Tag Archives: hbphs

Internship Reflection Week of 2012-05-28 [40] (301-201-101 Exhibitions, Short Week)

Monday was Memorial Day.  Friday was a personal day.  Saturday was the SAT.

I attended 7 student exhibitions this week from 401 to 101.  I was most impressed by some 301 students that are really finding their stride in time (hopefully!) for their 401 (senior) year.

One student that I have worked with quite a bit this past year had his exhibition this week.  He wasn’t really prepared and claims to not care about that, but I wonder.  I finally came out and said that I was embarrassed when I spend time with him on various things and then he talks about none of that at his exhibition.  So “in defense of my professional reputation” I proceeded to list all the field trips that I had been on with this student and interview him in his exhibition about what he had learned on each of those.  It was no real surprise that he got quite animated as we discussed some of the field trips and activities which we had done.  In one of those car rides together I asked him about why he chose a tactic involving lack of preparation for his exhibitions.  He said that he did it to aggravate his parents.  That sentiment is confirmed by his autobiography, 8 pages of which he cranked out quite quickly (with the help of another staff member, I think) and which contained quite a few things which he would not normally “say out loud.”  Happily, this student is on track to do some classes this summer at PSSC.

The investment contest (www.investopedia.com) which I was running with some students completed on 5/31.  I need to have a mini awards ceremony with my crew and celebrate the winner, who made $24,000+ on their $100,000 initial investment over the course of 30 days.  The next player made almost $2,000 and I lost $6,000.


I created another version (112) of the PDF transcript.  This time I think it is being shared/used widely by advisors since many want to get their transcripts done by the end of the school year (June 18).

I also sent an e-mail to the whole staff on what types of questions might be useful for students that are working with MinecraftEDU.  My goal is to help facilitate useful conversation with students who are playing the game, and might be learning something which we could take advantage of.

A student broke into some computers in the computer lab on Friday and tried to swap out/add some RAM.  We were able to close the computers up again and they all worked.  However, the act of prying open computers will not be tolerated.  I foiled a chance to enrich or make the approach more indirect to the student who we think did it.

The June SAT test day is probably the biggest, and our school facility was full of students taking the test or subject tests.  Proctoring takes a while:  we started at 7am or so until 1pm.  (A little after 7am a student called and needed a ride, so I ran out and got him.)  None of the students that took my SAT Prep course were raving about their performance, they just looked tired.  It has been a long road for them with at least 2 other full test simulations under their belt.  Stan did a great job of proctoring the exam, helping students feel at home and at ease.

After some time at the Seattle Science Festival on Saturday afternoon, I took my son to see how the preparations for the Big Picture Prom were going.  We got there just as some students were arriving in their finery.  I hope they had a good time!

Internship Reflection Week of 2012-05-14 [38] (SAT Prep Post-Test, Drag Day)

On Monday the students that I had been teaching in the SAT Prep course, plus a few others, took a diagnostic test donated by the generous folks at The Princeton Review.  Many students that had taken the review course felt more in control, more prepared, more able to understand what was being asked.  We are supposed to get scores back the week of 2012-05-21.  [Note, I am still worried that confidence is not based on true competency.  But keep reading…]

A few students that had *not* taken the review course either needed some immediate accommodations to stay engaged, or were already pretty capable on the topics, and so were taking a true practice test.  Kudos to Stan, the teacher at our school that has now done two sittings of the SAT which followed the official timings and rules.  He also worked very hard a few weeks ago when we learned that the Big Picture SAT testing site (our school!) was already full and could not accommodate even our own students that were going to take the SAT on June 2.  Stan got on the phone with the College Board and arranged more seats at our facility and spaces for our students.

Wednesday was Drag Day, an annual occurrence at Big Picture.  The event this year was organized by the Closet Crashers, a group of students on campus that support LGBTQ (Lesbian, Gay, Bisexual, Transgender, Questioning) youth.  The high frequency of bullying on LGBTQ youth is well established, so to take a day and encourage “gender bending” helps reduce tension and build understanding.  At the end of day we had an all campus assembly where some guests were invited to perform and the students who had come in costume that day could “strut their stuff”.  The general consensus after the event was that this year’s Drag Day was a smashing success.

