La Cañada High School began a student portfolio program two years ago to better address mandates established by our WASC (Western Association of Schools and Colleges) Accreditation Visiting Committee, the emerging state curriculum standards and frameworks and the Labor Department report from SCANS (The Secretary’s Commission on Achieving Necessary Skills). A cornerstone of all these recommendations has been the need for students to write more effectively related to career development, reflect on individual learning progress, use systematic strategies to organize and record information, create oral presentations, demonstrate proficiency in a variety of rhetorical composition modes and apply technology in decision-making and problem-solving. Each LCHS student creates a personal portfolio as an overall vehicle for accomplishing these tasks. Among the student work included in the portfolios are analyses of scientific experiments, expository essays, research reports, career surveys and marketplace searches, community service summaries, evaluations of mathematical data and, most importantly, personal reflections on how all of this work demonstrates personal learning progress and achievement of goals. Both the portfolios themselves and the oral presentation of the portfolios are evaluated according to a rubric by a team of teachers, administrators, other students and partners from higher education, business and industry.

These rubrics are based on specific curriculum standards: the La Cañada Unified School District performance indicators in English, social science, math and science; the new state standards in language arts and math; and the SCANS competencies. For example, in completing a ninth grade portfolio assignment that analyzes a group biology experiment, a student is simultaneously demonstrating mastery of these standards -- the California Language Arts Standards in integrating databases, graphics and spreadsheets into word-processed documents, in writing reflective texts that combine information, research and analysis and in using strategies of revision and evaluation; the LCUSD science performance indicators in identifying the functions of cells; the SCANS competencies in interpreting and processing information and understanding systems.

The portfolio and showcase performance data from 1996-97 show the need for improvement. Out of 360 freshman, only 48% scored 90% or higher on the portfolio rubric (13% of the students scored less than 50%). In addition to specifically meeting a district technology performance indicator (e.g., "students will use creativity and authoring tools to devise innovative ways of using available information and developing complex reports") the digitization of the portfolio will provide ongoing motivation to produce a professional product. In the simplest terms, we believe students will be more excited about and engaged in the portfolio assignment when they are able to use more creative "construction tools." A supplemental benefit is the solution of student organizational issues. It has been observed that students tend to have difficulty showing and organizing their portfolio information.

To address these areas of need, the portfolio mentors, media specialist and technology coordinator met in January to begin planning how to go from paper-based portfolios to digital portfolios. It was decided that the best way to digitize portfolios is to use the standards of the World Wide Web. Using Web-based standards (HTML: HyperText Markup Language) insures that our students and staff will learn relevant college, career and lifelong learning skills while maximizing the use of existing computing resources. It also meets another of our district technology performance indicators (e.g., students will create home pages). Furthermore, such portfolios will be in a format that virtually any computer can read. This will allow for sharing the portfolios over the Internet or on a CD-ROM with parents, teachers, potential colleges or employers. The portfolios will be password protected so that only these selected people will have permission to view them.

In summary, the focus of this proposal is to create a digital portfolio program to replace the current paper-based portfolio program in order to improve the quality of student work. The digital portfolios program has the following educational objectives:

1. Students will meet specific LCUSD, state department of education and SCANS standards.
2. Students will create meaningful, personal connections across the curriculum as they create interdisciplinary products.
3. Students and staff will learn computer and network skills of creating home pages, presenting information in a hypertext format, converting documents to Web-based standards, digitizing documents and events using scanners and digital cameras, conducting research on the Internet, managing files on a server over a network.
4. Students will meet the district computer-competency graduation requirement in an authentic manner.

Needs to be addressed: The digital portfolio program also will address the following specific need areas that have been identified by staff, students and parents as a high priority. The sources of the needs are given in parenthesis. The overriding theme is that students and teachers want to use technology resources across the curriculum to enhance learning, instruction and exploration of careers and higher education.

1. Seventy percent (70%) of the students do not believe they have an adequate opportunity to practice and improve their technology skills across the curriculum (Student Survey sponsored by the School Improvement Council).
2. Over eighty percent (80%) of teachers have requested more continuous staff development in the use of technology (Staff Development Surveys).
3. Seventy-five percent (75%) of parents feel that students need increased opportunities to be involved in career and community related activities. (Parent WASC survey).
4. Students need more career and college information and guidance (WASC Visiting Committee Recommendation on Student Paths and Student Services).
5. Library research and technology skills need to be incorporated more fully into the curriculum (WASC Visiting Committee Recommendation on The School as a Whole).
6. Technology skills, 7-12, need to be included across the curriculum (WASC Visiting Committee Recommendation on Integrated Skills).
7. More creative and interactive methods of teaching in all classes should be implemented (WASC Visiting Committee Recommendation on Instruction).

