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

G, IMF, TI

Lesson Plans and other curriculum documents; student work

3.e.2<= /p>

All teachers emphasize a= t least three components/standards of the computer proficiency curriculum integra= ted into their core instruction and assessment practices in grades 3-6

Staff<= /p>

Oct., ‘06

G, IMF, TI

Lesson Plans and other curriculum documents; student work

3.e.2<= /p>

Results of the integrati= on of computer & information literacy proficiency skills is discussed at faculty meetings

Admin.=

Staff<= /p>

Oct., ‘06

NA

Faculty meeting agendas<= o:p>

3.e.2<= /p>

Teachers evaluate the appropriateness of standards, modifying them for implementation next year= to the current performance benchmarks

Admin.=

Staff<= /p>

Oct., ‘06

G

Survey regarding the effectiveness of the model piloted – presentation of findings to faculty – modifications as indicated by data

3.e.1<= /p>

Teachers evaluate the qu= ality and effectiveness of 3-12 information literacy; modifying it for implemen= tation of current benchmarks<= /o:p>

Admin.=

Staff<= /p>

Oct., ‘06

G

As above

3.e.2<= /p>

Teachers support each ot= her in full implementation of technology proficiency and information literacy curriculum

Staff<= /p>

Oct., ’06 and ther= eafter

F

Optional use of school o= nline discussion board to share ideas/practices

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

3. f. Utilization of technology to ensure appropriate access for students:

All YCCS students have access to computers throughout the school day in classrooms, libraries, and work areas. Libraries and work areas are routinely opened and staffed before sch= ool, lunch, and after school. However, computers are over three years old and not all classrooms have internet access. The new site, to open in fall, 2005 will have the infrastructure nee= ded for all classrooms to have inter and intra net access. Student needs regarding adaptive technology are assessed at time of enrollment and the school works with the Special Education Coordinator and staff to provide appropriate access to technology.

3. f. Goal statement:

Yuba City Charter = School will provide computers to reach an 8:1 student:compu= ter ratio.

BENCHMARKS:<= /span>

June ‘06

Purchase and install 13 = up to date computers for student use.

June ‘07

Purchase and install 13 = up to date computers for student use.

June, ‘08

Purchase and install 13 = up to date computers for student use.

List of activities and a timeline for implementing planned strategies and activities:

Goal

#

Implementation Plan/Activities

Resp. P= osition

Time

line

Budget<= o:p>

Source*=

Monitor= ing and Evaluation activities

3.f.

A team of two teachers a= nd school administrator (or like contract source) research and recommend computers for purchase

Staff<= /p>

Oct., ‘05

N/A

Recommendation to the CF= O

=

3.f.

13 Computers and appropr= iate number of printers purchased and installed

Staff<= /p>

Dec., ‘05

TI

Purchase order

Cycle is repeated for years 2006 and 2007 assuring completion of benchmarks

3. g. Utilize technology to make student re= cord keeping and assessment more efficient and supportive of teachers’ eff= orts to meet individual student academic needs:

3. g. Goal statement:

By September 2006, all key teachers administrative personnel will have been trained in t= he daily use and general use procedures for Schoolwise (Student Information Sy= stem ~ SIS) or like system.

BENCHMARKS:

Aug., ‘05

100% of key administrati= ve personnel will train on Schoolwise.

Nov., ‘05

100% of key administrati= ve personnel will use Schoolwise to track students’ relevant data and provide reports to teachers on progress through mastery of California Content Standards.

Aug ‘06=

100% of teachers will tr= ain on SchoolWise.

Nov ‘06=

1005 of teacher will use Schoolwse to take attendance and enter grades on report cards<= /span>

List of activities and a timeline for implementing and evaluating planned strategies and activities:

Goal

#

Implementation Plan/Activities

Resp. P= osition

Timelin= e

Budget<= o:p>

Source = *

Monitor= ing and Evaluation activities

3.g.1<= /p>

Schoolwise installed and configured at workstations on new campus

Tech Support.=

Jul., ‘05

G

Installation log

=

3.g.1<= /p>

Professional development= focuses on how to use student data software.

