Reading M.Ed. Handbook

Transcription

1 Reading M.Ed. Handbook East Stroudsburg University of Pennsylvania Reading Graduate Program Graduate Student Handbook

2 East Stroudsburg University of Pennsylvania Graduate Reading Program East Stroudsburg University of Pennsylvania Reading Department 200 Prospect St Stroud Hall Office Suite 112 East Stroudsburg, PA Phone Handbook Published: Fall 2014

3 4 Programs Offered Master of Education in Reading (36 credits) Pennsylvania Reading Specialist Certificate (27 credits) Careers in Reading After completing the Reading, M.Ed. program at East Stroudsburg University, students may pursue the following careers: Classroom Teacher Reading/Language Arts Teacher Early Childhood Education Specialist Community College Professor Reading Specialist/Coach Consultants/Private Practitioners Resource Specialists District Literacy Coordinators Researchers/Writers Industrial Business/Government Employees Learning Assistance Coordinators

4 8 Advisement Information & Forms All graduate students who have been admitted as Admission, Pre-Candidacy (Full) are expected to complete a Plan of Study by they time they have completed 12 credit hours of graduate coursework. Approval of the Plan of Study constitutes Admission to Candidacy to the master s degree and academic major, and is what establishes the requirements for graduation. Specifically, the Plan of Study delineates the coursework, examinations, and research required for graduation. All requirements identified in the Plan of Study must be fulfilled for conferral of the degree.

5 9 Plan of Study Process 1. Meet with your graduate advisor or degree program graduate coordinator, as assigned by your academic department, within the first 6-9 credit hours of your matriculation, to discuss the Plan of Study for your degree and major program. 2. Complete the Plan of Study form accurately and neatly. It is the responsibility of the student to assure the accuracy of all information on the Plan of Study consistent with the requirements for the degree program as outlined in the Graduate Catalog in effect the semester of enrollment. 3. Submit your Plan of Study, with any required or supporting documents, for faculty and administrative approval and signature, as designated on the form (see Section IV). The Graduate College receives the signed copies for final approval by the Graduate Dean. 4. Once approved by the Graduate Dean, the Graduate College will mail the approved copy of your Plan of Study to you and the Graduate Coordinator of your program. File your copy in a secure place and be sure to adhere to the approved program as you progress through your degree program. As a reminder, all requirements identified on your approved Plan of Study must be completed to earn your degree. If there are to be changes, a revised Plan of Study or Plan of Study Change Addendum must be completed and approved by your Graduate Advisor, Graduate Coordinator, Department chair, and the Graduate Dean. NOTE: Coursework on the plan of study normally must be completed in six years. A two-year extension may be granted. Forms to request an extension are available at the Office of Graduate Studies website.

6 11 Chapter 49 Requirements Beginning in January 2013, in compliance with a directive from the Pennsylvania Department of Education, all candidates seeking a Pennsylvania Reading Specialist certification will be required to complete (or submit official transcripts to document that they have completed) the 9+3 Chapter 49 requirements. This means that candidates will need to complete 9 credits that address specific Special Education competencies and 3 credits that address English Language Learner competencies. The Reading Department s 9+3 courses are: REED 520 Teaching Reading to Students with Disabilities SPED 550 Nature and Needs of Exceptional Individuals SPED 551 Inclusionary Practices REED 521 Reading and Language Development for Diverse Learners (Embedded in program)

7 12 Navigating Online Courses The following sections detail how to access the various online programs used for online instruction at East Stroudsburg University including Desire2Learn (D2L), ESU account access, and Blackboard Collaborate. Desire2Learn (D2L) Desire2Learn is East Stroudsburg University's online learning environment. It is used by faculty to present course material online as well as to host online learning. Desire2Learn allows for 24/7 student access to course material. ESU uses Blackboard Collaborate as the online classroom. You have been assigned one login for all accounts at ESU, which includes your ESU account and your D2L account. Please login to Desire2Learn to view your courses at the following web address. You can complete a system check to ensure that your browser is properly configured to use the system at the following web address. If you have any questions or are having difficulties with the course material, please contact your Instructor.

