ACSD Gmail
  Google Drive
  Employee Access Center - HR Portal
  Enterprise Resource Planning (formerly EFinancePlus)
  POWERSCHOOL for Teachers
  POWERSCHOOL for Administrators
  IT Helpdesk
  SchoolDude - Maintenance Requests
  Calendar

    Toddle
  SchoolMessenger
  DocuSped
  Naviance
  PATH Wellness Programs
  ACSD Approved Apps
  LibraryWorld Catalog
  ACSD Remote Learning Resources
  MYP Resources
AOE Online Licensing System for Educators
License Renewal Instructions

ACSD District Calendar

 

Link to full MUHS Faculty Portal

Find the full ACSD Staff Directory here.

Professional Learning and Collaboration

Coming Soon

Instructional Coaching

Instructional coaching is a confidential partnership entirely focused on making it easier for teachers to meet the needs of their students. It builds collective teaching capacity through individualized teacher professional development, and provides strategies differentiated to provide support tailored to the goals of a teacher. Coaching is personalized to the teacher’s goal and supports any part of the teacher’s instructional day. Read more here: Coaching Description.

Fill out the Coaching Interest Form to connect regarding this new and exciting opportunity.

Coaching Cycle Flyer

Ed Tech Hub

Looking for micro PD and other resources on the Ed Tech Hub?  Click here.

PowerSchool Professional Learning is a tool we use to track our staff's professional development throughout the year. This serves three main purposes.

• Funding Requests for Courses/Workshops: ACSD will pay for teachers to take a certain number of professional development courses and workshops throughout the year. If you are interested in pursuing professional development outside of ACSD, log into PowerSchool Professional Learning and fill out a Professional Development Request (formerly "External Credit Request").*
  • For more information, refer to the following guides:
    • Professional Development and Master Agreement Guide
    • How do I submit a Professional Development Request (PDR)?
    • When do I submit a PDR?
    • What Happens After Submitting a PDR?
    • Professional Leave Guidelines (Updated August 27, 2024)
  • Once you have completed a course/workshop, you MUST submit an official certificate of completion or transcript within 4 weeks (or you may be responsible for reimbursing the district for the cost of the program). To do this, locate the original request form and attach the certificate/transcript to it.
• Tracking Local Professional Development: Throughout the year, ACSD hosts a number of locally-designed and implemented professional development sessions (and provides certificates for re-licensure). These are tracked here.
• Mandatory Trainings: All staff are required to take a certain number of online trainings each year (as required by the state). These trainings are hosted here.

*Note: According to the ACSD-ACEA Master Agreement, "All requests for the payment of tuition credits or for salary schedule movement must be approved by the Superintendent prior to enrollment" (p. 25). Each Professional Development Request requires approval by three people in order, so it's a good idea to allow at least 2 weeks for this process to run its course. To avoid delays, be sure to complete all sections of the form, attach detailed supporting documentation, and click the correct funding box. Please contact Owen Prescott (oprescott@acsdvt.org) or Tara Huestis (thuestis@acsdvt.org). If after two weeks you have not received final approval for your request, you may find it helpful to email Owen or Tara who can check where the form is in our system.

• Supervision and Evaluation Handbook This document explains our evaluation process in detail.
• PowerSchool Perform This is the tool that we use to evaluate all ACSD educators throughout the year.
• Educator/Direct Report Training This is a short video that demonstrates how to use PowerSchool Perform. We recommend all ACSD educators refer to this before using Perform.
• Quick Start Guide This is document demonstrates some of the key features of PowerSchool Perform. 

Click here to access the ACSD Induction Handbook.

In the 2017-2018 school year, a team of faculty members and administrators from ACSD and Middlebury College engaged in professional learning centered around issues of educational equity and research-based professional development school models.  That team drafted a mission statement and goals to guide the design of what will be the Addison Central Middlebury Partnership (ACMP) Professional Development School (PDS).  

Mission Statement: The ACMP PDS, through a commitment to democratic inquiry, prepares and sustains educators to be knowledgeable, principled, courageous decision makers to create a more just, compassionate, and peaceful world.

