Yuba City Charter School Technology Plan

Yuba City Charter School Techn= ology Plan

July = 1, 2005 – June 30, 2008

Overview:

The Yuba City Charter School (YCCS - established 1999) is located in Yuba City, California. It serves the needs of students in grades K – 12 in the Yuba City and surrounding areas. YCCS go= als and objectives are: 1) to create learning opportunities for students throug= h an innovative character-based curriculum, and strong parent / community involvement, 2) Graduate students of high integrity who are self-motivated,= industrious, critical thinkers, and 3) be a learning environment where students, faculty= and parents embrace a standard of excellence in academic achievement, ethics, a= nd citizenship.

Our motto: ‘Educating Tomorrow's Leaders: Character Based & Parent Involved.’

Demographic Data:

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PLAN DURATION AND STAKEHOLDERS

Technology Planning Team:

The vision of YCCS and the Technology Planning Team is for our school to have technology usefully integrated across the curriculum and to use it to meet the learning needs of all students. The Technology Planning Team includes five technology mentors which include one teacher, o= ne school administrator, one computer consultant, one parent, and the school’s Chief Financial Official.&n= bsp; The School’s Technology Team represents all layers of the schools’ communities.

The School’s Techno= logy Team is committed to technology integration within the classroom. Technology can help students devel= op the skills, knowledge, and insights necessary to meet rigorous content standard= s.

The plan involves an emph= asis on not just learning technology, but learning with technology.

Ongoing staff development, technical support, funding, and research will be key components of the proc= ess of technology integration.

School Vision for Technology Use:

This YCCS plan is envisio= ned to guide the school from July 1, 2005 through June 30, 2008. As a r= esult, we anticipate that by June of 2008:

·      =    Every student wi= ll have increased access to a computer with online capability at school.<= /o:p>

·      =    Students use technology tools to master California Content Standards in the core curricu= lum;

·      =    Teachers use technology to assist students in the mastery of California Content Standard= s in the core curriculum;

·      =    School-based computers, software, and networking function reliably with timely assistance from trained computer and network personnel as needed;

·      =    Students use onl= ine resources wisely and ethically;

·      =    Students are cap= able of selecting and utilizing task appropriate software and hardware;

·      =    Students are cap= able of accessing online instructional opportunities;

·      =    The School communicates with parents and students through a school website;=

·      =    The School communicates with staff through a school intranet and email;

Expected student outcomes in 3 years as a result of technology use:

·      =    Increased studen= t use of computers in classrooms, libraries, and computers labs will improve their mastery of California Content Standards as measured by CST, CAT/6 and other assessments;

·         Increased student use of the Internet for research purposes;

·         Increased student use of multimedia hardware= and software for presentation/demonstration purposes;

·         Students are equipped with individualized and customized technology tools to elevate their levels of achievement;

Expected staff outcomes in 3 years as a result of technology use:

= ·      =    Teachers will in= crease their use of technology resources to organize, teach, and assess student learning in California Content Standards;

= ·      =    Teachers will in= crease their use of the Internet to communicate with parents and students;

= ·      =    Teachers will electronically access each child’s school-based data and his/her prog= ress by the school’s online student information system;<= /p>
= ·      =    Teachers will ut= ilize the School intranet to access information and to communicate more effective= ly;

= ·      =    All teachers will begin to meet Technology Proficiency Standards as set by the California Commission on Teacher Credentialing;

= ·      =    All administrato= rs will begin to meet Technology Proficiency Standards as set by the California Commission on Teacher Credentialing.

= ·      =    The School will provide quarterly “hands-on” development workshops for teachers to enhance lesson planning and instruction with technology.

Expected technology outcomes; infrastructure, hardware, tech support and software:

·      =    Staff will utilize an online technolo= gy assistance request form to enlist the support of technology mentors and the School computer consultant(s);

·      =    The School will provide technical sup= port adequate to provide reliable network connectivity and computer operation;

·      =    The School will continue to move towa= rds its goal of achieving a student to computer ratio of 8:1;

<= span style=3D'font-family:Symbol;mso-fareast-font-family:Symbol;mso-bidi-font-fa= mily: Symbol'>·         The School through E-rate funding will estab= lish a YCCS owned network with enhanced performance and reliability.