8 13 If you are having difficulties using any of the course tools, please contact the appropriate technical support group: Daily: Monday-Friday 8:00A.M. - 4:30P.M. ESU Helpdesk at or Stroud Hall room 303 After Hours: Monday-Friday 4:30P.M. - 8:00A.M. and Weekends Desire2Learn Technical Support at ESU Account Please check your ESU account prior to the start of your course for information from your professor. All students who are registered for courses at ESU have been assigned an account. Blackboard Collaborate Blackboard Collaborate is the live online classroom that ESU uses for online courses. The live classroom link can be accessed through the course page on D2L (Discussions>Online Rooms>Join). Computer Requirements You will need a microphone and a webcam to participate in your class session. Your computer will also need a stable, reliable internet connection. The following chart details the minimum computer and web requirements for participating in the online classroom.

9 14 Internet Explorer 8 & 9 Internet Explorer 10 Firefox (Latest Chrome (Stable Stable Release)* Channel) Windows XP Unsupported Unsupported Compatible Compatible Windows Vista Certified Unsupported Compatible Compatible Windows 7 Certified Unsupported Compatible Compatible Windows 8 Unsupported Provisional Provisional Provisional Safari 4.0 Safari 5.0 Safari 5.1 Firefox (Latest Stable Release)* Chrome (Stable Channel)* Mac OS 10.5 Certified Certified Unsupported Compatible Compatible Mac OS 10.6 Certified Certified Compatible Compatible Compatible Compatible - Please review the end note below if Mac OS 10.7 Unsupported Unsupported Compatible Compatible using Java 7 with Mac 10.7 or Mac 10.8 and Chrome. Mac OS 10.8 Unsupported Unsupported Compatible Compatible Compatible - Please review the end note below if using Java 7 with Mac 10.7 or Mac 10.8 and Chrome.

10 15 Supported Java Versions Operating System Java Versions (JRE) Windows XP, Vista, 7,8 1.6, 1.7 (Java SE 6 & Java SE 7) Mac OS X Apple Java 1.5.0_16 +(J2SE5-32 bit) Apple Java 1.6.0_07 +(J2SE6-64 bit) Oracle Java 1.7 See known issues Troubleshooting Should you have any difficulty accessing the online classroom, please contact Blackboard Collaborate technical support, which is available 24/7. Technical support can be reached at the following toll free number: 1 (877) You can also start a live chat with a technical support representative at the following link: Tk20 All students enrolled in the Reading M.Ed. program must purchase Tk20, which is a comprehensive data management system that allows students to be active online participants in multiple areas of their college experience including: course instruction, field experience, and academic advising. The one-time cost to each student is $ For frequently asked questions about Tk20 and Tk20 tutorials, please access the following links. Frequently Asked Questions Tk20 Tutorials

11 16 Reading Specialist Certification Process Graduate students seeking PA certification must complete the certification requirements of the Reading program and should have taken and passed the Praxis Subject Assessment for Reading Specialists. The student will then apply electronically to the Pennsylvania Department of Education (PDE). The following two sections are detailed instructions for registering for the PRAXIS exam and submitting documents for Reading Specialist certification. Registering for the PRAXIS Exam All graduate students seeking a Pennsylvania K-12 Reading Specialist certificate must register for the reading specialist Praxis exam (Test #5301). Students must register for the Praxis exam at the following link: The Pennsylvania Department of Education requires a passing score of 164 to be eligible for certification. If seeking certification in states other than Pennsylvania, please check the required passing score for your state.

12 17 Pennsylvania Certification Process To apply for PA certification, complete the online application process outlined below. PDE is no longer accepting or processing paper applications. The process is completely electronic and online. You will be using an online certification process called TIMS. TIMS is a system for submitting, processing and approving applications for educators. It is also a link between an educator's certifications, designations, disciplinary actions, highly qualified teacher information, and other credential related data. Below are instructions on how to file for certification online: Open the PDE website by typing the following URL into your browser: Click Log In on the top left side of the PDE web page. You will be directed to the Welcome Page for the Commonwealth of Pennsylvania s Enterprise Portal where you will need to register a username and password. Please follow the directions. There is a 24 hour waiting period after registering in order to access TIMS to complete your electronic application. You can access TIMS in two ways: The first is to continue from the Pennsylvania Department of Education home page ( by selecting the Teacher picture in the middle of the page or the TIMS icon in the middle of the page. The second way is to type into the internet address bar: PA-TIMS.com. Should you experience difficulty in accessing TIMS or with the application process, contact PDE directly. Click the Access TIMS tab- it will open the page, which will tell you if you are logged into the PDE website or not. If not logged in, go to Log In In the left navigation bar and complete the login process. If you are logged in, the system will show that you are logged in and to click here to access the system.