On Friday, Stan got to talk to The Princeton Review (TPR) folks and get our scores back, quite a few days ahead of schedule.  Results were not encouraging.  Whereas many students would have hoped to have increased their scores, by and large that was not the case, since many people’s scores went down.  TPR says that this is quite typical, namely that relative to the first score, the second score goes down, and the the third score (from a third taking) also may go down or show only moderate improvement.  The fourth (!) attempt—for most students—shows the most dramatic improvement.  Stan was sure to relay the following from the TPR folks “it is not your instructors fault, this is how the pattern goes.”

So allow me to reflect briefly on this news.  First and foremost, I am disappointed, but not surprised.  I am disappointed that I couldn’t have somehow accelerated this inevitable process.  Why?  I am not surprised that “scores go up [more] with [more]practice”  I only wish I could have urged students to practice more. 

I also think that is it not a little disingenuous for an SAT prep company to notice and report.  However, who has the money or the time to do 4 sittings on the SAT?  Many of our students in particular take the SAT on waivers since they are FNR (free and reduced lunch).  And, they only get 1 or 2 waivers (I think).

But when my emotion subsides, I realize that by not enforcing homework, I may have been able to keep people in the course, but I didn’t really push the envelope on ability.  I imagine It was awfully easy for some students to watch me solve problems, or to watch their classmates solve problems, and be lulled into a false sense of competency.

So I’m teaching to a standardized test, by using sample problems from a standardized test.  I see no real flaw with that method, but I do realize that students themselves must own their preparation; must do their own homework; must find questions that they can drill on, and get better (more accurate) and faster at both new and old problems.  I will definitely remember the TPR hints, and urge students to get their 3 practice tests in before their official sitting.

Technology Investigations / Applications / Tools

I describe below some activities or tools I have discovered during the 2011-2012 school year around technology.  I argue that if a technology or tool helps the teacher / staff person save valuable time, then it has indirectly had impact on student learning.  If a technology or tool has been used by the student, then it has directly had impact on student learning.  At least, that is the case I intend to make below.


Description Student Learning Impact Teacher / Practice Impact
Student project check-in form (Google Form).  A method was proposed whereby a teacher could review and record student progress on a project.  Goal was to facilitate the capturing of current state and next steps in a student project. No evidence that student work on projects has been increased or become more rigorous as a result of this work. Was used in April briefly by Jessica.

Samples were given to David, Angie and Steve as well, but this idea has not gained any traction yet.

Field trip calendar (Shared Google Calendar). 

NOTE:  although I didn’t create this tool, my adoption has meant that others can find the tool useful.

Students who need record of field trips to prove hours have found this invaluable.

I would also argue that the list of field trips is P2, H1, H2 and H5.

Although originally created by Megan, the calendar has been useful to both Dan and me, in the tracking of our trips, record of activities, weekly planning, and even keeping track of van usage/reservations.
Big Picture High School Transcript (PDF Form).  How I Made the PDF Transcript. Creating a durable record of student progress is useful for students, parents/guardians and teachers.  Enables quarterly progress reports, helping students know where they are at. I’ve already heard back from our office manager, from a senior advisor, and from my mentor teacher on the usefulness of this tool.
LTI Timesheet (PDF Form).  This was my first conversion of a paper form to a PDF Form. Enabling students to report their internship conveniently and accurately is a significant impact on their learning. I already cited a reply from the LTI Coordinator (Megan) about how the form has been gaining momentum.
STEAM Contact Triage (Google Form and Google Spreadsheet).  At the beginning of the year, as Dan, Jeff and I were brainstorming people and activities that would enrich our students, we decided to create a Google Form that talked to a Google Spreadsheet. By keeping track of contacts that may want to host students for tours, shadow days, informational interviews and full internships, we are having impact on their learning.  Every contact is a potential internship site, is a potential mentor for a student.

Just two examples: 

Fernwood contacts have led to significant interactions with our students.

Criminal Justice Training Center has also provided an internship for our students.

By putting a process into place whereby staff can share contacts and meet to triage new contacts and strategize next steps, I am improving the efficiency of my colleagues, I am sharing information with them and in the end I am making them more efficient at their jobs and our school’s mission.

NOTE:  I do not have proof that Dan or Jeff are using this tool actively, but I am and therefore it is an immediate resource for anyone who cares to see it.

LTI Site (Google Site).  This site is owned by Megan and is being used to store and communicate BPHS processes around LTI.

NOTE:  although I didn’t create this site, I have helped Megan edit/customize the site.

