Vision, Mission, and Goals…..………………………………………………………………………………………..  1

Needs Assessment …………………………………………………………………………………………………….…… 5

The Planning Process …………………………………………………………………………………………………..  10

State Goals and Objectives with Local Strategies and Measures …………….………………  10

Environment …………………………………………………………………………………………..  14

Engagement ……………………………………………………………………………………………… 14

Application ……………………………………………………………………………………………..  15

Tools ………………………………………………………………………………………………….……… 15

Results …………………………………………………………………………………………………..   17

Implementation:  Timetable and Budget for Goals, Objectives and Strategies ……..   18

Sample Lesson Plans……………………………………………………………………………………………………………………..   26

Executive Summary …………………………………………………………………………………………………………………….……..   31

 

Vision

All county residents will have the potential to possess the knowledge, skills, attitudes, and abilities necessary to achieve continuous growth throughout the County.

Mission

District leaders and schools will develop and implement programs designed to coordinate with state and national standards and benchmarks, identify needs, provide technical assistance, and assess performance for education and training providers based on high levels of student achievement, a safe learning environment and the continuous self-sufficiency of county residents.

Goals

1.0 Learning: Engage and Empower

All learners will have engaging and empowering learning experiences both in and out of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society.

2.0 Assessment: Measure What Matters

Assessments will be designed to determine student preparedness for courses and overall student achievement.  Our education system at all levels will leverage the power of technology to measure what matters and use assessment data for continuous improvement of programs and adaptation to student needs.

3.0 Teaching: Prepare and Connect

Professional educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that enable and inspire more effective teaching for all learners.

4.0 Infrastructure: Access and Enable

All students and educators will have access to a comprehensive infrastructure and adaptive technology for learning when and where they need it.

5.0 Productivity: Redesign and Transform

The education system will design and redesign processes and structures to maximize the power of technology to improve learning outcomes for all involved while making more efficient use of time, money, and staff.

Strengths

Current strengths of technology use in the system include flexibility, current infrastructure and the use of technology by our students.

One of the greatest strengths of the use of technology in our schools is the flexibility these tools currently provide teachers and students.  Teachers have the ability to provide instruction and assessments in digital format both in and out of school.  Teachers are able to record critical components of their course, post them and offer them to students for review at any time.  With access to technology, students are able to keep up with class assignments wherever they are.

Current infrastructure is adequate to most needs.  Currently, students use computer labs and websites to complete assignments.  Servers that are aging still provide access.  The current systems will make upgrades easier and cheaper than installing completely new systems as we adopt new standards.

Our students are adept users of all kinds of technology.  Smart phones, tablets, laptops are all familiar grounds for most students.  Increased technology implementation may be started with the tools our students already use.  Teachers already use these tools with classes where it makes sense to do so.

Weaknesses

Current weaknesses of technology use in the system include budgetary constraints, technology itself, teacher education, cultural concerns and parental inability to provide access.

The budget has been slow to respond to student needs in this area.  As a result, the need for immediate funding is critical.  Infrastructure upgrades, including servers and computers are needed to allow students and teachers to keep up with the speed required by modern applications.

Technology, itself, has not helped the problem.  The ever-changing and improving nature of technology in the classroom means that as soon as a new system is implemented in the classroom, it is well on its way toward obsolescence.  The haphazard method of implementation in the past has left schools with a smattering of different and incompatible systems and software that is of limited benefit or use to students and teachers.

Many teachers have not been adequately trained in the use of technology.  Some of our best teachers have years of classroom experience.  Unfortunately, there is a gap between these veterans and their new colleagues in the area of implementing technology in the classroom.  This must be addressed if our students are to get the most out of their education.

Recent studies have shown that different groups of students use technology differently.  While some groups of students use technology primarily for research and building understanding, other groups use the same tools for entertainment. These cultural differences must be addressed to ensure that students get the most out of the technology they are offered.  This will help level the educational playing field for all of our students.

As the economy continues to weaken, more and more parents are finding it increasingly difficult to provide internet access to technology for their students.  The lack of affordable options for parents in this area remains a significant challenge in the area of take-home assignments.

Opportunities

Future opportunities in the area of technology use in the classroom include greater opportunities for culture exploration, Socioeconomic de-stratification in the classroom, exposure, collaboration and greater inclusion for students with special needs.