Goals: To embody the commitment to equity and access to every aspect of the curriculum, the ACMP PDS has has four main goals:

1. P-12 students: Increase learning for all students through creating transformative learning environments where effective curricular, instructional, and organizational practices are used to ensure that all students reach their full potential as students and as persons;
2. Teacher candidates: Provide teacher candidates with consistent opportunities to learn the craft of teaching and learning to high and inclusive standards through systematic school-based practice;
3. P-16 faculty and staff: Provide meaningful, reflective professional development for school and college faculty and staff, based on their evolving needs and collaboratively developed by them;
4. Research and communication: Support scholarly inquiry and the advancement of knowledge in teaching and learning, especially through collaboratively designed inquiry, and engage the local community to share learning.

If you would like to know more about the ACMP PDS, contact: 

Jonathan Miller-Lane, Associate Professor of Education, Middlebury College, jmillerl@middlebury.edu

Courtney Krahn, Director of Teaching and Learning, Addison Central School District, ckrahn@acsdvt.org

Tracy Weston, Assistant Professor of Education Studies, Middlebury College, tweston@middlebury.edu

Link to the IB Program Resource Center (My IB)

  

---

Connecting to the IB Program Resource Center (My IB) for the first time:

My IB is part of the IB’s initiative to make things easier for you by providing IB educators with access to multiple IB systems using one username and password. The first step is to get you registered.

Once registered, you will use your My IB login to:

1. access the essential resources and teacher support materials you need to fulfil your IB role. For example, in July, we are launching the Programme Resource Centre which will replace the Online Curriculum Centre (OCC) as the place to go for essential IB curriculum resources
2. join the peer-to-peer Programme Communities, part of an online network of Communities of Practice which replace the forums on the OCC

The OCC will be phased out gradually to ensure that IB educators have sufficient time to register and start using My IB.

 

Three steps to register:

 

Step 1: Go to the My IB homepage to register. You will receive an email to confirm your registration.

 

Step 2: Log into My IB > click on 'IB roles' > select and register for the role(s) you fulfil at your school. One person can register for more than one role as relevant.

 

Step 3: After registering, your IB coordinator will receive an email to confirm your details. Once confirmed, you can login to My IB and, from July, access the Programme Resource Centre and Programme Communities other applications.

Beginning of the Year Checklist

Ed Plan Login

Parent Input --Form 12 (Google Doc)

Referral for Initial Special Education Evaluation (Google Form)  

Special Education Handbook

Vermont Special Education Forms  (PDF)

EEE IEP Templates

EEE IEP Templates (PDF)

click here for the 2024 aceef grant application

ABOUT ACEEF

WHAT IS ACEEF? 
The Addison Central Educational Endowment Fund (ACEEF) was established to promote excellence and opportunity for students and teachers in the Addison Central School District. The Endowment Fund raises money to support innovative programs which are beyond the scope of the schools' budgets. Since it was established in 1989, ACEEF has awarded over 300 grants benefiting every school in ACSD. 

ACEEF was founded when a group of friends and neighbors got together to encourage new approaches to public education; they knew that innovative teaching had to be celebrated and rewarded. So they launched a fundraising campaign to endow a program of grants to teachers, students and community members for a wide variety of projects which just can't be anticipated or included in the school budget. Under the Addison Central School District's non-profit status, ACEEF is governed by a community-based Board of Directors drawn from the district's member towns. 

The innovative partnership that the Addison County community has forged with its schools with the creation of ACEEF has provided an excellent opportunity for our teachers, students and community members to develop unique and unusual projects for the benefit of students without the bureaucratic requirements that often plague grant development.

ACEEF GOALS
• Support creative opportunities that stimulate students' interest and learning. 
• Encourage programs that generate enthusiasm and personal initiative among teachers, students, parents, and community members. 
• Encourage students to broaden their intellectual and cultural horizons. 
• Strengthen public support for, and awareness of, the school system. 

