge them. The activities that the students created showed a good knowledge of the time period they were selling in and varied greatly. Mr. Ruliffson posts articles, assignments, activities, and links for the students in Google Classroom. He incorporates web quests, videos, and Brain Pop; students complete their work at their own pace and submit it to the teacher. In class, Mr. Ruliffson circulates to talk with students, discuss their work, answer questions, and check their class progress. Mrs. Fawley is using the laptops to expose her students to information through more creative ways. Some of the favorite applications the class has used are Educreations, Puppet Pals, QR Codes, and Popplet. Students enjoy work-

Subject: World History 7

ing with iMovie and doing websearches, as well as reviewing or taking quizzes through Kahoot. Everyone works at his or her own pace. Since some will finish earlier than others, Mrs. Fawley is working on providing enrichment websites to make good use of student time. Some students buddy up with others to help with activities and assignments. At this time, students turn in classwork through Google Documents, which Mrs. Fawley can check for progress and completion. Watching the students learn how to work with a new program and finding success using technology to help them learn has been a highlight for Mrs. Fawley so far in the pilot program. Both Mr. Ruliffson and Mrs. Fawley are teaching Modern World History 7, which has been developed to accommodate the county’s recent social studies realignment. Student Comments: “I like it a lot; it’s fun to do stuff on our own and work at our own pace. The video web

Device: Macbook Air

searches are interesting. I think this will really be helpful in the future.” - Ben A. “Learning is easier, and it is easier to turn work in. Mr. Ruliffson sends it to us, and we can work on it at home. Sometimes, though, the computers don’t cooperate! Computers won’t take the whole pencil-paper thing away, and I really enjoy learning both ways.” - Brianna O.

Daily News Record, Harrisonburg, VA, Monday, March 2, 2015

PILOT PROJECT: Electrified Elks Teacher: Myron Brubaker Subject: Science 8 (Physical Science)

School: Elkton Middle Device: Chromebooks

My devices allow me to differentiate more easily. I can track student progress more closely and more quickly. I can figure out the trouble spots students have more easily and redirect or remediate sooner in the learning process. The students seem to engage and focus more easily. - Mr. Brubaker A Glimpse into the Classroom: Mr. Brubaker combines class lecture with computer activities. Students are also involved in hands-on activities in the lab, and they do lab reports on the laptop. The students use Google Classroom. Each day the students have a learning agenda detailing their activities and providing organization for their class period. Mr. Brubaker often circulates around the room to help individuals one-on-one, or can also, from his desk, monitor student progress by going into the students’ electronic documents. He can alert students to continue working or check their work and offer suggestions. Practice quizzes are available to help prepare the students for a main quiz or test. As Mr. Brubaker notices that students need help, he may stop to review a concept or problem with the entire class. For example, students needed review on terms, such as force, mass/weight, friction, and acceleration. He stopped the students to ask questions and demonstrated a concept using concrete examples and relating the concepts to ideas familiar to students. Students then returned to their computer activities or labs. Mr. Brubaker is able to check that all students have completed required activities and determine if they are ready to move to new material or return for review. Students have learned to navigate through programs, create documents, transport charts and graphs they have created on paper to a computer program, and access other information that is helpful to them in their science class. An RCPS Instructional Technology Resource Teacher and Mr. Brubaker work collaboratively to provide the best opportunities and resources for the Science 8 students.

ROCKINGHAM COUNTY PUBLIC SCHOOLS PreK AND KINDERGARTEN REGISTRATION DATES AND TIMES All Rockingham County Public Schools will be registering PreK and Kindergarten students during the week of March 16th – March 20th, 2015. Please contact your child’s elementary school for specific days and times. To meet the needs of working parents, each school has designated a day with extended hours. This registration is very important for planning teacher assignments and involves children who will be five (5) years old on or before September 30, 2015. Each child will need a birth certificate, social security number, immunization records, and their physical (911) address.