Students are impacted by easier access to LTI documents and a repository for more standardized process that they and their mentors can follow. Helping Megan be efficient at her job in the helps the entire school, staff and students effective.  By unblocking her understanding of how to edit and make the site truly her own, I have unleashed her creativity.
YouTube Videos of guest speakers at Big Picture High School. Students are obviously impacted in the live events, and by having the video available for future events, there is potential for more students to be impacted. Staff sometimes cannot make a lecture, so I have filmed the lecturer and gotten their permission to post on YouTube.  Speakers I have taped include:

Roger Fernandes, Native Storyteller.

Josh Ginzler, Licensed Mental Health Care Professional.

Adele Mitchell, Forensic Specialist / Geneticist.

Google Cloud Connect (Google Docs Toolbar for Word PowerPoint Excel) Since our school relies heavily on Google Docs, this tool that allows native uploading, downloading and sharing of Office Documents has been essential.  Not very many students have discovered it. However, certain staff (Ed first) have been very enthusiastic for the tool and I believe it has changed his whole workflow.
MailChimp (bulk e-mail tool for students, staff and parents involved with SAT Prep course).  Here is an archive of recent e-mails sent for the SAT Prep course. When a parent of a student in the SAT Prep course wanted to be kept aware of what was going on, I created a MailChimp Account Since this tool allows you to track when e-mails are opened, read, forwarded, and *not* read, they would be invaluable anytime an advisor/staff person is sending out bulk e-mails.
BPHS SAT Google Site This was a web site used to communicate between the staff and the students for coordination of the SAT Prep course. By keeping a calendar of activities in the course, I kept students informed of what was happening when, what we had covered, lesson materials, and links to YouTube Videos of class sessions. This web site enabled better collaboration with staff.
PollEverywhere.com (SMS Polling Tool)  By creating an account on this service and using in the SAT Prep course, I was able to engage students in learning activities. Initial results from an Action Research paper that I am producing for EDU6173 is that students rated their mathematics self-efficacy higher on days that we did SAT sample problems (from a sample test) higher if there were engaged via SMS/Cell Phone polling. General opinion of staff is that this service in general and my application on SAT Prep in particular has been beneficial / fun.
Classpager.com (Bulk SMS Sending and Polling Tool)  Used in the SAT Prep course. Similar to PollEverywhere but different, this tool allowed for students to register their mobile device in a virtual course.  Once they did that I could send them messages or take quick polls related to content / activities in the SAT Prep course. When I realized that students were not reading the class e-mails that I was sending, I was able to get them to register their mobile devices and thus have a more direct means of communicating to each of them en masse or individually.
YouTube Videos of me solving SAT QOTD (Questions of the Day) Similar to Khan Academy (person talking while solving a problem on a virtual blackboard / whiteboard), I created 20-30 videos of me solving some SAT Questions of Day, which the College Board puts out daily basis via e-mail. Making the videos was fun.  It gave some insight into Khan’s style and some of the technical challenges which he has solved to create his massive library of videos.
http://tiny.cc for shortening URLs  
Fluid Math from Fluidity Software tool I used to create the YouTube videos for SAT QOTD. Let’s you do math on an interactive whiteboard or laptop projection by using a tablet.
Vimeo This is another video sharing site and one which I had used extensively for my CSI Middle School Elective until I realized that YouTube had more space and no weekly upload limits. I am big on archiving instruction.  I think I have video for almost every classroom + teacher session that I have engaged in, except the Video Game elective I did in the High School.

Internship Reflection Week of 2012-04-30 [36] (Mentor Appreciation Night)

The central focus of this week, and a major preoccupation for those of us on the planning committee for the preceding 6 weeks, has been the Mentor Appreciation Night.

Recall that student internships is central to the mission of Big Picture.


It therefore makes sense that a night dedicated to thanking the many mentors, who give selflessly to our students and contribute so significantly to their development and their curriculum, needs to be done with class and grace.  Megan did an especially great job on the night, with a little help from the Mentor Night committee on which I served, and a lot of help from other staff and students.

It was fitting that students contributed to the event, including one senior whose interest in catering helped plan the menu and pull off the preparation and serving during the event.

My own small part was to compile thank you videos that were to be used in part of the event.  I filmed students and produced this small video as a tribute to them and to the mentors they wanted to thank.