ACEEF CRITERIA FOR GRANT PROPOSALS 
• Proposals that encourage excellence and most closely approach ACEEF goals. 
• Projects not traditionally funded by tax funds. 
• Potential for sharing project concepts with other schools. 
• Attention should be paid to distribution of awards throughout ACSD. 
(Grants are awarded once a year. Deadline for grant application is early to mid-October of each year. Exact dates of grant application deadlines will be posted as they become available. Grant money will be available for projects from November 8 through May 15 of the following year.)

2022-2023 Grants Awarded 

SCHOOL	APPLICANT	GRANT TITLE
ACSD elementary schools	Sarah Flinn,Eileen Gombosi,Angelica Hartman	Sketch Journals
Bridport Central School	Heather Adams	Preschool Outdoor Learning
Bridport Central School	Cyndi Palmer	BCS Winter Exploration and Skating
Bridport,Cornwall and Shoreham Schools	Abby Adams	Michael Rex Author Workshops
Cornwall Elementary School	Erin McRaith	Food! Learning about health,history,science and culture
Cornwall Elementary School	Chelsey Colby	Artist grant for Clemmons Farm
Mary Hogan Preschool Program	Deb Martin	Adventure Days for Preschoolers
Mary Hogan School	Floribeth Jimenez	Somos 1 Flex: Digital/Hybrid Curriculum
Mary Hogan School	Dana Bibb	School Garden Equipment and Supplies
Mary Hogan School	Troy Douglas	Archery Equipment
Mary Hogan School	Connie Mosquera	Reading Diversity:A Path to a Culturally Inclusive Classroom
Mary Hogan School	Sonia Kulhowvick	Taiko Drumming Residency
MUHS	Michelle Steele	Travel to Montreal
MUHS	Natasha Causton	Field Trip to NYC
MUMS	Richard Sherman	New Piano
MUMS	Randy Barnes-Design	Creative Designs
MUMS	Amanda Donovan	Team 3 WIN Block Funding
Ripton Elementary School	Tracey Harrington & Sarah Metcalf	Artist in Residency wtih Capoeira and Fabio "Fua" Nascimento
Salisbury Community School	Casey Fitzgerald and Amy Clapp	Engineering Buddies
Salisbury Community School	Sarah Metcalf and Bjarki Sears	Salisbury Taiko Drumming
Weybridge Elementary School	Christina Johnston	Taiko-A Window into Culture
Weybridge Elementary School	Christina Wadsworth	1776: Revolutionary War in the Champlain Valley

 

ACEEF Board of Directors: 

President: Emily Bridges, Vice-President: (vacant), Secretary: Sarah Ingersoll, Treasurer: Nancy Wollum

Board Members: Shelly Becker, Kathy Boe, Diane Hare, Adrienne MacIntyre, Melanie Parton, Deb Evans, Julie Barry, and Bethany Morrissey

ACEEF is currently looking for new board members.  Contact Emily Bridges at shoqshaq@shoreham.net.

Report Cards
Translation Process- PYP Reports
Translation Process -MYP and DP (in progress)

Parent Conferences
Parent Conference Notification - Multilingual

Parent Conference Handout - English
Parent Conference Handout - Spanish
Parent Conference Handout - Chinese

Communication with Families
Parents' Guide to Multilingual Communication
Language Line Telephone Interpreting
6 Tips for Communicating with Families
Interpreter Code of Ethics
Parents' Right to Translation

Talking Points Translated Texting Program
Talking Points Teacher Guide

• Talking Points Parent Letter English
• Talking Points Parent Letter Spanish
• Talking Points Parent Letter Chinese
• Talking Points Parent Letter Burmese
• Talking Points Parent Letter Portuguese
• Talking Points Parent Letter Persian/Farsi

Special Education
Distinguishing Language Difference From Disability
IEPs and ELLs

Instructional Resources for working with Multilingual Learners
Multilingual Hello - Translation Available Poster

ACSD Information, Resources, and Guidance for Communicating with Parents who Speak Another Language

1. Search the list below for our existing translated documents. Note: The language in these notices are general so they can be useful in multiple contexts.  Please feel free to copy and paste language from these notices and forms for use as needed in your school.  
2. If the document that you need is not there, please fill out this translation request. 
3. The translation request jot form allows us to efficiently search our larger warehouse of already translated documents, or we will create a new translation request for you. 