Use of technology provides students with the opportunity to explore and interact with different cultures around the world in real time.

Application and use of technology by all students levels the academic playing field for students of all socioeconomic levels.  Offering technology tools to all students allows for a more balanced educational experience by all students.  Students who might otherwise be excluded from the research opportunities

Expanded use of technology in our educational system gives students exposure to the tools they will need in their future.  Universities and employers are demanding greater levels of technological literacy and competence.  Students benefit when they are prepared well.  Exposure to technology tools means our students will remain competitive at the next level of their education.

One key to success for the student is the concept of self-directed learning.  Use of technology will allow students to collaborate on work over long distances, thus allowing them to direct their understandings of complex issues and concepts to a much deeper level.  Collaboration will allow them to bring to bear more assets to the process of developing understandings in their courses.  This collaboration can and will include classmates and experts all over the world.  This ability will keep our students on the cutting edge in education.

For students with special needs, technology offers a real opportunity for inclusion.  One of the primary concerns for students with special needs is to prepare them with the life skills necessary to develop self-care abilities.  As employers are demanding greater technological competence, special needs students are well served by developing these skill sets early.  The classroom is an ideal setting for this development.

Threats

Threats to the implementation of the technology plan in our schools include money, the skill sets of teachers, wide variety of different platforms, parents’ inability or unwillingness to help their students adapt, and inappropriate use by students and teachers.

The first threat to the implementation and continued success of the technology plan in our schools is budgetary.  Without the allocation of funds to support the implementation, maintenance and improvement of technology on an on-going basis, the plan will fail.  Infrastructure, including servers, computers, software, teacher training and other facilities are costly.  This cost is never going away.  Continuous upgrade and expansion will be required to continue the progress of students and educators alike.

In technology, like any other area of education, ignorance is dangerous.  Teachers need to be educated in the use of new hardware and software.  Without this the technology will be wasted.

Technology, itself, can be a threat.  The variety of platforms and tools can breed confusion and become counterproductive.  Mac or PC, iPad or one of the myriad other tablets available must all be considered.  These decisions can be impacted by budgetary considerations, but should not be the only deciding factor.  User friendliness, flexibility and longevity should all be taken into account when deciding on a platform.  The more uniform the standards are the more skill students will develop.

Parents are key in the implementation of educational technology.  As parents value the use of technology, they can and will support the students’ use.  Parents do not always have the ability to provide internet access the student will need to complete assignments at home.  Socioeconomic considerations should be included in any successful technology plan.

Students and teachers need to be trained on what it means to be good digital students.  Improper use of technology both in and out of class reduces productivity and should be discouraged.  Students and teachers need to understand what proper and improper use of technology looks like.  Vigilance and reinforcement of the proper use of technology on an ongoing basis will lead to success.

State Goals and Objectives with Local Strategies and Measures

1. Goal: Strengthen student ICT skills.

Objective: Student’s will develop skills to utilize technology as a tool in all areas of the curriculum.

Local Strategy: Encourage the use of ICT related tools in all areas of the curriculum.

1. Goal: Enhance the integration of technology in curricula.

Objective: Educators will be empowered to apply technology appropriately in their content area to enhance instruction.

Local Strategy: Provide tools and training including “best practices” sessions for teachers to share what works in incorporating ICT skills.

1. Goal: Enable opportunities to personalize and extend student learning.

Objective: Educators will utilize technology to differentiate instruction to meet students’ needs.

Local Strategy:  Teachers will apply tools like Edmodo and extension menus to differentiate outcomes of instruction.

1. Goal: Ensure utilization of technology-based assessments.

Objective: The use of formative and summative assessments will be enhanced through technology.

Local Strategy:  Schools will invest in the kinds of curricula that include technology-based assessments.

1. Goal: Increase access to digital tools.

Objective: Students and educators will have access to mobile computers, digital devices and tool-based software that makes instruction relevant and powerful.

Local Strategy: Schools will assess what tools make the best fit for the needs of the students the curriculum, then grant access to these tools to students and staff

1. Goal: Provide access to reliable infrastructure.

Objective: Internet access and bandwidth will be sufficient to meet instructional technology needs.

Local Strategy: Schools will assess the effectiveness of current infrastructure and make necessary changes to allow for student access with appropriate hardware.

1. Goal: Improve opportunities to access digital content

Objective: Students and educators will have access to content that enhances instruction from around the world.