Program Activities and Timelines: The digital portfolio program will initially focus on ninth grade staff and students. All other students will do traditional portfolios. The following year, the program will expand to eighth through tenth grades. Eventually, all students (7-12) will create digital portfolios. The following table provides a timeline of essential activities.

Evaluation: The success of the program will be evaluated by using several formal and informal indicators. The formal indicators will include (a) participant evaluations of Summer Institutes to address the quality of the training materials, instruction, technology, learning environment and personal readiness, (b) evaluations of the portfolios once per quarter by trained student-coaches (current practice), (c) evaluations of the portfolios and presentations/interviews during the showcase (current practice), and (d) comparison of portfolio evaluations from last year and this year. Informal indicators will include (a) anecdotal evidence from students and teachers, (b) meeting our timeline and budget goals, (c) motivation level of students and teachers to expand the program. By June 1999, we expect that at least 60% of the freshman class will score 90% or higher on the 2 rubrics of the showcase (portfolio and oral presentation/discussion). By June 2000, we expect that at least 70% of the ninth grade students will score 90% or higher.

Students and staff have received initial training on how to create and manage a paper-based portfolio. It is a school-wide requirement. This proposal will create the need for additional staff development in the areas of instructional objectives of portfolios as well as instruction for students and staff in the process of creating and managing digital portfolios. Students and staff will learn the processes of converting, creating and organizing portfolio products into the digital standards of the World Wide Web. Over 45% of the budget is allocated to training costs.

The digital portfolio staff development will be planned and implemented through the coordinated efforts of the portfolio mentors, student coaches, principal, assistant superintendent, technology coordinator, computer teachers, media specialist, parent coaches and other helpers to be determined. It will involve the creation of sample portfolios, a digital portfolio handbook (print and Web-based), and network-based resources for storing and managing portfolios. Staff development and instruction are a reiterative and interrelated process that will be provided during summers, inservice days, computer classes, homeroom time and after-school.

In the first year of the program, staff development will focus on a cadre of selected volunteer teachers of freshman students from across the curriculum. The teachers will be matched with student coaches who will receive training along with the teachers and who will be available during class time to assist with training and tutoring. These teacher-student pairs will learn all of the skills necessary to create and manage digital portfolios. These skills will include (a) creating a home page structure to link and store portfolio components, (b) using Office 97 and other software tools to save documents in HTML format, (c) using digital scanners and cameras to convert documents or events into HTML format, (d) using networked resources of the school library and Internet to research curriculum areas, and (e) storing and managing digital portfolios onto a server using the school network. In the second year of the program, staff development will be expanded to include grades eight through ten and improved to reflect evaluation data, lessons-learned and current needs of students and staff.

Digital portfolio training and implementation will occur primarily in two computer labs and the 7-12 library. Two computer teachers manage the computer labs and the media specialist manages the library. The library computers are used by classes during the school day on a sign-up basis. They are used after-school and during lunch on a first-come, first-served basis, and currently consists of eight networked computers, a computer server and a CD-ROM tower. By the end of this school year, it will have eight additional computers and another CD-ROM tower. One computer lab consists of 37 networked, computers. The other lab will be upgraded this summer from 36 Apple IIgs computers to 36 Windows-95 networked, laptop computers. They are used during the school day for computer classes and after-school for staff development. All of the library and computer lab computers are less than one year old and have access to the Internet.

Eventually, the training resources will expand to classrooms. By next school year, we will have a newly constructed 7-8 building in which every classroom will have 3 networked computers for student use. In addition, every teacher and administrator has a laptop computer that is leased by the district to be used for staff development, classroom applications and professional needs. These laptops have extended warranties for repair and replacement issues. The long-range technology infrastructure goal is to use existing locally approved bond monies to build a new state-of-the-art library and to network every classroom and office within the school.

The district technology coordinator works with staff, partners, vendors, maintenance, technology mentors, the technology support specialist and the assistant superintendents of business and curriculum to research, evaluate, acquire, install and upgrade new technologies. These technologies include computers, software, peripherals, TVs/VCRs, furniture and network hardware such as cabling, routers, hubs and switches. The high school technology coordinator (part-time) has created a Technology Handbook for assisting teachers with troubleshooting instructional technologies as problems arise. It includes a section on preventive maintenance.