**Any documents or mailings that are going out to all community members and have not been translated should include this multilingual translation / interpretation notice that will allow parents to access interpretation or translation at no cost to themselves. (Note: This notice does not need to be reproduced for every family. Use school-based PALs lists to determine need and only copy the language you need.)

If you would like this translated . . . (12 languages)

School Communication
Multilingual Note to School (Spanish/Chinese)
General Class Celebration Notification (Spanish/Chinese) 
General Field Trip Permission Slip (Spanish/Chinese)
General School Event Notification (Spanish/Chinese)
Parent Conference Notification (Spanish/Chinese)

Health
Vision Screening Results-Spanish

Hazing, Harassment, and Bullying  (HHB)
ACSD Procedure HHB-English
ACSD Procedure HHB - Google translated Spanish
ACSD Procedure HHB - Google translated Chinese
ACSD HHB Policy - English
ACSD HHB Policy- Google translated Spanish
ACSD HHB Policy- Google translated Chinese
HHB Form Letter- Initial Complaint- English
HHB Form Letter- Initial Complaint- Spanish
HHB Form Letter- Initial Complaint- Chinese
HHB Completion Letter - Chinese and English
HHB Delay Letter- Chinese and English

Specific Parent/Guardian Permissions
Special Education Notice of Meeting (Spanish)
ACSD Assessment Consent Form (Spanish)
ACSD Permission to Release Information (Spanish)
Release of Special Education Information for Medicaid Billing Purposes (Spanish)
Attendance Concerns Letter (Spanish)
MUMS Dance Permission Slip (Spanish, Portuguese, Chinese)

Interpretation
Parent Rights to Translation- English
Parent Rights to Translation- Spanish
Parent Rights to Translation - Chinese
Multilingual Welcome Poster
Legal Brief-The Rights of Limited English Proficient Parents - English
Guidelines for Working With Interpreters

Preschool
Ready, Set, Learn - Spanish

Parents' Rights in Special Education
Parents' Rights (English)
Parents' Rights (Spanish)
Parents' Rights (French)
Parents' Rights (Chinese)
Parents' Rights (Burmese)

Progress Reports/Report Cards
Midyear Progress Report Letter (Spanish/Chinese)
Year-end Progress Report Letter (Spanish/Chinese)
Report Card Notification (Spanish/Chinese)
Interpreting Standards Based Reporting (Chinese)

Programs
McKinney-Vento Eligibility Letter (Spanish)
Women's Safe Care for Kids Letter (Spanish)
Free & Reduced Price Lunch (information and applications in many languages)

Examples of Other Translated Documents that we currently have (fill out this jot form for access)

• IB Related Information
• Enrollment forms
• Title IX forms
• YRBS Parental Notification and Opt-Out Letter 
• Various school and district documents and forms 
• School Choice Letter 
• VTCAP Letters

Process for Requesting Interpretation

Fill out this jot form to request interpretation

Process for Requesting New Translated documents/forms

1. Check the list of translated documents in the panel below to see if we have already translated the form you need. * If not:
2. Fill out this jot form to request a new translation 

* When seeking translation check the panel above to see if we already translated the document you are searching for. Also, consider if the information could be communicated in more efficient way: For example, consider using Talking Points text for short updates, schedule notices, and brief individualized text conversations and inquiries; School Messenger for whole school announcements like closings and delays; or Google Translate (only with ELL teacher permission).

 

Listed below are ACSD's Procurement and Invoice Payment Procedures for your information.  In addition, the Documentation for Payment Table summarizes the documentation required to process a payment whether to a vendor or an employee in the form of a reimbursement.

Federal Procurement Procedure
Federal Procurement Documentation Form
Micro and Small Purchase Decision
Invoice Payment Procedure
Documentation for Payment Table
District Office Purchase Order Request - Internal use only
Purchase Requisition Form
VT Sales Tax Exemption Certificate

We understand that there are situations where it is most efficient for staff to purchase something work-related and submit for reimbursement.  We understand that timely reimbursement is crucial to this becoming an effective and useful procedure.  It is also the finance team's responsibility to ensure all purchases include the proper approval and documentation per federal, state, and local laws, guidelines, and regulations.  For timely reimbursement, please ensure that your request includes all required documentation as noted in the "Documentation Required for Payment Table" above.  Please use the forms below for these specific types of reimbursement as well as contractual course reimbursement.