There were many highlights from the night:

  • observations from Loren Demeroutis, Principal of the Middle School
  • state of Big Picture High School from Jeff Petty, Principal of the High School.
  • songs by students
  • duets by students + staff
  • speech by former graduate

That last speech, by a former graduate, and sibling of a current student really moved all those in attendance.  I myself would not have thought that intra-generational reconciliation would have been a theme that would have come up at a mentor night.  The basic thesis of the remarks was that an internship helped a young woman get on track, graduate, and go to college which in turn has inspired her sister to patch up the rough spots in their relationship, and be proud to follow in her elder sister’s footsteps.  It was a beautiful story and one which resonated with other students that have had siblings at the school.

The night ended quite late for a couple of students that decided to help me unload a van chock full of food and catering supplies, in exchange (not quite fair, mind you!) for a ride home.

But, as is sometimes the case for the tired teacher, when many heads laid themselves down on their pillows that night, they could smile and say, I am part of something significant and special.  Wow!

Internship Reflection Week of 2012-04-16 [34] (Week After Spring Break)

Although you might have thought teachers and staff would have been relaxed and recharged after the time away, many commented to the contrary.  Although students usually have fun during a break, for many school provides structure and an escape from the situation at home.  This is the classic dilemma of the American Worker, we have such little vacation time (relative to, say, Western Europeans) that we never get beyond the vacation-is-a-lot-of-work threshold, and really start to enjoy ourselves before we have to start getting back to work.

You may say, “but teachers get the whole summer off, why are they always complaining about the few hours society makes them work.”  To which I would utter the heretical, I would rather work all summer teaching, if I knew I was making progress with a student that would otherwise be making bad decisions, in a bad environment.

Investment Game Starts (Ends on May 31, 2012)

Last week the three students for which I am a mentor, started a game on http://www.investopedia.com.  The rules are that the student who experiences the most appreciation of their $100,000 portfolio by May 31, 2012 will win a prize.  One student has taken a substantial lead, and the rest of us are struggling to catch/keep up.


I believe this activity has potential to demonstrate H1 and H5, if I can show that new learning has occurred.  I also feel as though this activity could demonstrate O1 and O2, if I do some work to connect this game to curriculum standards and content areas.  Other staff at school have said this type of learning activity does go in bursts at the school, the trick is keeping sustained effort.

The End of the Year is Coming

Like all schools, we are coming close to the end of the year, there are some standardized tests yet, both mandatory (MSP, EOC) and non-mandatory (SAT).  Since all students at our school are on individualized learning plans, there are also end-of-year exhibitions which are the culmination of the year.  Some students will have a lot to show, some will not.  For some this lack of effort or results will mean that they don’t move up to the next grade, and that lack-of-progress message, may be something new to them.  For some that have natural ability who have not applied themselves or have coasted through school, they were being carried along on the steady tide of our age-graded system, and regular clockwork of yearly promotion.  At our school, what you learned is about your interests (no boredom escape clause) and how far you took that is related to your own goals/motivation/drive (it’s all on the student).  There may be some students that are unaware of these consequences.  There may be some students that are incapable of dealing effectively with these consequences.

As staff, entrusted with these students for a few short hours each day by the state and by the parents/guardians, we feel acutely the shortness of the time.  These next few days are crucial, and will in some cases will result in messages that are painful, but they need to be honest, straightforward, and compassionate.

For me, I ask myself if I have exerted my influence as adult and parent in a significant way for my students this year.  Have I taken chances and risks, which could have caused me to look foolish, but for the sake of the kids, might have meant a real breakthrough?

There may be summer work ahead for some students, to help catch up.  But I worry there too, that for some, our chance at a more significant, life-changing summer activity is also slipping through our fingers.  Students should have summer learning plans that provide some continuation of learning during those months.

But, the end of the year is coming, and to confess, I have *never* liked that.

Internship Reflection Week of 2012-04-09 [33] (Spring Break)

This week was Spring Break for Highline School District.  I spent much of the time working on my TPA.

Test/Quiz Distractor Analysis for Assessment Course

We were asked to complete an assignment wherein a assessment device (quiz or test) was analyzed for effectiveness using a couple of indices namely the

Difficulty Index, p


(Popham, 2011, p. 257)

And the Item Discrimination Index, D


(Popham, 2011, p. 260)


My submission for this assignment is here.

The goal is to improve you assessment tool and instruction by diving deep into each question on your test/quiz, and examining patterns in responses, as highlighted by these indices.


Popham, W.J. (2011). Classroom Assessment: What Teachers Need to Know. (6th ed.). Boston, MA: Pearson Education, Inc.