Student Comments: I prefer the laptop to help me learn. It is easier than writing and easier to study because I can look up what I need to know. I really like the agenda because I can work at my own pace. Hallie M. I have my notes on the computer, so if I lose my binder I haven’t lost my work. I like the videos; if there is a concept I don’t understand, I can watch a video to make it more clear. It’s a lot better than paper and pencil; there are less materials. I think my grades have gone up. Andrew L.

Children who will be four (4) years old on or before September 30, 2015, will be eligible to be screened for the PreK program at the elementary school in the child’s attendance area. Age-eligible PreK students should apply for these programs during times for Kindergarten registration. Slots for the four-year-old program are limited and will be assigned to the most at-risk students who live in that school district. Evidence of a physical examination and completion of all immunizations MUST be provided before a child begins school. Please call your child’s doctor immediately to schedule an appointment.

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Daily News Record, Harrisonburg, VA, Monday, March 2, 2015

Technology Professional Development: Teachers Helping Teachers Rockingham’s eight Instructional Technology Resource Teachers (ITRTs) work daily with classroom teachers across the county to help them create engaging lessons involving student use of new technology tools. Assisting teachers individually to integrate technology in this way is a key component in Rockingham’s preparation for digital

conversion. This page provides a small sample of projects happening in RCPS classrooms. Scan the code with each project to see the full article, pictures, and even student projects in many cases! More examples can be found at: http://bit.ly/rcpstechshowcase

MaKey MaKey Kits a Hit JFHMS students become inventors in their Coding Club sponsored by 7th Grade teachers, Molly Highland and Kim Fawley. MaKey MaKeys are simple electrical circuit kits used to create touch pads from everyday household items, even bananas!

Prezi, Powtoon Projects Prove Powerful

Kahoot’s a Hoot in RCPS In classrooms with access to mobile laptop labs, Chromebook labs, or iPad/iPod labs, it is not uncommon to find a particular activity occurring - Kahoot. Kahoot (https://getkahoot.com/) is a popular, free, web-based product that engages students unlike any in RCPS. Why? Kahoot has managed to make formative assessment fun for both students and teachers. Admittedly, “fun assessment” is generally considered an oxymoron, but not in this case. Kahoot is a response tool but does not require any sort of proprietary equipment like clickers or installed software; it is webbased so it will work in any setting and on any computer or mobile device. Teachers easily create questions, invite students to participate by entering a simple code from Kahoot, then the product delivers timed questions with a catchy Jeopardy-like jingle. Feedback is provided immediately to the class (in an anonymous way); then Kahoot generates an ever-

popular leaderboard based on response accuracy paired with response times. The interface is so easy for students that it works at every level of instruction. RCPS teachers who use Kahoot comment that students routinely request to do this class activity. Trainers and administrators use it in professional development sessions with RCPS teachers, too! Recently, Cindy Parks (an ITRT in RCPS) was featured on the Kahoot website for her work in bringing this tool successfully to RCPS primary classrooms. Visit this website: http://blog.getkahoot.com/post/111272428142/kahooting-in-kindergarten or scan the code in the picture. Kim Fawley demonstrates Kahoot in her JFHMS classroom. Scan the code to see a video clip.

Susan Anderson’s 6th grade English students at JFHMS used the online tools Prezi and Powtoon to create presentations demonstrating examples of various types of figurative language.

3D Printing at RBES After school STEM activities at RBES include 3D design and printing. Kyle Snyder, 4th Grade teacher, tells about their experiences.

Students Tell with Tellagami

Melissa Moyers introduced Tellagami to her 1st graders at Lacey Spring with the assignment to tell what they liked about their favorite books. This fun app lets each student create an avatar, choose a background, and record his/her voice.

Backchannels for Book Discussions

Book discussions occur in a variety of ways in Jen Moyers’s English classroom at Broadway High School. Using a technique called “backchannel chat,” students focus on book discussions silently online while a separate group discusses out loud together with Mrs. Moyers. Then, they switch. The two methods yield different conversations and provide students with the chance to express their thoughts in different ways.