Mileage Reimbursement Form - Original, MAKE A COPY
Meals Reimbursement Form - Original, MAKE A COPY

Note: If you need to request funds to take a professional development course or workshop, refer to the Teaching & Learning section.

Student/Staff Conduct Form - All Staff - Staff fill this out and give it to the building administrator

Student/Staff Conduct Form - Designated Employee - Building Designated HHB Employee completes this and gives it to Building Administrator

Student/Staff Conduct Form - Building Administrator - Administrators complete this form per HHB/Title IX District procedures

Collective Bargaining Agreements

ACSD-ACEA Master Agreement 2024-2027
ACEA (Educational Support Personnel Unit) Master Agreement 2021-2024
Side Letter of Agreement - ESP High Needs Stipend
Side Letter of Agreement - Mentor Pay
Side Letter of Agreement - Overtime Calculation
Side Letter of Agreement - ESP Salary Amendments

Employee Exit

Employee Exit Procedure

Hiring/MOU requests

Confidentiality Agreement
Criminal Records Check (CRC) Procedure
Hiring Procedure
Hiring Recommendation Form
MOU Request
Reference Questions Form
Sample Interview Questions
MOU Tracking Form

Investigations

Personnel Investigations

Leave

Family Medical Leave Act (FMLA)/Vermont Parental and Family Leave Law (VPFLL) Procedure

New Hire Employment Forms-This list is not complete for Gail Leach use only for linking purposes

403B Enrollment Form
Cash in Lieu Health Insurance Form- Faculty
Cash in Lieu Health Insurance Form - Full Year Union Staff
Cash in Lieu Health Insurance Form - School Year Union Staff
Cash in Lieu Health Insurance Form - Full Year Non-Union Staff
Cash in Lieu Health Insurance Form - School Year Non-Union Staff
Consent to Release Registry Info AHS
CRC Fingerprint Authorization
CRC Procedure
Declaration of Health Care Form
Dental Enrollment Form
Direct Deposit Agreement Form
Domestic Partner Policy and Application
Domestic Partner FAQ
First Report of Injury Form
Flexible Spending Enrollment Form
Health Enrollment Form
Health Savings Account Enrollment & Certification Form
I-9 Acceptable Documents
I-9
National Insurance Services Enrollment Form - Standard (ER-provided benefits)
Payroll Deduction Election Form - Union Support Staff Only
Request for Criminal Record Check
Secondary Dissemination Release
Subscription Service Release
W-4 Federal
W-4 Vermont

Shared Personnel

Shared Personnel Staff Schedule

Work Related Injury

Workplace Accident and Injury Procedure
ACSD Employee Accident Report

Annual Forms/Letters:

Enrollment Forms
Annual Student Information Update Forms
Immunization Letter
Permission to Obtain or Release Records or Information Form

Acceptable Use

Bus Behavior Protocol
Community Use of Facilities and Equipment Procedure
District Management Group Resources
Educational Support Team Handbook
Emergency Closing Procedure
Home Study Procedure
Mandatory Reporting Procedure
Mileage Procedure
Referral / Consultation Forms Forms
Residency Procedure
Retention and Acceleration Procedure
Surplus Material Procedure
Volunteers and Work Study Procedure

Homeless Students
Homeless Students Procedure
Forms: (a.) Referral to Homeless Education Liaison, (b.) Homeless Liaison Authorization, (c.) Homeless Mileage Reimbursement Agreement

Prevention of Harassment, Hazing, and Bullying
Procedure
Harassment, Hazing, and Bullying Presentation (8/15/16)

Seclusion and Restraint (Rule 4500)
Procedure
Additional Documents: (a.) Copy of State Statute, (b). Incident Documentation Form, (c.) Parent Debriefing Form, (d.) Student & Staff Debriefing Forms