<= span style=3D'font-family:Symbol;mso-fareast-font-family:Symbol;mso-bidi-font-fa= mily: Symbol;color:black'>·      =    The School will = have developed and adopted a hardware acquisition plan that includes 1) a review= of all technology purchases by school and site staff, 2) a database to track a= ll existing technology equipment and maintenance procedures, and to recommend replacement according to school guidelines;

<= span style=3D'font-family:Symbol;mso-fareast-font-family:Symbol;mso-bidi-font-fa= mily: Symbol;color:black'>·      =    The School will implement a Student Information System (SIS) in order to provide an efficie= nt and usable system that provides administrators, teachers, parents, and stud= ents with immediate and easily accessible information to support each child in reaching his potential;

<= span style=3D'font-family:Symbol;mso-fareast-font-family:Symbol;mso-bidi-font-fa= mily: Symbol;color:black'>·      =    The School will = subscribe to online services (CTAP Online) to support instructional technology staff development;

Expected funding/budget outcomes in 3 years:

·      =    Technology curri= culum, support, professional development, software, books, and Internet access are supported by the School’s unrestricted General Fund revenues, E-Rate, Title V, Title I, Instructional Materials Funds, Academic Performance Incentives, and competitive grants;

·      =    The School and categorical funds support student information systems, Internet connectivity and network infrastructure;

Expense Type/Funding Source Key (*)

Code

Description

G

School General Fund

TI

Title I

GO

Grant Opportunities

IMF

Instructional Materials Funds

EETT

Tech Funds

Expected monitoring and assessment outcomes in 3 year= s:

·         Annual increases= in teachers’ technology proficiencies per the CTAP² Assessmen= t;

·         Annual increases= in teachers’ use of technology to enhance curriculum and instruction;

·         Students progres= s in mastering the California Content Standards in the core curriculum;

·         Students progres= s in acquiring information literacy skills;

·         Annual maintenan= ce and infrastructure upgrade activities are reviewed and adjustments made as indicated; <= /p>

= CURRICULUM COMPONENT

3. a. Staff and student access to technology:

Students have limited dai= ly access to computers, all of which are over three years old. All of the classrooms have at least one teacher works= tation, many have a designated student workstation, and there are ten to fourteen c= entralized computer lab workstations available to students. All students have a= ccess after school. Students needin= g adaptive technology as determined by their IEP have such provided for them.

The classrooms have access = to mobile mounted television media units which include a VCR. The school has a copier available = for teacher use. Teachers have ac= cess to these tools anytime of day. Secretary has the same access to these tools.

3. b. School’s current use of hardware and soft= ware to support teaching and learning:

Teachers have access to the Internet, and teacher e-m= ail is presently individually outsourced to providers (yahoo, hotmail, etc.). Many= of the teachers’ computers also have the entire Microsoft Office suite of products installed as present licensing allows. =

Kindergarten through twelfth grade teachers use atten= dance sheets for attendance, the Schoolwise SIS software module is in an implementation phase for attendance tracking. For students, computers are availa= ble for school applications. Most classrooms have internet access for students. In addition, there are two compute= r labs with internet connectivity.

The school’s 3-12 curriculum is an individualized, character-based, self-paced, packet system developed by Starline Press, Inc. All courses hav= e a tech component. Student progr= ess is recorded on the school’s standards based report cards. Consistent improvement on State Standards as assessed on the quarterly reports, and these reports are bench= marks to enhancing student performance. Supplemental programs for reading, mathematics, and science, provided by publishers, establish clear connections between standards and learning activities. Some provide students with online activities based on their proficiency on state standards.   <= /span>

The integration and development of technology skills into the curriculum is fur= ther encouraged by the inclusion of a variety of online applications available in some classrooms and computer workstations. Students research term pa= pers, conduct on line experiments, use e mail and create and present power point productions.

3. c. School’s curricular goals:

Data from AYP, API, STAR, other district measurements,= as well as the language of the Charter Document identify math and reading, gra= des 3-12 as areas for improvement.

Yuba City Charter = School’s charter states that diagnostic/prescriptive learning, character development, individualized instruction/learning and use of technology are major compone= nts of the school.

=

3. d. Using Technology to improve teaching and learning.

All courses for students= have a technology component, but the use of technology is inconsistent, unfocused and depends on the skill level of the teacher.

3. d. Goal statements:

3. d.1 All students in grades 3-12 will use technology resources to become proficient in the California Content Standar= ds in Reading and Language Arts and math.

BENCHMARKS:

June, ‘06

With additional staff training, technology will be f= ully integrated into core content areas of Reading/language arts and math for = 4thgrade classrooms. <= /p>

June, ‘07

Technology will be fully integrated into Reading/lan= guage arts and math for 4^th through 8^th grade classrooms = with additional staff training.

