PV STEMNET:

TEACHERS IMPLEMENTING IMAGING AND IMAGERY FOR THE CLASSROOM LEARNING

CLASS PROJECT

By: Ronald Burney

Donahue School

Holyoke , MA .

Since 1985, I have been a Sped Teacher in Holyoke . Started around 2000, Students with Significant Disabilities had to take the MCAS Alternate Assessment (MCAS-Alt) which is a portfolio-based assessment that measures a student's performance and achievement on the learning standards in the Massachusetts Curriculum Frameworks. For each student scheduled to take an alternate assessment in one or more subjects, a portfolio is developed over the course of the school year by the student, the student's teacher, and other adults (teacher aides) who work with the student. Portfolio evidence may include work samples, instructional data, photographs, video , and other supporting information linked to instruction in the subject being assessed.

Beginning in 2006, the minimum submission for each MCAS-Alt portfolio must include the following evidence for each strand/learning standard listed in the table:

•  one data chart indicating the student's accuracy and independence in performing tasks related to the learning standard identified in the strand;

•  three pieces of primary evidence , such as work samples, videos, or photographs, that measure the same skill as the data chart

•  Additional evidence at the discretion of the teacher that supports or describes the student's performance.

This is one of the main reason why I feel that the imaging technology will improved my students data collection, self- esteem and data collections. Improved the proficiency of the learning experience the expanded scope of these new assessments represents both a challenge and an opportunity for all of us. Programmers and parents will now have a photograph record the progress and performance of individual students from one year to the next. I will be able to build upon their collection of previous data in the portfolio and plan instruction accordingly in order to provide evidence of their students' improvement over time.

I recognize the significant work involved in creating student portfolios and want to ensure that the portfolio process is beneficial to students and manageable for teachers.

Present uses of Computer and Camera in my classroom with some degree of assistant from the teacher and my teacher aides.

•  Icebreaker for the beginning of the new school year.

•  Name tags for beginning-of-the-year Orientation.

•  Power point and picture presentations of class projects.

•  Field-trip presentations.

•  Individual and class photo.

•  Mini-year book.

•  Holiday picture projects.

•  Writing simple stories.

•  Simple data collections.

Conclusions: I believe that if you give Students with Significant Disabilities I will create learners who have a much greater understanding of the technology around them. By having students actively engaged in the IMAGERY FOR THE CLASSROOM LEARNING process, the student will learn that the camera is a powerful tool in education and not for just taking picture and the computer is not just used for playing videos games.