Individual staff members can request new technologies by completing a request form that is submitted to the Technology Rating Committee. This committee makes sure the request meets the technical standards of the district (set by the Technology Planning Committee) and needs of the school. The School Improvement Council accepts or rejects the request. All new acquisitions are bar-coded and inventoried. This inventory is made available to all staff.

Institutions of Higher Education: La Cañada Unified School District has partnered with Johns Hopkins University to create an Optimal Match Program that personalizes education for all students. This partnership has created a half-time coordinator position in the district and involves six school districts nationally. The optimal-match coordinator will assist in developing digital portfolios and has provided information for this proposal. We have partnerships with several local colleges that provide valuable curricular and career experiences for students. These include Occidental College (advanced chemistry and biology experiments), CalTech (supercomputing), USC (earthquake studies), Pasadena Community College (library studies) and Glendale Community College (school-to-career studies). Students will use the portfolio as a vehicle to record and reflect upon these experiences and data, and to draw connections with other subjects.

Business and Industry: Each year the freshmen and senior portfolios are showcased to business and industry partners (as well as administrators, teachers, parents and students). The list of partners grows each year. As of last year, they included Arroyo Seco Food and Beverage, City of La Cañada-Flintridge, Community Bank, Domenich-Basso, Inc., Jay Johnson & Associates, La Cañada Educational Foundation, M.C. Gill, Master Information Systems, Thermal Ceramics, and Will Moffitt & Associates. The showcase partners use a rubric to evaluate the portfolios. We also have a partnership with NASA/JPL in which students create Web pages for the national KidSat program. These same students will create prototype portfolios and digital templates this year.

Regional Education Technology Support Services: Los Angeles County Office of Education (LACOE) provides our Internet access and support for the district. The California Technology Assistance Program (CTAP) has been helpful to us in writing our Technology Use Plan, providing training models and support, and conducting grant writing workshops. The Regional Occupational Program provides ongoing computer training for our staff and students. We have a commitment that our LACOE CTAP office will send a representative to evaluate our digital portfolios during the showcase and that they are interested in this proposal. Based on the success of our program, we will share the resources and lessons-learned with our LACOE CTAP office.

Planning: The planning process for this proposal began over two years ago when the portfolio mentor program was established. Planning continued last year as we wrote our new Technology Use Plan and recommended that students create digital portfolios (page 19). The planning has become more earnest with the potential of receiving the SB1510 funding. For this purpose a planning committee was formed that is composed of 2 administrators, district technology coordinator, two portfolio mentors, computer teacher, library media specialist, two technology mentors, special-education teacher and a parent. This group has conducted numerous meetings for the purpose of writing this proposal and has sent a representative to the CTAP workshops. Continued planning will occur on a regular basis by the portfolio committee. Future plans will be based on evaluations, student and staff needs, and new issues as they arise.

Evaluation: Evaluation will be ongoing. It will begin with the evaluation of the digital portfolio prototypes, and will continue with each new element of the proposal. Evaluations will be based on observations, anecdotal evidence, written evaluations of participants, portfolio evaluations, and comparison studies. We will contract with an outside evaluator to prepare a formal report. We will use student performance data and other evaluations to continually improve the program.

Reporting: Committee representatives will submit the report to the Governing Board and Department of Education via CTAP. The digital portfolio assessment data will be reported on the district assessment template and disaggregated by student subgroups. Based on the program's success, we will report our results on our district home page and at local and state conferences.

The portfolio mentor cadre, consisting of three faculty members, will administer this program in collaboration with the principal. Each mentor receives a stipend for this assignment. This cadre has a combined total of over 60 years experience in education. They have a history as individuals, and as a group, of conducting successful programs. They are highly esteemed among the faculty. They will work as a team with a myriad of internal and external partners to include the principal, peer-teachers, student coaches, technology coordinator, technology support specialist, library media specialist and volunteers from business, industry and higher education partners.

The general budget description was provided in Table 1, which covers a period of 15 months. Almost half of the funds are allocated for staff development, planning and evaluation. The remainder of the funds are for a computer server, computer projector, computer setup, network cards, scanners, digital cameras, printers, and software to be placed in the library and computer labs. Specific expenditure details are provided in the Program Budget.