Local Strategy: Schools will establish relationships with sister schools around the world.  Teachers will be instructed on the best use of cross-cultural connections in classroom instruction.

1. Goal: Enhance access to student data.

Objective: The results of student assessments and other student data will be made available in a useful format.

Local Strategy: The school will provide staff and teacher instruction on and implement and launch digital grade book software that will incorporate attendance, grades and student data.

1. Goal: Ensure trained instructional technology staff.

Objective: Expert technology support will be available at the school and district level.

Local Strategy: School will periodically review the effectiveness of the technology plan and student and staff needs to determine the need for adjustments in support staff and services.

1. Goal: Improve community involvement.

Objective: Technology use will enhance the ability of schools and teachers to communicate and increase parental involvement.

Local Strategy: The school will use tools available to all on the school website where the calendar, special announcements, course information, event registration and the like will be easy to access. Student and parent feedback will be requested and reviewed periodically via polls on the website.

1. Goal: Enable technology leadership.

Objective: Technology standards for teachers and school leaders will be integrated into preparation programs and professional development to ensure technology is purchased and used in meaningful instructional ways.

Local Strategy: School-wide training will be made available to faculty and staff.

1. Goal: Support ICT training for educators to enhance instruction.

Objective: Professional Development for educators will include the use of appropriate technology integration to enhance instruction.

Local Strategy: Teachers will be instructed on best practices during preparation programs and professional development while being introduced to new tools.

The system already has the basic elements in place to handle the increased audio/video requirements of the new iPads.  Network signal boosters have been installed in anticipation of the increased drag on network assets.  Classrooms are fitted with LCD projectors to allow for easy, real-time display of student work.

The system website has recently been upgraded to include student pages and the addition of dropbox for submission of student work.

Recent polling of the community shows that well over 99% of our students have internet access.  This will allow for seamless interaction between students and assignments when they are not on the school network.  Extended Media Center hours and the addition of a “study zone” will allow those without regular internet access at home to work on and complete assignments outside of class, in a more relaxed setting.

Teachers and educational technology staff will work to revise curriculum and integrate digital technologies into classes. System needs will continually be assessed internally and externally so adjustments can be made to improve the systems.

All stakeholders in the educational community will receive multiple communications about the process of implementing the new technology and the benefits and responsibilities associated with them.

Teachers will be instructed on best practices and worst practices when dealing with the new technology.

Student will be introduced to the new assignment requirements in steps to ensure maximal participation and engagement in the process.

The system already employs Smart Boards, PCs and iMacs in classrooms, computer labs, the media center and classrooms.  Tools will need to be added to the system.  Currently schools use PC and Mac labs to integrate much of the technology used in the system.  Although some computer programming courses need PCs to instruct on the development of code, most courses would be better served by the use of Mac products which are much more flexible and user friendly.  The abundance of educational software available on the OSX platform, high degree of educational support, durability and student familiarity with the products also make them a good fit for the system at all levels.  Each school will need to purchase a number of new machines based on their current supply and need.

To keep the system above the technological fray when it comes to the adaptation of a new device for students, the system will adopt the iPad.  The product will likely have a long service life and greater acceptance by students.

Individually, iPads make sense due to their weight and flexibility.  Student familiarity with the technology will allow for rapid, successful implementation into the system.  To be successful, each student will need to have an iPad on which to work during the school year.

Software for the new hardware (iPads) will be purchased based upon the departmental requirements of each school.  The software requirements from class to class are very different.  The system will conduct a census of the needs prior to implementation and after one semester to determine what additional software is required.

Current technology implementation includes:

Application /Software	Curriculum Area	Targeted Group or School
Nettrekker differentiatedinstruction	All areas; DifferentiatedInstruction; Research,Information Literacy	All students
Digital Classrooms	All areas	Restructuredschools; newschools, new classroom additions
Teacher Laptops –Refresh Cycle	All areas	Teachers with outof warranty laptops
Student wireless laptopcarts. Ratio of students:computers is 6:1 in a mobile learning environment	All areas	Students
Online textbooks	Middle and high schoolsScience, world languages,social studies. New adoptions are added each year	Middle and highschool students
Compass Learning	Middle school – CourseRecovery	Middle schoolstudents

System purchases may include but are not limited to:

• Apple Digital School

• Dell Learning Interchange

• Destination Math/Reading/Science

• Elluminate web casting system

• Atomic Learning Video Tutorials

• United Streaming video content

• Blackboard Course Delivery System (supports the Broward Virtual University)

• Learning Village

• Virtual Counselor

 

Student achievement in the classroom will be tracked and compared to standardized test results to verify the effectiveness of the technology plan.  Trends will be tracked to guide possible improvements in the technology plan in the future.