June, ‘08

Technology will be fully integrated into Reading/lan= guage arts and math for Third through 12^th grade classrooms with additional staff training.

Goal

#

Implementation Plan/Activities

Resp. P= osition

Timelin= e

Budget<= o:p>

Source = *

Monitor= ing and Evaluation activities

3.d.1<= /p>

Staff collect examples of student work & identifies current use of technology in classrooms for grades 3-12

Staff & Admin.<= /o:p>

Nov., ‘05

N/A

Student technology work is reviewed and assessed by staff and admi= n.

3.d.1<= /p>
=

Team researches technolo= gy resources in Reading/language arts and mathematics

Staff & Admin.<= /o:p>

Dec., ’05

G

Presentation of findings to staff and recommendations for adoption= to Tech. Team and Curriculum Council

3.d.1<= /p>
=

Reading, language arts and math software is purchased, foc= using on 4^th grade

Admin.=

Jan., ‘06

IMF, TI

Software installed and configured

3.d.1<= /p>

Staff development is pro= vided for 4^th grade teachers in use of English language arts, math software/resources

Staff & Admin.<= /o:p>

Feb. – Apr., ̵= 6;06

G, TI

Certificates of completion; lesson and unit plans developed

3.d.1<= /p>

Staff development is pro= vided for 4-8 staff in teaching reading/language arts and math and integrating technology

Staff & Admin.<= /o:p>

May.-Sep., ‘06

G, TI

Certificates of completion; lesson and unit plans developed

3.d.1<= /p>
=

Samples of student work = in Reading/language arts and Math are collected at appropriate grade levels & evaluated

Staff & Admin.<= /o:p>

May.-Sep., ‘06

N/A

Evaluation results are shared with the entire staff= for input on improvement

3.d.1<= /p>
=

Student CST test scores evaluated; strategies developed to improve results

Staff & Admin.<= /o:p>

Dec., ‘06

N/A

Results presented to sta= ff, community, school board

*Cycle is repeated for years 2007 and 2008 assuring completion of benchmarks or changes resulting from evaluation results.

3.e. Student acquisition of technologic= al and information literacy skills:

<= /p>
The School is in the process of establishing Technology Standards for Students. These are the goals we plan on achieving in the next three years.

These standards will provide a clear scope and sequence of student skills require= d by our curriculum and instructional program. They will provide guidance to all= program planners in the school in the area of curriculum development, technology development, and staff development. As part of our assessment plan, students’ progress toward meet= ing School Standards will be assessed. Student progress toward meeting technology use standards will be assessed as part of this plan.

3. e. Go= al statement: =

&nb= sp;

3. e.1 YCCS students use technology and inf= ormation literacy skills to increase their use of Internet resources for research in= the core content areas.

BENCHMARKS:

June, ‘06

Students will demonstrate information literacy skills by completing a research project in at least = two of the core content areas in grades 4 and 5.

June, ‘07

Students will demonstrate information literacy skills by completing a research project in at least = two of the core content areas in grades 3 through 6.

June, ‘08

Students will demonstrate information literacy skills by completing a research project in at least = two of the core content areas in grade 3 through 12.

3. e.2. YCCS will develop and implement a continuum of technolo= gy and information literacy skills, which will allow students safe and relevant use of technological learning resources.&n= bsp;

BENCHMARKS:

Jan., ‘06=

YCCS will adopt a contin= uum of technology and information literacy skills.

Oct., ‘06

At least three component= s of the standards will be implemented in grades 3-6.

Oct., ‘07

At least three additional components of the standards will be implemented/emphasized in grades 3-12= .

Goal

Implementation Activities

Resp.

Position

Timeline

Budget<= o:p>

Source*=

Evidence of Activities

3.e.2<= /p>

The Technology Team rese= arches technology and information literacy skills continuums

Staff<= /p>

July - Aug ‘05

G, TI

Existing technology cont= ent standards

3.e.2<= /p>

Teacher team presents a recommended standards to school faculty

Staff<= /p>

Aug ‘05=

NA

Faculty meeting agenda discussion

3.e.2<= /p>

Superintendent takes the faculty-adopted standards to the Board for adoption

Admin.=

Aug., ‘05

NA

Board agendas=

3.e.1<= /p>
3.e.2<= /p>

Professional development= focuses on how to integrate information literacy and computer proficiency curricu= lum model into core curriculum and assess student proficiencies