Truancy
Procedure
Form Letters: (a.) 5-Day Notification, (b.) 10-Day Notification, (c.) 15-Day Notification

Tuition Students
Procedure
Tuition Student Worksheet (completed by schools)

Activities Director
Administrative Assistant 1 MUMS
Administrative Assistant MHS1
Administrative Assistant MHS2
Administrative Assistant to Activities
Administrative Assistant to Assistant Principal
Administrative Assistant to Director of Student Services
Administrative Assistant to Guidance
Administrative Assistant to Principal
Adminstrative Assistant to Asst. Superintendent/Director of Teaching & Learning
Assistant Business Manager
Assistant District Food Service Director
Assistant Facilities Director
Athletic Trainer
Behavior Consultant
Behavior Interventionist
Behavior Specialist
Board Certified Behavior Analyst
Bookkeeper
Bookkeeper/Sub Caller
Business Manager
Communication and Engagement Coordinator
Curriculum Leader-DP Coordinator
Curriculum Leader-MYP Coordinator
Curriculum Leader-PYP Coordinator
Custodian
Custodian-Lead
Custodian-Lead Evening
Data Manager
Dean of School Culture & Climate
Director of Facilities
Director of Student Services
Director of Teaching & Learning
Director of Technology
District Food Service Director
Executive Assistant to Superintendent
Farm to School Coordinator
Finance Staff
Grounds Technician
Human Resources Coordinator
Library/Media Assistant
Library/Media Specialist
Media Center Clerical Assistant
Medicaid Clerk
Multilingual Community Liaison
Network Administrator
Paraprofessional-Classroom
Paraprofessional-Intensive Needs
Paraprofessional-Learning Lab
Paraprofessional-Special Education
Parking Attendant
Payroll Coordinator
Post Secondary College Planning Coordinator
Preschool & Early Education Transitions Coordinator
Prevention Specialist
Principal
Principal ACP Gr. 9-12
Principal-Assistant
Receptionist/Attendance Clerk
Registered Behavior Tech
School Counselor 9-12
School Counselor K-8
School Nurse
School Nurse-Associate
School Nutrition Assistant
School Nutrition Manager
School Psychologist
School Social Worker
Security Monitor
Social Emotional Leader-MHS
Social Emotional Leader-MUMS
Special Education Director
Special Educator
Special Educator-EEE
Speech/Language Assistant
Speech/Language Pathologist
Student Assistance Program Counselor
Student Data Systems Manager
Systems Administrator
Systems Manager
Systems Technician
Teacher-Classroom
Teacher-ELL
Teacher-Interventionist
Technology Innovation Specialist
Technology Support Specialist
Wellness & Learning Ctr Coordinator
Wellness & Learning Ctr Coordinator - MUMS

Substitute Handbook
Apply Online

Link to EAC-for current information beginning January 1, 2020

VTAOE Online Licensing

License Renewal Instructions

Need Tech Help? Click here.

Technology at ACSD is supported by three specialty areas that all work together to ensure the needs of staff and students are met. 

Instructional Support 
A Technology Integration Coach. Library media specialists and the ACSD Director of Technology provide classroom support and professional development for staff. By working with teachers to research and plan technology-infused lessons, units and projects, technology is integrated directly into the curriculum. 
 
Technical Support
Six technology department staff members provide timely and knowledgeable technical support for computers, tablets, printers, projectors, and wireless access points available throughout schools in the district. This front-line troubleshooting, computer repair, network and server management is crucial to the success of students and staff. 

Data and Communication Support
The accuracy and reliability of student data has become a critical element in educating our students. This work is a shared responsibility among multiple people in the schools and in the district IT department. They do an admirable job in meeting the demanding and growing requirements involved in student information management. 

Submit a request via email:

To do this, simply send an email to the right queue (listed below by building/area).  Please include the following information so we can be efficient in our response.