13 18 You will be directed to the TIMS Home Screen (also known as the Dashboard). The screen provides quick access to frequently used commands and is quickly accessed at any point in the system, by clicking on Home. On the menu bar, click Applications and complete the online application. Read the directions very carefully and save where requested. Be sure to affiliate your online application East Stroudsburg University when prompted. Failure to do so will prevent processing of your application. You can pay online with a credit card and it will help to have your information ready to proceed through the application process. Do not pay any additional fees. If you choose to pay with a money order, you will need to send it, along with the Application Coversheet, to the address below. The program is your major at ESU. Remember you may only apply for the certification area(s) for the Praxis test(s) you passed! When completed, a page will be returned letting you know that your application was successfully completed. If additional action is required on your part, that will appear on this page as well. Click on the hyperlink where it states Click here to print the coversheet, save as a PDF file and print out your coversheet. This coversheet is the document PDE requires you send them. Submit all required paper documents directly to: Bureau of School Leadership and Teacher Quality Pennsylvania Department of Education 333 Market Street, Third Floor Harrisburg, PA If you have any questions, call PDE at There is a long wait period for the certification process to be completed. Upon receipt of your materials, PDE will post your application electronically for the College of Education dean to affirm and recommend.

14 19 Certification Process in States Other than Pennsylvania The required courses for the ESU Reading M.Ed. program align with the Pennsylvania Department of Education s requirements for certification in Reading. These requirements align with other states certification requirements, but it is the students responsibility to verify requirements from their states Departments of Education. Students should check the specific requirements for certification in the state where they plan to be certified. The ESU faculty will work with students to tailor specific courses and experiences necessary for certification in their states.

15 20 Professional Standards IRA Standards for Reading Professionals Standard 1: Foundational Knowledge Candidates understand the theoretical and evidence-based foundations of reading and writing processes and instruction. 1.1 Standard Candidates understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading writing connections. Evidence Interpret major theories of reading and writing processes and development to understand the needs of all readers in diverse contexts. Analyze classroom environment quality for fostering individual motivation to read and write (e.g., access to print, choice, challenge, and interests). Demonstrate a critical stance toward the scholarship of the profession. Read and understand the literature and research about factors that contribute to reading success (e.g., social, cognitive, and physical).

16 Candidates understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components. 1.3 Candidates understand the role of professional judgment and practical knowledge for improving all students reading development and achievement. Inform other educators about major theories of reading and writing processes, components, and development with supporting research evidence, including information about the relationship between the culture and native language of English learners as a support system in their learning to read and write in English. Interpret and summarize historically shared knowledge (e.g., instructional strategies and theories) that addresses the needs of all readers. Inform educators and others about the historically shared knowledge base in reading and writing and its role in reading education. Model fair-mindedness, empathy, and ethical behavior when teaching students and working with other professionals. Communicate the importance of fairmindedness, empathy, and ethical behavior in literacy instruction and professional behavior.

17 22 Standard 2: Curriculum and Instruction Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum to support student learning in reading and writing. 2.1 Standard Candidates use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum.. Evidence Demonstrate an understanding of the research and literature that undergirds the reading and writing curriculum and instruction for all pre-k 12 students. Develop and implement the curriculum to meet the specific needs of students who struggle with reading. Support teachers and other personnel in the design, implementation, and evaluation of the reading and writing curriculum for all students. 2.2 Candidates use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading writing connections. Work with teachers and other personnel in developing a literacy curriculum that has vertical and horizontal alignment across pre- K 12. Use instructional approaches supported by literature and research for the following areas: concepts of print, phonemic awareness, phonics, vocabulary, comprehension, fluency, critical thinking, motivation, and writing. Provide appropriate in-depth instruction for all readers and writers, especially those who struggle with reading and writing. Support classroom teachers and education support personnel to implement instructional approaches for all students. As needed, adapt instructional materials and approaches to meet the languageproficiency needs of English learners and students who struggle to learn to read and write.