Admin<= /p>
Staff<= /p>

Jul. – Sep., ̵= 6;05

G

Professional development= agenda and attendance sheet; Certificates of completion

3.g.1<= /p>

100% of key administrati= ve personnel to track students’ progress toward mastery of California Content Standards.

Staff & Admin.<= /o:p>

Oct., ‘05

G

Report plans developed

3.g.1<= /p>

Progress is evaluated th= rough staff survey, discussion of issues and accomplishments<= /p>

Staff & Admin.<= /o:p>

Nov.,‘05

G

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

Cycle is repeated for year 2006 assuring completion= of benchmarks or changes resulting from evaluation results.

*See page 5; Funding Sourc= e Key

3. h. Utilize technology to make teachers a= nd administrators more accessible to parents.

3. h. Goal statement:

By June 2008 all teachers = will use e mail to communicate with parents.

BENCHMARKS:

June ‘06

50% of teachers will use= e mail to communicate with parents.

June ‘07

75% of teachers will use= e mail to communicate with parents.

June ‘08

100% of teachers will us= e e mail to communicate with parents.

List of activities and a timeline for implementing and evaluating planned strategies and activities:

Goal

#

Implementation Plan/Activities

Resp. P= osition

Timelin= e

Budget<= o:p>

Source = *

Monitor= ing and Evaluation activities

3.h.

E mail accounts established for all teachers

Tech Support.=

Jan., ‘06

G

Installation log

=

3.h

Teachers trained on e ma= il use

Admin<= /p>
Staff<= /p>

Sep., ‘05

G

Professional development= agenda and attendance sheet; Certificates of completion

3.h

50% of teachers will use= e mail to communicate with parents.

teachers

June ‘06

n/a

survey

Cycle is repeated for year 2006- 2008 assuring comp= letion of benchmarks

*See page 5; Funding Sourc= e Key

Resources= and budget required to implement Curriculum Component:

Resources required include:

·      =    Up to date compu= ters for student use;

·      =    Additional softw= are and/or online applications that support student learning in California Content Standards;

·      =    Professional development for teachers who will need to:

<= span style=3D'mso-bidi-font-family:Times;color:black'>1.      keep up with existing and emerging applications relev= ant to California Content Standards,

<= span style=3D'mso-bidi-font-family:Times;color:black'>2.      increase their proficiency with new operating systems= and multi-media and presentation applications,

<= span style=3D'mso-bidi-font-family:Times;color:black'>3.      develop a technology and information literacy skills = curriculum integrated with the core curriculum,

<= span style=3D'mso-bidi-font-family:Times;color:black'>4.      develop standards-based report cards to be used with = Schoolwise student information system, <= o:p>

<= span style=3D'mso-bidi-font-family:Times;color:black'>5.      generate and interpret results of standardized student assessment data,

<= span style=3D'mso-bidi-font-family:Times;color:black'>6.      use technology to differentiate instruction based on standardized student assessment data;

Benefits from curriculum integration:

<= span style=3D'font-family:Symbol;mso-fareast-font-family:Symbol;mso-bidi-font-fa= mily: Symbol;color:black'>·      =    Increased abilit= y of teachers to individualize curriculum to meet the needs of students;

<= span style=3D'font-family:Symbol;mso-fareast-font-family:Symbol;mso-bidi-font-fa= mily: Symbol;color:black'>·      =    Increased capaci= ty to assess student progress in mastery of California Content Standards;

<= span style=3D'font-family:Symbol;mso-fareast-font-family:Symbol;mso-bidi-font-fa= mily: Symbol;color:black'>·      =    Increased capaci= ty of students to utilize higher order thinking skills as they develop information literacy skills;

<= span style=3D'font-family:Symbol;mso-fareast-font-family:Symbol;mso-bidi-font-fa= mily: Symbol;color:black'>·      =    Increased profic= iency of students in managing multi-media and presentation applications to demonstrate their knowledge and skills;

<= span style=3D'font-family:Symbol;mso-fareast-font-family:Symbol;mso-bidi-font-fa= mily: Symbol'>·         Increase competency of students in computer skills resulting from instruction according to the School’s Technology Content Standards;

3i and 3j Benchmarks, timeline, monitoring are incorporated in each goal above.