Student acceptance to colleges and universities will also be tracked to determine the effectiveness of the technology plan and guide future revision of the plan.

Budget and Timetable for Goals, Objectives, Strategies, and Measures

Overview

Due to the economic climate, the district believes that it is more important than ever to ensure that technology spending is done in the most cost-effective way possible. The district also recognizes that it must seek new funding sources and strategies for the acquisition and support of technology. The district will be focused in the coming three years on ensuring that the district explore and leverage every opportunity available to extend the value of current assets, drive down the cost of new assets, and find new sources of revenue to fund technology acquisitions.  Furthermore, the district must continue its systemic approach to identifying very specifically the technology needed by its various user communities. In doing so, the district will ensure that every dollar asset is aligned to the needs of its students, teachers and administrators.

The District will address the following goal and goal components:

Goal Statement: To maximize the effectiveness, efficiency and appropriateness of all available technology resources and purchases, and identify and secure alternative funding and strategies which meet district educational goals and objectives.

Innovative Budgeting and Acquisition Planning

Goal Component 1: Maximize the effectiveness and efficiency of all available technology resources.

Goal Component 2: Identify and secure alternative forms of funding.

Goal Component 3: Ensure that technology procurements address the needs of students and staff, meet technology and curriculum standards, and accommodate unique student requirements.

The following strategies will assist in meeting the goals:

1. The District will utilize its software management module to reduce redundant software purchases and aggregate like purchases and licensing costs as a way to negotiate lower prices.

2. The District will systematically analyze current hardware inventory data to determine the economic viability of existing assets and the cost of replacing necessary, but out-of service, equipment.

3. The District will be looking for ways to extract cost efficiencies from all programs with a goal to free up funds for necessary technology procurements.

4. The District will aggressively seek additional price concessions from all current vendors and drive down prices wherever possible in all new contract negotiations.

5. The district will be actively repurposing or recouping technology funds by selling surplus equipment in the most cost effective manner – utilizing the services of http://www.publicsurplus.com or similar options.

6. The district will be exploring options to improve its asset tracking and management capabilities to ensure that all assets that have been acquired are available for use.  This includes exploring the use of the Library media circulation system and the use of the enterprise desktop management tool (like LanDESK) to better perform these functions.

7. The district will be cultivating closer procurement partnerships in the next three years with interested businesses, governments, higher education institutions and school districts to leverage combined purchasing volume and to procure assets jointly where appropriate for shared use.

8. The district will access funding subsidies through the federal E-Rate program.

9. The district will aggressively seek alternate forms of funding, including corporate grants, consortiums, “like” organizations, and advertising opportunities.

10. The district’s curriculum/instruction division will research and identify appropriate technology components (hardware, software and services) that support curriculum delivery and student learning.

11. The district will continue the development of the network portal for students, teachers, parents and administrators for the inclusion of a variety of digital tools and resources in a single repository.

12. The Superintendent’s Technology Standards Committee and the Technology Advisory Committee will continue to set technology standards through the established processes.

13. The district will continue to promote cost-containment through district purchasing policy and best purchasing practices (Software Management Module, RFP development).

14. Implement e-Procurement to leverage buying power and operational efficiencies, which will transfer value back to the district through savings and cost efficiencies.

15. Institute asset control/property and inventory programs.

Goal Statement: Maximize the effectiveness, efficiency, and appropriateness of all

available technology resources and purchases, and identify and secure alternative

forms of funding and strategies to support educational objectives.

Goal Component 1: Maximize the effectiveness and efficiency of all available technology resources.

Objective 1:

1.1: The District will realize efficiencies, cost savings and reallocation through systemic restructuring of budgets.

Strategies:

Strategy 1: Utilize the software management module to reduce redundancy of software purchases and aggregate “like” purchases and negotiate licensing costs.

Strategy 2: Utilize the current hardware inventory to determine what the district already has as we move forward in future refreshes.