18 Candidates use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources. Demonstrate knowledge of and a critical stance toward a wide variety of quality traditional print, digital, and online resources. Support classroom teachers in building and using a quality, accessible classroom library and materials collection that meets the specific needs and abilities of all learners. Lead collaborative school efforts to evaluate, select, and use a variety of instructional materials to meet the specific needs and abilities of all learners. Standard 3: Assessment and Evaluation Candidates use a variety of assessment tools and practices to plan and evaluate effective reading and writing instruction. 3.1 Standard Candidates understand types of assessments and their purposes, strengths, and limitations. Evidence Demonstrate an understanding of the literature and research related to assessments and their uses and misuses. Demonstrate an understanding of established purposes for assessing the performance of all readers, including tools for screening, diagnosis, progress monitoring, and measuring outcomes. Recognize the basic technical adequacy of assessments (e.g., reliability, content, and construct validity). Explain district and state assessment frameworks, proficiency standards, and student benchmarks.

19 Candidates select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes. Administer and interpret appropriate assessments for students, especially those who struggle with reading and writing. Collaborate with and provide support to all teachers in the analysis of data, using the assessment results of all students. Lead schoolwide or larger scale analyses to select assessment tools that provide a systemic framework for assessing the reading, writing, and language growth of all students. 3.3 Candidates use assessment information to plan and evaluate instruction. Use multiple data sources to analyze individual readers performance and to plan instruction and intervention. Analyze and use assessment data to examine the effectiveness of specific intervention practices and students responses to instruction. Lead teachers in analyzing and using classroom, individual, grade-level, or schoolwide assessment data to make instructional decisions. Plan and evaluate professional development initiatives using assessment data. 3.4 Candidates communicate assessment results and implications to a variety of audiences. Analyze and report assessment results to a variety of appropriate audiences for relevant implications, instructional purposes, and accountability. Demonstrate the ability to communicate results of assessments to various audiences.

20 25 Standard 4: Diversity Candidates create and engage their students in literacy practices that develop awareness, understanding, respect, and a valuing of differences in our society. 4.1 Standard Candidates recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write. Evidence Demonstrate an understanding of the ways in which diversity influences the reading and writing development of all students, especially those who struggle with reading and writing. Assist teachers in developing reading and writing instruction that is responsive to diversity. Assist teachers in understanding the relationship between first- and secondlanguage acquisition and literacy development. Engage the school community in conversations about research on diversity and how diversity impacts reading and writing development. 4.2 Candidates use a literacy curriculum and engage in instructional practices that positively impact students knowledge, beliefs, and engagement with the features of diversity. Provide differentiated instruction and instructional materials, including traditional print, digital, and online resources, that capitalize on diversity. Support classroom teachers in providing differentiated instruction and developing students as agents of their own literacy learning. Support and lead other educators to recognize their own cultures in order to teach in ways that are responsive to students diverse backgrounds. Collaborate with others to build strong home-to-school and school-to-home literacy connections.

21 Candidates develop and implement strategies to advocate for equity. Provide support and leadership to educators, parents and guardians, students, and other members of the school community in valuing the contributions of diverse people and traditions to literacy learning. Provide students with linguistic, academic, and cultural experiences that link their communities with the school. Advocate for change in societal practices and institutional structures that are inherently biased or prejudiced against certain groups. Demonstrate how issues of inequity and opportunities for social justice activism and resiliency can be incorporated into the literacy curriculum. Collaborate with teachers, parents and guardians, and administrators to implement policies and instructional practices that promote equity and draw connections between home and community literacy and school literacy.