Mojo Help Desk queues/email addresses:

• Bridport: bridport-tech@acsdvt.org
• Cornwall: cornwall-tech@acsdvt.org
• Mary Hogan: mhs-tech@acsdvt.org
• MUMS: mums-tech@acsdvt.org
• MUHS- including DO: muhs-tech@acsdvt.org
• Ripton: ripton-tech@acsdvt.org
• Salisbury: salisbury-tech@acsdvt.org
• Shoreham: shoreham-tech@acsdvt.org
• Weybridge: weybridge-tech@acsdvt.org
• EEP: eep-tech-support@acsdvt.org
• District Office: co-tech-support@acsdvt.org

PowerSchool: For MUHS support, contact Stephanie Buzzell, MUMS contact Megan Curran, and Mary Hogan contact Jill Laberge.  If they are not able to assist, they will submit a ticket and/or contact Carl Siebecker or Jasmin Doty directly. For all other schools, please send an email to powerschool-help@acsdvt.org

If you are a special educator or other staff member assigned to one building, please use the queue for that building. If you split your time, use the queue where you spend the majority of your time unless the issue you are experiencing is unique to a certain location (printing at MUMS for example), use that building's queue. Shared staff, please include your building schedule in the ticket description to better coordinate our response. Board members, please use the district office queue.

If you can't access email on your computer or another computer, feel free to call your building tech or another appropriate support person.

We are making more use of the ticket system this year, and you may receive an email from the ticket system (from the tech) requesting more information.  When you reply to one of these emails, it creates duplicate tickets which can become a little unwieldy to sift through.  Instead, to respond to the question, please click on the 'View the ticket details here' link at the bottom of the email.  You can then enter the response directly on the ticket.

https://sites.google.com/acsdvt.org/edtechhub/home

Welcome to ACSD! We are very excited to be working with you! This page is created to help the on-boarding process smoother for the new employees at Addison Central School District.  

Network Account

As a new employee,  you will have a Network account to be able to log-in to the computers owned by the district.

You will be prompted to change your Network password after your first sign-in.

Google  Account

New employees will also have a Google account created by the IT department so you can access G-Suite, Gmail, and other Google Apps.

Your Google account will usually be your first name initial followed by your last name.

E.g. Jane Smith will have Google account jsmith@acsdvt.org

Please remember to add the acsdvt.org extension when you first log-in to your Google account.

Once you have signed in, please change your password.

To do this, click on your Google Profile icon in the top right corner of your browser.

It will be a circle with your initial (I have changed mine to a photo).

From there, choose Signing into Google.  

You can then change your password.  

To access Google Docs, a word processing application, go to the Google Grid in Chrome or type in https://docs.google.com

 Once you are using a Google product, you can use a similar grid in the top right corner.

 

Did you notice the question mark in a rainbow circle in the screenshot above?  That is the help and tutorials section.

Speaking of tutorials, would you like some more in-depth training on G Suite?  They have a very well done site called the G Suite Learning Center.  

You can find all sorts of helpful information about Gmail, Calendars, Google Classroom, and your Google Drive.  You can access files in Google Drive from anywhere with internet access!

PowerSchool

If you're an admin staff or a teacher, you'll be given access to PowerSchool, our districts’ Student Information System.

Here you can record students' attendance, grades and access student's demographic information, etc.

 

Below are the links to access PowerSchool:

PowerSchool Teachers

PowerSchool Admin Staff

PowerSchool Substitute Teachers

PowerSchool Student and Parents’ Portal

Technology Standards

Local: 

Library & Technology/Media Literacy Essential Learning Outcomes and Learning Targets

State/National/International: 

ISTE Standards for Students

ISTE Standards for Educators

ISTE Standards for Administrators

ACSD has created a Digital Learning Plan.  In September 2017, we formed a council of stakeholders from across the district to build a plan to support a progressive digital learning environment. This has been a great time to do this for several reasons: our recent unification into a single school district, our work to become an IB World District, and a simultaneous call to action from the state.

ACSD envisions a digital learning environment that aims to develop inquiring, knowledgeable, and caring young people and one that prepares all PK-12 students to become global citizens in a digitally connected world. Therefore, we believe that a digital learning environment is one where:

• Students are at the center of the learning process and decisions that affect it
• Educators empower students to take greater control of their learning
• Students, educators, and leaders are responsible to integrate technology to enhance learning

We are excited about the work ahead to move this plan into practice over the next three years.