Strategy 3: Increase efficiency of district-wide purchase to free up money for technology purchases.

Strategy 4: Negotiate contracts to save dollars.

Strategy 5: Repurpose or sell surplus technology items in the most effective manner i.e., http://www.publicsurplus.com

Goal Component 2: Identify and secure alternative forms of funding.

Objective 1:

2.1: The District will realize efficiencies, cost savings and reallocation through alternative sources of revenue and resources.

Strategies:

Strategy 1: Save money through reciprocal investments with business and higher educational partners and other “partnerships”.

Strategy 2: Use E-Rate funding as a source of alternative funds.

Strategy 3: Obtain grants as alternate forms of funding, including corporate grants, consortiums, “like” organizations.

Strategy 4: Explore and utilize, where appropriate, opportunities to underwrite the cost of technology systems utilizing advertising revenue.

Strategy 5: Implement e-Procurement to leverage buying power and operational efficiencies, which will transfer value back to the district through savings and cost efficiencies.

Goal Component 3: Ensure that technology procurements and asset management addresses the needs of students and staff, meet technology and curriculum standards, and accommodate unique student requirements.

Objective 1:

3.1: To focus on standards-based acquisition practices which deliver interoperability, security, cost containment, and the full functionality required by all users.

Strategies:

Strategy 1: Curriculum/instruction division will research and identify appropriate technology components (hardware, software, and services) that support curriculum delivery and student learning.

Strategy 2: Continue the development of the educational portal for students, teachers, parents and administrators for the inclusion of a variety of digital tools and resources in a single repository.

Strategy 3: The Superintendent’s Technology Standards Committee and the Technology Advisory Committee will continue to set technology standards through the established processes.

Strategy 4: Promote cost-containment through purchasing policy and best purchasing practices (Software Management Module, RFP development).

Strategy 5: Institute asset control/property and inventory programs in conjunction with the District’s Risk Management and Capital Asset Departments.

Four-year budget plan 2011-2015

DESCRIPTION	FY 2011-12	FY 2012-13	FY2013-14	FY2014-15	FOUR-YEAR TOTAL
TEACHER TECHNOLOGY PROGRAMS –This project assists in the establishment of teaching and learning environmentswhich align to educational specifications and contemporary teaching methods and learning styles.	0	0	0	0	0
TECHNOLOGY REFRESH / REPLACEMENT CONTINGENCY — Refresh or Replacement of Obsolete Technology Equipment for Online Testing as part ofState mandates.	0	1,200,000	1,200,000	2,200,000	4,600,000
TECHNOLOGY E-RATE/SCHOOL INFRASTRUCTURE UPGRADES – This project is designed to upgrade the wired network infrastructure, telephone systems and establish a standard wireless system in specific schools within the district.	600,000	0	0	0	600,000
ASSISTIVE / ADAPTIVE TECHNOLOGY – Implementation and training in the use of AT /AIS.	100,000	0	100,000	0	200,000
Total	700,000	1,200,000	1,300,000	2,200,000	5,400,000

Implementation / Training Schedule / Feedback

ITEM	July 1-7	July 7-14	July 15-21	August 25-31	June 1
Network Maintenance / Upgrade	Preplanning implementation of changes to servers and add additional services and upgrades to the district Network.				After Action Review (AAR) of Annual Tech Implementation / Instruction
Tech Committee / Tech Cadre		Preplanning introduction to new applications and systems			Tech Cadre AAR.  Reflection on successes and potential improvements.
Teachers			Preplanning introduction of new applications and systems.  Teachers are trained on implementation and instruction of new systems and applications.		Teacher AAR.  Teachers reflect on best practices and improvement suggestions for next year.
Student Technology instruction		Orientation instructors are introduced to new tech tools to be introduced to students.		On-going program of student orientation and instruction on use of technology tools.  Following initial orientation, weekly Tech training classes will take place prior to school and during lunch.	Student reflections on what was effective and ineffective in the use of technology in the classroom

standards                                                                        DAY 1 LESSON PLAN

Chapter OpenerComparisons 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.Vocabulaire à l’œuvre 1 Communication 1.2: Students understand and interpret written and spoken language on a variety of topics. Communication 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Cultures 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Core Instruction

Warm-Up

•  (2 min.)  Learning Tips, p. 117.