22 27 Standard 5: Literate Environment Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments. 5.1 Standard Candidates design the physical environment to optimize students use of traditional print, digital, and online resources in reading and writing instruction. Evidence Arrange instructional areas to provide easy access to books and other instructional materials for a variety of individual, small-group, and whole-class activities and support teachers in doing the same. Modify the arrangements to accommodate students changing needs. 5.2 Candidates design a social environment that is low risk and includes choice, motivation, and scaffolded support to optimize students opportunities for learning to read and write. Create supportive social environments for all students, especially those who struggle with reading and writing. Model for and support teachers and other professionals in doing the same for all students. Create supportive environments where English learners are encouraged and provided with many opportunities to use English. 5.3 Candidates use routines to support reading and writing instruction (e.g., time allocation, transitions from one activity to another, discussions, and peer feedback). Understand the role of routines in creating and maintaining positive learning environments for reading and writing instruction using traditional print, digital, and online resources. Create effective routines for all students, especially those who struggle with reading and writing. Support teachers in doing the same for all readers.

23 Candidates use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction. Use evidence-based grouping practices to meet the needs of all students, especially those who struggle with reading and writing. Support teachers in doing the same for all students. Standard 6: Professional Learning and Leadership Candidates recognize the importance of, demonstrate, and facilitate professional learning and leadership as a career-long effort and responsibility. 6.1 Standard Candidates demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture. 6.2 Candidates display positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors. Evidence Use literature and research findings about adult learning, organizational change, professional development, and school culture in working with teachers and other professionals. Use knowledge of students and teachers to build effective professional development programs. Use the research base to assist in building an effective, schoolwide professional development program. Articulate the research base related to the connections among teacher dispositions, student learning, and the involvement of parents, guardians, and the community. Promote the value of reading and writing in and out of school by modeling a positive attitude toward reading and writing with students, colleagues, administrators, and parents and guardians.

24 29 Join and participate in professional literacy organizations, symposia, conferences, and workshops. Demonstrate effective interpersonal, communication, and leadership skills. Demonstrate effective use of technology for improving student learning. 6.3 Candidates participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs. Collaborate in, leading, and evaluating professional development activities for individuals and groups of teachers. Activities may include working individually with teachers (e.g., modeling, coplanning, coteaching, and observing) or with groups (e.g., teacher workshops, group meetings, and online learning). Demonstrate the ability to hold effective conversations (e.g., for planning and reflective problem solving) with individuals and groups of teachers, work collaboratively with teachers and administrators, and facilitate group meetings. Support teachers in their efforts to use technology in literacy assessment and instruction. 6.4 Candidates understand and influence local, state, or national policy decisions. Demonstrate an understanding of local, state, and national policies that affect reading and writing instruction. Write or assist in writing proposals that enable schools to obtain additional funding to support literacy efforts.

25 30 Promote effective communication and collaboration among stakeholders, including parents and guardians, teachers, administrators, policymakers, and community members. Advocate with various groups (e.g., administrators, school boards, and local, state, and federal policymaking bodies) for needed organizational and instructional changes to promote effective literacy instruction.

26 32 Style Guide The following guidelines have been created to assist you as you write and submit papers to the faculty. In the event of conflict, individual instructors requirements for course papers take precedence. General Format Font: Times New Roman Font Size: 12 point Printing: Single-sided for all papers Spacing: Double spacing throughout except for footnotes, bibliographies, tables of contents, and block quotations, which are indented within the text. These should all be single-spaced. Margins: 1 (2.5cm) on all sides Justification: Either left-justified or full justification is acceptable Page Numbers:.75 (2.0cm) from the top and 1 (2.5cm) from the righthand margin with the Arabic number 1. Every page should be numbered, except for the title page. Paragraphs: Indent all new paragraphs and maintain a consistent indentation throughout the paper. Do not add an additional space line between paragraphs.