What is Clever?

Clever is a secure pipeline between your district's data and the learning applications that you and your students use. We help your district's IT office provide applications with all the information they need to be seamlessly set up for your school to use. 

Clever Instant Login is our single-sign-on solution, allowing users to log into applications with a single set of credentials, configured at the district level. With the ease of only one username and password, Clever can help teachers reclaim valuable class time. Students and teachers can open their devices, sign into the Clever Portal, and click on their connected applications to automatically access the online learning program!

How do I log in to Clever as a teacher?

      Go to your district's Clever Portal:

              ACSD Clever Portal

What are Clever Badges?

Clever Badges are perfect for students who have trouble typing or remembering complex passwords- especially younger learners. Badges allow students to hold up a physical badge to their device's webcam to get logged in, instead of typing in usernames and passwords. Teachers get more time to teach, and students get more time to learn!

How do Clever Badges work?

1. Students navigate to clever.com/badges and click “Allow” in the browser prompt to give Clever access to their camera.
2. The webcam will activate and students should hold up their Badge to the camera. Once the code is scanned the screen border will flash green.
3. Students will then be redirected to their Clever dashboard.

       Students may also log in on Chromebooks using their Clever badge.  If your school is not currently set up to do this, please send us a tech ticket and we will get it set up.

How do I get Clever Badges?

Clever badges need to be initially set up by the tech dept.  Please submit a tech ticket to get started.

How can I add an app to the Clever Portal?

Not all apps or websites are available to add to the Clever portal.  Contact the tech dept. to check availability.

ACSD is a member of the Student Data Privacy Consortium (SDPC), a nationally recognized organization dedicated to protecting the digital privacy of students. The SDPC is an unique collaborative of schools, districts, regional, territories and state agencies, policy makers, trade organizations and marketplace providers addressing real-world, adaptable, and implementable solutions to growing data privacy concerns. 

Visit the SDPC website to learn more or view ACSD's current approved & requested app list.

Google has wonderful training resources online:

Getting Started: Learn how to use Google Apps (G Suite)

Increasing Capacity: Learn how to incorporate Google products in the classroom

Working with Chromebooks: Chromebooks in the Classroom

Product Specific Training: All Google Apps and Devices

Screen Sharing: If you would like an IT person to look at your screen in order to fix a problem, click here.

Grade Students Who Have Transferred Out

The following instructions are for elementary teachers ONLY. For MUMS and MUHS-specific instructions, please see your PowerSchool support person. 

To issue grades for students who have left, navigate to the Students Charm menu in PowerTeacher Pro.

Then click on the Students charm again and choose Standards Progress.

This will bring you to an area where grades can be entered for the dropped student.  

Click here to see a video walkthrough

(Note: you must be logged in to your ACSDVT email to view the video)

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How to Pre-Register Students in PowerSchool

Correctly pre-registering students will create a student record with an enroll status of -1 (Pre-Registered). It also creates a pending enrollment that will become active during nightly process at 12 am on the date entered on the "Enroll New Student" page.

Audience

This article is intended for administrators, counselors, and registrars.

Process

To pre-register a student for the upcoming school year, follow the steps below.

1. Select the school the student will be enrolled in next year.

2. Change the term at the top of the page to the year term for the upcoming school year. - Bolded because this step is easily overlooked
   
   

3. Navigate to Start Page > Special Functions > Enroll New Student.

4. Populate the fields. For the enrollment date, enter the first day of the upcoming school year. Also, verify that the grade level and school are correct for the upcoming school year.

5. Submit the page.

Don't forget to change your terms BACK to the current term when you are done!

Notes

Correctly pre-registering students will create a student record with an enroll_status of -1 (Pre-Registered).  The students School Enrollment will remain inactive until 12 am on the date entered on the "Enroll New Student" page. At that time, the nightly process will change the students enroll_status to 0 (Active).

Students that are incorrectly pre-registered may receive an enroll status of 0 (Active) and will be promoted during End-of-Year (EOY) process. They will also receive a dual enrollment and re-enrollment record resulting in duplicate numbers on the enrollment summary report.