Chapter Opener

•  (5 min.) Have students look at the photo on pp. 116–117. Photo, p. 116. 4.2

•  (5 min.) Present the Objectifs, p. 116.

Vocabulaire à l’œuvre 1

•  (5 min.) Present Vocabulaire à l’œuvre 1: Au lycée à Québec, pp. 118–119. Vocabulaire,
p. 118.

•  (5 min.) Show Télé-vocab 1, DVD Tutor (Disc 1).

•  (10 min.) Present Exprimons-nous!, p. 119.

•  (5 min.) Have students do Activity 1, p. 120. 1.2

•  (5 min.) Play Audio CD 4, Tr. 1 for Activity 2, p. 120. 1.2

•  (5 min.) Have students do Activity 3, p. 120. 1.2

Wrap-Up

•  (3 min.) Review vocabulary with students using TPR, p. 119. 1.2

optional resources

•  (5 min.) Vocabulaire supplémentaire, p. 116

•  (2 min.) Learning Tips, p. 117

•  (5 min.) Attention!, p. 118

•  (2 min.) Proverbes, p. 119

•  (10 min.) Cultures, p. 119 2.1

•  (15 min.) Slower Pace Learners, p. 119  1.3

•  (15 min.) Multiple Intelligences, p. 119 1.3

Practice Options

•  Media Guide, pp. 13–16, 66–68

•  Cahier de vocabulaire et grammaire, pp. 37–39

•  Teaching Transparencies: Vocabulary 4.1, 4.2; Situation, Chapter 4

•  Independent Study Guide, p. 10

•  Interactive Tutor (Disc 1) or DVD Tutor (Disc 1)

•  Online Practice, Chapter 4 Online Textbook

= Advanced Learners              = Slower Pace Learners              = Special Learning Needs

standards                                                                        DAY 2  LESSON PLAN

Vocabulaire à l’œuvre 1Communication 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.Communication 1.2: Students understand and interpret written and spoken language on a variety of topics. Communication 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Connections 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language. Comparisons 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. Grammaire à l’œuvre 1 Communication 1.2: Students understand and interpret written and spoken language on a variety of topics.

CORE INSTRUCTION

Warm-Up

•  (3 min.) Bell Work 4.1, p. 118. 1.2

Vocabulaire à l’œuvre 1

•  (5 min.) Present Flash culture, p. 120. 4.2

•  (5 min.) Have students do Activity 4, p. 120. 1.3

•  (10 min.) Present Exprimons-nous!, p. 120. Exprimons-nous!, p. 120.

•  (10 min.) Have students do Activities 5–6, p. 121. 1.1, 1.2

Grammaire à l’œuvre 1

•  (10 min.) Present Object pronouns with the passé composé, p. 122.  Grammaire, p. 122.

•  (5 min.) Have students do Activity 7, p. 122. 1.2

Wrap-Up

•  (2 min.) Present Déjà vu!, p. 122.

OPTIONAL RESOURCES

•  (10 min.) Connections, p. 121 3.1

•  (10 min.) Communication (TE), p. 121 1.1

•  (10 min.) Advanced Learners, p. 121  1.1

•  (10 min.) Special Learning Needs, p. 121  1.1

Practice Options

•  Media Guide, pp. 13–16, 66–68

•  Cahier de vocabulaire et grammaire, pp. 37–40

•  Teaching Transparencies: Bell Work 4.1; Vocabulary 4.1, 4.2; Situation, Chapter 4

•  Grammar Tutor for Students of French, Chapter 4

•  Independent Study Guide, p. 10

•  Interactive Tutor (Disc 1) or DVD Tutor (Disc 1)

•  Online Practice, Chapter 4 Online Textbook

= Advanced Learners               = Slower Pace Learners              = Special Learning Needs

standards                                                                        DAY 3 LESSON PLAN

Grammaire à l’œuvre 1Communication 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.Communication 1.2: Students understand and interpret written and spoken language on a variety of topics. Comparisons 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

CORE INSTRUCTION

Warm-Up

•  (2 min.) Bell Work 4.2, p. 122. 1.2

Assessment

•  (5 min.) Review Vocabulaire à l’œuvre 1, pp. 118–121.

•  (20 min.) Give Quiz: Vocabulaire 1.  Assessment Program, pp. 89–90.

Grammaire à l’œuvre 1

•  (5 min.) Show Grammavision 1.1, DVD Tutor (Disc 1).