27 33 Quotations: If a quotation is longer than four lines of text, create a block quotation by indenting by ½ (1.25 cm) both left and right margins and single-spacing the quotation. Indent a paragraph within a block quotation as you would a regular paragraph. Do not use quotation marks around block quotations. Numbers: All numbers from one through one hundred are to be spelled out, as well as any of the whole numbers that are followed by hundred, thousand, hundred thousand and so on (e.g. thirty-seven, four hundred), unless they are part of statistical or scientific data. This rule also applies to currency. Fractions are to be spelled out unless they contain both a whole number and a fraction (e.g., three-fifths vs. 4 2/3). Exceptions: If a sentence begins with a number, the number needs to be spelled out. If the number precedes %, then do not spell out the number unless it begins a sentence, in which case spell out both the number and percent (e.g. Fifty-nine percent of all Canadians voted in the October 2008 election.) Time of day is generally expressed in numerals if the time is followed by an a.m. or p.m. (8:15 a.m.); otherwise, spell out the time (e.g., eight o clock in the morning). Numbers with Commas: Use commas to mark off the thousands (e.g., 15,257,000). Inclusive Numbers: If the number sequence is less than 100 or begins with a multiple of 100, use all numbers (e.g., 36-54, ). Otherwise, retain only the last two numbers (e.g., ) unless more are needed for clarification (e.g., ).

28 34 Hyphenating Inclusive Numbers: Hyphenate inclusive numbers unless the number is preceded by the word from or between, in which case use to or and, as appropriate (e.g., She attended law school from 2005 to The essays were published between 2003 and 2007). Dates: The preferred style is day month year (e.g., 13 May 2009). Abbreviations: All words should be spelled out in their first usage unless they are part of an official company name (e.g., Rogers & Co.). Acronyms can be substituted subsequently, provided that the acronym is first placed in parentheses directly following the initial spelled-out usage of the term (e.g., Energy Resources Conservation Board (ERCB)). Periods and Semi-Colons: Semi-colons and periods often have the same function. Use semi-colons to separate two separate but linked thoughts (e.g., Teachers often find their first year to be challenging; however, the lessons learned in the first year of teaching are very valuable.). Semicolons may also be used to separate items in a complex list that includes commas (e.g., The committee considered the following locations for the conference: New Orleans, Louisiana; New York, New York; and San Antonio, Texas.). Colons: Use colons to separate a general complete thought from specific items within a list (e.g., There are three main types of learners: visual, auditory, and kinesthetic). Commas: Use commas to create ease in reading. Commas are used to separate dependent clauses (e.g., My sister, who loves Renaissance art, arrived home from Italy last week.), prepositional phrases (e.g., In case of emergency, break glass.), and elements in a series (The following courses should be taken in the first year: Analysis of Instructional Techniques in Reading, Theoretical Models, and Teaching Reading to Students with Disabilities.). A comma is never used to separate two complete sentences unless the comma is followed by a conjunction, such as and, or, or but. If the second sentence shares the same subject, the second subject can be dropped and the comma omitted.

29 35 APA Style Formatting Page Header: Include a page header (also known as the "running head") at the top of every page. To create a page header/running head, insert page numbers flush right. Then type "TITLE OF YOUR PAPER" in the header flush left using all capital letters. The running head is a shortened version of your paper's title and cannot exceed 50 characters including spacing and punctuation. Major Paper Sections: Title Page: The title page should contain the title of the paper, the author's name, and the institutional affiliation. Include the page header flush left with the page number flush right at the top of the page. Please note that on the title page, your page header/running head should look like this: Running head: TITLE OF YOUR PAPER Abstract: Begin a new page. Your abstract page should already include the page header (described above). On the first line of the abstract page, center the word Abstract (no bold, formatting, italics, underlining, or quotation marks). Beginning with the next line, write a concise summary of the key points of your research. (Do not indent.) Your abstract should contain at least your research topic, research questions, participants, methods, results, data analysis, and conclusions. You may also include possible implications of your research and future work you see connected with your findings. Your abstract should be a single paragraph doublespaced. Your abstract should be between 150 and 250 words. Main Body References

30 36 Summative Performance Portfolios Upon the completion your experience in the Reading M.Ed. program, you must create a portfolio that includes work samples from each course and reflections on the course outcomes. Professors in the Reading Department will provide additional details regarding specific requirements for students portfolios. All portfolios are submitted electronically through the free LiveBinders website. LiveBinders lets you combine uploaded documents, links, and multi-media content into a simple online package that is perfect for sharing. With LiveBinders you can: Create templates Add content from any application Add pictures from an ipad or Android device Select a layout that best shows off your content Keep binders private or make them public LiveBinders tutorials can be accessed through the link below. Livebinders Tutorials