Chassidy Williams

Implementation Plan

“The purpose of a standard portfolio is to support learning more indirectly by providing data
about the achievement of learning outcomes that can be used to measure the effectiveness of an
experience” (Cambridge, D. 2010, pg. 18). As high school students, academic responsibility is the
beginning of college and career readiness. Giving students the wherewithal to take ownership
over their graduation plan and progress is essential to their growth as students and employees.
Placing viable information such as credits, schedules, and transcripts within their e-portfolios
continue to promote student engagement through technology. Eventually, students will look to e-
portfolios as a platform where they have total ownership and involvement.

The e-portfolio overtime will grow with additional items such as resumes, college essays, career
fairs, college applications, and any field trips or community involvement that students have
participated in. The idea is that all students will continue the use of their e-portfolios post-high
school. As their interest in career options and continuing their education flourishes, so will the
use of their e-portfolios. Students’ e-portfolios will serve as evidence to employers, colleges,
community partnerships, and to themselves, that they are capable of critical thinking skills.

Creative solutions, ideas, and innovations can be birth through the use of e-portfolios. It is also a
great way to stay in touch with professional connections and communicate with the global
community not to mention, networking. The spirit of creating lifelong learners can be produced
by allowing students more ownership over their academic decision making. This ownership will
birth academic success and boost critical thinking and analytical skills far beyond high school.

Phase I: Recruitment

A. Exhibit proposal to Principal and Assistant Principal of Student Services.

1. Present the issue of the lack of academic responsibility that our at-risk students have in
addition to bringing attention to the absence of technology being used to enhance the learning
environment.

B. Exhibit proposal to the Business and CATE Teachers.

1. Recruit and collaborate with elective teachers on how to incorporate the e-portfolio into
their lesson plans in addition to what web based platforms will be used. Time will be allotted to
also add their suggestions as well as any questions, comments, and concerns they may have.
2. Train the elective teachers on how the students’ e-portfolio should be created.

C. Recruit and inform on campus I.T.

1. Meet and collaborate with school technical support on any unforeseen issues such as web
security and/or firewall that may be encountered using web based programs.

D. Exhibit proposal to additional Staff.

1. Recruit any additional staff that may have technology background and would like to
assist students for 15 to 30 minutes after school for students who are having trouble with
building their e-portfolios.

E. Send Letters home.

1. Send letters home to parents or guardians regarding e-portfolio benefits, student

confidentiality, and internet usage; in addition to urging parents to contact their child’s counselor
with any questions or concerns.

Phase II: Execution

A. Assembly with 10th – 11th grade students.

May 2019 Term IV

1. Display the e-portfolio example and its features. Inform students about the benefits,
requirements, and rules.
2. Arrange group meetings of 10 students at a time throughout the week to go over personal
graduation plans, student confidentiality, e-portfolio content, assist students with web access and
passwords. In addition, students will be required to sign internet usage.
3. Go over state graduation requirements and teach students how to read their transcripts.

B. Assembly with new in coming 10th – 11th grade students.

August 2019 Term I (new school year)

1. Repeat steps above to new 10th and 11th graders.

2. Have all previous 10th and 11th graders who are now (11th and 12th graders) from last
school year, update their e-portfolios with their grades from the last school semester. For the
students who have a Business Class or Credit Recovery, updates to their e-portfolios will be done
in class. For the students that do not have those classes mentioned above, will update their e-
portfolios with their counselors by appointment.

Phase III: Evaluation

A. By October 2019, meetings to assess effectiveness of the e-portfolio.

1. Review students’ e-portfolios.

2. Survey CATE and Business teachers.
3. Survey Students.
4. Meet with Technical Support.

Phase IV: Results

A. Gather results with Counselor Team and Administration Staff.

1. What are the difficulties?

2. Was there enough man-power and/or support from elective teachers?
3. Is there enough computers?
4. Was there enough support from technical support?
5. Decide whether the student e-portfolio implementation continue to go forward?