•  (15 min.) Have students do Activities 8–10, p. 123. 1.1, 1.2

Wrap-Up

•  (3 min.) Ask for volunteers to present answers for Activity 10, p. 123.

OPTIONAL RESOURCES

•  (10 min.) French for Spanish Speakers, p. 123 4.1

•  (10 min.) Communication (TE), p. 123 1.1

•  (10 min.) Slower Pace Learners, p. 123  1.2

•  (10 min.) Special Learning Needs, p. 123

Practice Options

•  Media Guide, pp. 13–16, 66–68

•  Cahier de vocabulaire et grammaire, pp. 40–41

•  Cahier d’activités, pp. 31–33

•  Teaching Transparencies: Bell Work 4.2

•  Grammar Tutor for Students of French, Chapter 4

•  Independent Study Guide, p. 10

•  Interactive Tutor (Disc 1) or DVD Tutor (Disc 1)

•  Online Practice, Chapter 4

differentiated ASSESSMENT

•  Differentiated Practice and Assessment CD-ROM, Quiz: Vocabulaire 1, pp. 89–90

= Advanced Learners              = Slower Pace Learners              = Special Learning Needs

standards                                                                        DAY 4 LESSON PLAN

Grammaire à l’œuvre 1Communication 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.Communication 1.2: Students understand and interpret written and spoken language on a variety of topics. Comparisons 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. Application 1 Communication 1.2: Students understand and interpret written and spoken language on a variety of topics.

CORE INSTRUCTION

Warm-Up

•  (5 min.) Bell Work 4.3, p. 124. 1.2

Grammaire à l’œuvre 1

•  (5 min.) Present Flash culture, p. 124. 4.2

•  (5 min.) Present Quelqu’un, quelque chose, ne… personne, ne… rien, ne… que, p. 124. Grammaire, p. 124.

•  (2 min.) Show Grammavision 1.2, DVD Tutor (Disc 1).

•  (5 min.) Play Audio CD 4, Tr. 2 for Activity 11, p. 124. 1.2

•  (15 min.) Have students do Activities 12–15, pp. 124–125. 1.2

Application 1

•  (5 min.) Play Audio CD 4, Tr. 3 for Activity 16, p. 126. 1.2

•  (5 min.) Have students do Activity 17, p. 126. 1.2

Wrap-Up

•  (3 min.) Ask for volunteers to present answers for Activity 17, p. 126.

OPTIONAL RESOURCES

•  (2 min.) Attention!, p. 125

•  (10 min.) Communication (TE), p. 125 1.1

•  (10 min.) Advanced Learners, p. 125  1.1

•  (5 min.) Special Learning Needs, p. 125  1.1

Practice Options

•  Media Guide, pp. 13–16, 66–68

•  Cahier de vocabulaire et grammaire, pp. 40–42

•  Cahier d’activités, pp. 31–33

•  Teaching Transparencies: Bell Work 4.3

•  Grammar Tutor for Students of French, Chapter 4

•  Independent Study Guide, p. 10

•  Interactive Tutor (Disc 1) or DVD Tutor (Disc 1)

•  Online Practice, Chapter 4 Online Textbook

= Advanced Learners              = Slower Pace Learners              = Special Learning Needs

standards                                                                        DAY 5 LESSON PLAN

Application 1Communication 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.Communication 1.2: Students understand and interpret written and spoken language on a variety of topics. Communication 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Communities 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

CORE INSTRUCTION

Warm-Up

•  (5 min.)  Bell Work 4.4, p. 126. 1.2

Assessment

•  (5 min.) Review Grammaire à l’œuvre 1, pp. 122–125.

•  (20 min.) Give Quiz: Grammaire 1.  Assessment Program, pp. 91–92.

Application 1

•  (5 min.) Present Un peu plus: The verb recevoir,p. 126. Un peu plus, p. 126.

•  (10 min.) Have students do Activities 18–20, p. 127. 1.1, 1.2

Wrap-Up

•  (5 min.) Ask for volunteers to present answers for Activity 18, p. 127.