Internship Reflection Week of 2012-02-13 [25] (101 and 201 Exhibitions)

This was week 2 of a 2 week exhibition cycle.  Students at the 101 (freshman) and 201 (sophomore) level were exhibiting their learning plans, portfolios, project updates and internship experiences.

The crux of student exhibitions often comes down to evidence.  Do the students describe newly acquired skills and provide proof of such learning that is compelling, detailed, and authentic.  Exhibitions have often been compared to some sort of legal process, where panelists cross-examine the student and forensically probe the evidence.  Some of my favorite questions to ask at exhibitions I have learned from other more experienced teachers at the school.  For example:

  • Is this your best work?
  • What part of your portfolio are you most proud of for this last exhibition cycle?
  • What new skills or learnings did X goal or Y activity lead to?
  • How does activity Z support your overall vision?
  • How does project W support your goals?
  • What has your mentor at your internship site said about your work/work habits?
  • How are you connecting your work to the learning goals of QR (Quantitative Reasoning=Math) and ER (Empirical Reasoning=Science)?

Mostly I reflected on how many students seem to be making little or no progress on ER/QR goals.  Lately I’ve been reading John Might (JUMP) and Carol Dweck (Mindset) about ways that students hinder themselves in the math and sciences due to real and perceived lack of ability.  My challenge for the SAT prep course–that starts up soon–is to help the more reluctant students see that they can be good at math or science.

However, as an incredible ending to the week, two students whose exhibitions I attended got near perfect, i.e. near 4.0 scores.  Nice job!

Rough Timeline (No need to evaluate)

Monday 2/13/2012: Attended 4 student exhibitions.  Contacted Fascinations “toys based on physics” people.  Was able to help get a Marine Engineer to the Middle School for a presentation related to Engineering Week.

Tuesday 2/14/2012:  Attended 3 student exhibitions.

Wednesday 2/15/2012:  Attended 3 student exhibitions.

Thursday 2/16/2012:  Attended 4 student exhibitions.  Settled on a date for meeting with rep from DigiPen about teacher training.

Friday 2/17/2012:  Attended 4 student exhibitions.  Finalizing details for trip to NOAA.  Locking down date for trip to Voda Studios.  B Lippitt was able to attend an exhibition.

Internship Reflection Week of 2012-02-06 [24] (301 and 401 Exhibitions)

You may recall that the juniors and seniors at our high school are called the 301s and 401s, respectively.  This week was their chance to display their portfolios, learning plans, and describe projects that they are working on.  Next week we will give the 101s and 201s a chance to do the same.

There are two teachers (advisors) at each grade level, which means 4 teachers were coordinating exhibitions for their students this week.  Each advisor has approximately 17 students.  This week Mr. H., Mr. M. were holding exhibitions for their 301 students, while Mr. R. and Mr. K. were holding exhibitions for their 401 students.

The February exhibition cycle is the second of three cycles that occurs in each school year.  If students are on track to graduate (or level up from 301 to 401) then this exhibition has an easy message, however, if students are not on track to graduate, then this exhibition is a chance to issue a corrective message and put a procedure in place to come around that student and address the deficits well before the May exhibitions are upon us.

As I reflect on my skills at giving useful feedback and grades in student exhibitions, I am reminded that there is basically a rubric, which we are asked to follow.  Using concepts learned from EDU6172 at SPU, I ought to be able to augment the given rubric and help build some uniformity in the grades I have been giving.  Thinking deeply about the rubric we are using, and then adding to that rubric as I observe others giving scores will be very helpful for me next time around.  My key value in it all is to be fair to all the students on whose panels I sit.  My other value is to give a score that reinforces the key message which advisor, parent, and other staff are giving to the student.  I find that if my score is widely disparate from that of others on the panel, that I need to have concrete reasons for that, so that the student understands the message we are sending about the effort and work they have put forward.

I remain convinced that these weeks are central to the Big Picture model of education.  It is in these exhibitions that students show their true colors, and get feedback from supportive adults on next steps.

Rough Timeline (No need to evaluate)

Monday 2/6/2012:  Exhibitions for 4 students, results from my HOPE reflections, sent a copy of Video release form to Mr. H.

Tuesday 2/7/2012:  Exhibitions for 3 students.

Wednesday 2/8/2012: Exhibitions for 3.5 students, Dr. Algera visits Big Picture

Thursday 2/9/2012:  Exhibitions for 2 students.  Contacted CJTC chef.  Contacted a teacher familiar with Washington State Arts Commission grants. 