Admin.=

Staff<= /p>

Aug –

Oct., ‘05=

G, TI,

Professional development= agenda and attendance sheet

3.e.1<= /p>

Students will demonstrate information literacy skills by completing a research project in at least = two of the core content areas in grades 4 and 5

Staff<= /p>

Jun, ‘06

Code	Description
G	School General Fund
TI	Title I
GO	Grant Opportunities
IMF	Instructional Materials Funds
EETT	Tech Funds

June, ‘06	With additional staff training, technology will be f= ully integrated into core content areas of Reading/language arts and math for = 4thgrade classrooms. <= /p>
June, ‘07	Technology will be fully integrated into Reading/lan= guage arts and math for 4^th through 8^th grade classrooms = with additional staff training.
June, ‘08	Technology will be fully integrated into Reading/lan= guage arts and math for Third through 12^th grade classrooms with additional staff training.

Goal #	Implementation Plan/Activities	Resp. P= osition	Timelin= e	Budget<= o:p> Source = *	Monitor= ing and Evaluation activities
3.d.1<= /p>	Staff collect examples of student work & identifies current use of technology in classrooms for grades 3-12	Staff & Admin.<= /o:p>	Nov., ‘05	N/A	Student technology work is reviewed and assessed by staff and admi= n.
3.d.1<= /p> =	Team researches technolo= gy resources in Reading/language arts and mathematics	Staff & Admin.<= /o:p>	Dec., ’05	G	Presentation of findings to staff and recommendations for adoption= to Tech. Team and Curriculum Council
3.d.1<= /p> =	Reading, language arts and math software is purchased, foc= using on 4^th grade	Admin.=	Jan., ‘06	IMF, TI	Software installed and configured
3.d.1<= /p>	Staff development is pro= vided for 4^th grade teachers in use of English language arts, math software/resources	Staff & Admin.<= /o:p>	Feb. – Apr., ̵= 6;06	G, TI	Certificates of completion; lesson and unit plans developed
3.d.1<= /p>	Staff development is pro= vided for 4-8 staff in teaching reading/language arts and math and integrating technology	Staff & Admin.<= /o:p>	May.-Sep., ‘06	G, TI	Certificates of completion; lesson and unit plans developed
3.d.1<= /p> =	Samples of student work = in Reading/language arts and Math are collected at appropriate grade levels & evaluated	Staff & Admin.<= /o:p>	May.-Sep., ‘06	N/A	Evaluation results are shared with the entire staff= for input on improvement
3.d.1<= /p> =	Student CST test scores evaluated; strategies developed to improve results	Staff & Admin.<= /o:p>	Dec., ‘06	N/A	Results presented to sta= ff, community, school board
*Cycle is repeated for years 2007 and 2008 assuring completion of benchmarks or changes resulting from evaluation results.

June, ‘06	Students will demonstrate information literacy skills by completing a research project in at least = two of the core content areas in grades 4 and 5.
June, ‘07	Students will demonstrate information literacy skills by completing a research project in at least = two of the core content areas in grades 3 through 6.
June, ‘08	Students will demonstrate information literacy skills by completing a research project in at least = two of the core content areas in grade 3 through 12.

Jan., ‘06=	YCCS will adopt a contin= uum of technology and information literacy skills.
Oct., ‘06	At least three component= s of the standards will be implemented in grades 3-6.
Oct., ‘07	At least three additional components of the standards will be implemented/emphasized in grades 3-12= .

Goal	Implementation Activities	Resp. Position	Timeline	Budget<= o:p> *Source=**	Evidence of Activities
3.e.2<= /p>	The Technology Team rese= arches technology and information literacy skills continuums	Staff<= /p>	July - Aug ‘05	G, TI	Existing technology cont= ent standards
3.e.2<= /p>	Teacher team presents a recommended standards to school faculty	Staff<= /p>	Aug ‘05=	NA	Faculty meeting agenda discussion
3.e.2<= /p>	Superintendent takes the faculty-adopted standards to the Board for adoption	Admin.=	Aug., ‘05	NA	Board agendas=
3.e.1<= /p> 3.e.2<= /p>	Professional development= focuses on how to integrate information literacy and computer proficiency curricu= lum model into core curriculum and assess student proficiencies	Admin.= Staff<= /p>	Aug – Oct., ‘05=	G, TI,	Professional development= agenda and attendance sheet
3.e.1<= /p>	Students will demonstrate information literacy skills by completing a research project in at least = two of the core content areas in grades 4 and 5	Staff<= /p>	Jun, ‘06