OPTIONAL RESOURCES

•  (10 min.) Communities, p. 127 5.2

•  (10 min.) Communication (TE), p. 127 1.3

•  (15 min.) Slower Pace Learners, p. 127  1.2

•  (15 min.) Multiple Intelligences, p. 127 1.1

Practice Options

•  Media Guide, pp. 13–16, 66–68

•  Cahier de vocabulaire et grammaire, p. 42

•  Cahier d’activités, pp. 31–33

•  Teaching Transparencies: Bell Work 4.4

•  Grammar Tutor for Students of French, Chapter 4

•  Independent Study Guide, p. 10

•  Interactive Tutor (Disc 1) or DVD Tutor (Disc 1)

•  Online Practice, Chapter 4 Online Textbook

differentiated ASSESSMENT

•  Differentiated Practice and Assessment CD-ROM, Quiz: Grammaire 1, pp. 91–92

= Advanced Learners              = Slower Pace Learners              = Special Learning Needs

Crosswalk of Goals

National Educational Technology Plan	Educational Technology Plan for (your state)	Imaginary County Public Schools’ Strategic Plan
Learning:  National minimums for the use of technology in the classroom.Provide quantitative research on the impact of technology tools in various core academic disciplines.  Funding and new tools will be developed.	State will provide unified standards for the implementation of technology in the local districts.Counties will provide continual training for district employees on the implementation and use of new and existing technical tools.Districts will give evidence of the consistent use of new technology tools in the classroom.  Funding and new tools will be developed.	Faculty will receive on-going technical training on new technology tools for the classroom.Departmental Curriculum maps and lesson plans will reflect active use of new technology tools.Feedback from all corners of the learning community will be collected at least twice a year to determine effectiveness of implemented tools and strategies.
Assessment:Students will be assessed using accepted assessment tools to measure retention and growth in Core Academics using the Stanford, Olsat, Iowa Skills Test, PSAT, SAT and ACT.	Students meet or exceed National standards as measured by the Stanford, Olsat, PSAT, SAT, FCAT and ACT in applicable areas.	Students meet and exceed state mandated benchmarks in grades 2, 5, 8, 10 and 12.Students demonstrate an understanding of educational technology tools through effective implementation of basic skills.Academic standards to be measured by the Stanford, Olsat, PSAT, SAT, FCAT and ACT in applicable areas.
Teaching:National Educator Training program will be developed to provide insight and support to state and local districts in the effective implementation of new technology tools in the classroom.	State teacher education training will assist districts and teachers in the effective implementation of new technology tools in the classroom.Districts will demonstrate effective use of technology tools at all academic levels.  District will incorporate tech strategies for LD students and Differentiation.Districts will generate assistive learning tools and reflect incorporation of Adaptive Instructional Systems.	Curriculum maps and lesson plans will reflect active use of new and existing technology in daily instruction.Tools will be used to differentiate the learning process and to assist those with learning difficulties, incorporate assistive learning tools, and, where necessary, incorporate Adaptive Instructional Systems to benefit all students.
Infrastructure:National standards for infrastructure will be improved and developed for Network tools and systems, Communication, hardware and software.	Minimum state standards will be developed for the implementation of Network tools and systems, Communication, hardware and software.Funding will be developed and improved.	Local schools will assess current infrastructure in the areas of Network tools and systems, Communication, hardware and software.School will add staff and implement needed changes and improvements to meet or exceed minimum state standards in the areas of Network tools and systems, Communication, hardware and software.School will provide training for staff in the effective use of new Network tools and systems, Communication, hardware and software.
Productivity:National guidelines for technology will periodically be developed based upon quantitative research.	National standards will be refined and used to develop state and local productivity standards.County districts will report back findings in order to improve systems.	Faculty, staff and students will implement the use of new technology tools school-wide.Communication concerning the effectiveness of new and existing technology tools will be elicited through feedback devices including electronic polling, questionnaires, individual interviews and open-door discussions.Changes will be implemented and reported to all involved.

References

Broward County District Technology Plan http://www.broward.k12.fl.us/dtp/. November 2011

Kemker, K. (2010) Florida’s Technology Goals, Florida Department of Education http://floridatechplan.org/

National Educational Technology Standards for Students: Connecting Curriculum and Technology.  (2000, January) International Society for Technology in Education. Eugene, OR. P. 29.

United States Department of Education http://www.ed.gov/technology/netp-2010/executive-summary. November 2010

York County School Division http://yorkcountyschools.org/aboutUs/pressRoom/strategicPlan/ goal3.aspx. November 2011