Friday 2/10/2012:  Exhibitions for 2 students.  CleanHarbors contact made.

How I Made the PDF Transcript

As of 2012-02-16 the most current version of the Big Picture PDF Transcript is 105.  (That link is to the acrobat.com location, here’s another link to a copy archived here on this WordPress).  Here are some features of the PDF Transcript:

  • This PDF is editable in Adobe Acrobat Reader (the free tool), and the user can save their edits to a new PDF file.
  • Since the field sizes are all locked, the pagination of the transcript is locked.
  • Since field sizes are locked, the font in the field reduces in size (points) if you type more than the field can hold.  NOTE:  to reduce font size by hand, merely type additional carriage returns or spaces.
  • It is easy to click a checkbox (or tab to it and press spacebar or use left and right arrow keys) to indicate level of proficiency.  NOTE:  there is also a hidden, tiny checkbox, so that you can “clear” a checkbox without clearing the entire form.  You use the arrow keys to get to the tiny checkbox.
  • The CADR column can only contain 2 characters.  Page 3 contains a key for the CADR values.
  • The title, and column titles can all be edited in the “College Transcript” table at the bottom left of the second page.
  • The largest fields on the transcript accept copy and paste from Word, if you need special symbols or more interesting formatting.
  • The keyboard tab-order is set so that you can easily tab between all fields on the transcript.
  • You can define the sub-categories under each Learning Goal (they are editable).  Also, each Learning Goal has a blank row for any additional criteria.
  • There is a spot on the transcript (bottom of the first page) where you can add a digital signature.  This doesn’t really lock the form from additional changes, but it is there in case in the future a more digital signing process is implemented.

I undertook this project to see if I could create a more durable Adobe form-based solution, since the original Word-based form had the following disadvantages.

  • fields would overflow and re-size causing pagination issues
  • checkboxes for indicating level of proficiency are always a little clunky in Word
  • Word just doesn’t have an easy-to-use form solution (my opinion), i.e. it is impossible to lock-down some fields, while allowing others to remain editable.

Here are the rough steps I used to create the final version, i.e. version 105.

  1. The entire form is mocked-up in Excel, including the titles, outlines of fields (boxes) and pages.  NOTE:  to get lightweight box outlines, use the dotted linetype in Excel.
  2. Using Adobe Acrobat X Pro, that spreadsheet is then imported into Acrobat used to define a form.  NOTE:  do not have the Excel spreadsheet open at the same time you import.  NOTE:  you can’t import twice into Acrobat Pro without hitting a bug, so always exit Acrobat between imports.
  3. Fields were then added to the form including checkboxes (this was very time consuming since each one had to be named and then the tab order set intelligently).  When that was done the form was saved.  NOTE:  this version of the form cannot be saved again from Adobe Acrobat Reader (the free tool), but it is where you would start when you want to update the form using Adobe Acrobat X Pro.
  4. In order to get a version that advisors and others can edit in Adobe Acrobat Reader (the free tool) and then save their changes to a new file, you need to do a  “Forms : Distribute” on the file in Adobe Acrobat Pro.  This will save a local copy of the distributed version or you can publish that distributed version to Acrobat.com.  Here is the link (repeated from the above) to the distributed version.  NOTE:  I recommend you save the file as the same name with “_distributed” in the title, so that you know which version you can give to others so that they can use.

IMPORTANT:  Each advisor should keep a copy of Student_A_Transcript.pdf which is fully editable.  However, when passing the Transcript to an Administrator  or outside party, the advisor should “Print to PDF” in Acrobat Reader, and thus pass along a copy that *cannot* be edited.

Future scenario A:  Suppose Big Picture moves locations in 2015, how should a new version of the transcript be created which has the new address?  Here are the steps I would use:

  • Download the version on the link in step 3 above.
  • Open that version in Adobe Acrobat X Pro.
  • Make the changes you would like (you can edit static text on the form in this case), and then save it as a new version, e.g. 106.pdf
  • In Adobe Acrobat X Pro, click the menu item to distribute the file.  A new filename is created, e.g. 106_distributed.pdf
  • You can now give 106_distributed.pdf to staff and they can edit in Acrobat Reader and save copies for students at will.

Future scenario B:  Suppose a more significant change to the transcript is needed, how should a significant revision of the transcript be made?  If the edits to the version in step 3 above are too time-consuming, then I would suggest a new mockup be made or a variation of the mockup in step 1 above be created and then the steps above can be repeated for the new form.

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