Lauri – put your magic words in here.

PROFESSIONAL DEVELOPMENT COMPONENT

4.a. Teacher and administrator’s current technology ski= lls and needs for professional development:

&nb= sp;

Data from the School Technology Survey:

An in house survey reveals that 10% of certificated st= aff are proficient in all uses of computer technology. 40% have e mail and word processin= g proficiency. 50% are not proficient at the basic level.

YCCS teachers and administrator will take the CTAP2 annual survey as recommended= to determine changing technology needs. Technology Mentors will be able to focus training opportunities in a= reas of greatest need. Site Techno= logy Mentors will offer both one-on-one and group assistance opportunities. Their mandate is to focus on foste= ring instructional technology skills.

Some teachers are aware of regional California Technology Assistance Project (CT= AP) offerings. Some take advantage of CTAP Online courses.

Higher priority is placed on curriculum alignment with California Content Standard= s, and instructional strategies that do not necessarily depend on technology; however, technology will be emphasized as a means of differentiating instruction. The Technology M= entors are a valued resource for certificated staff.

YCCS recognizes that site administrators must be credible instructional leaders. As instructional technology traini= ng is provided, administrators are committed to providing and participating in the training.

The informal survey indicates that most staff would like to use more technology resource= s in teaching, but they feel limited by a several factors:

= ·      =    Inadequate infrastructure resources (computers, reliability, etc.);<= /p>
= ·      =    Insufficient on-= site training time to acquire needed knowledge and skills, and to do the planning required to integrate technolo= gy into current curriculum;

= ·      =    Insufficient fun= ds to effectively plan for required hardware and software updates needed to access increasingly sophisticated resources;

4.b and c. Goals and benchmarks for professional development:

4.b.1 By June 2008, all teachers and administrators will b= e at “intermediate” or “proficient” in all seven CTAP2 skill areas.

BENCHMARKS:

June, ‘06

60% of teachers and administrators will be at “intermediate” or “proficient” in all seven CTAP² skill areas.<= /o:p>

June, ‘07

80% of teachers and administrators will be at “intermediate” or “proficient” in all seven CTAP² skill areas.

June, ‘08

100% of teachers and administrators will be at “intermediate” or “proficient” in all seven CTAP² skill areas.<= /o:p>

4.b.2 By June 2008, staff = will demonstrate increased use of technological learning resources to organize, teach and assess student learning in California Content Standards.

BENCHMARKS:

June, ‘06

60% of teachers integrat= e at least two lessons incorporating technology-learning resources in teaching English language arts and mathematics.

June, ‘07

80% of teachers integrate at least four lessons incorporating technology-learning resources in teaching English language arts and mathematics.

June, ‘08

100% of teachers integra= te at least five lessons incorporating technology-learning resources in teaching English language arts, mathematics and science; adding at least one technological learning resource to their teaching repertoire annually thereafter.

Timeline for implementing and evaluating planned stra= tegies and activities:

Goal

#

Implementation Plan/Activities

Respons= ible Position

Timelin= e

Budget<= o:p>

Source*=

Monitor= ing and Evaluation activities

4.b.1<= /p>
=

Staff <= span style=3D'font-weight:normal'>and administrators updates CTAP2 assessment

Principals & Tech. Mentors

Oct., ’05 and annually thereafter<= /span>

N/A

Technology Mentors and Administrator review data.

4.b.1<= /p>
4.b.2<= /p>
=

As part of the normative evaluation process, staff and administrators will write goals in instructional technology.

Principals and Staff

Oct. -=

Dec., ’05

G

Evaluation documents.

4.b.1<= /p>
4.b.2<= /p>

A menu of opportunities = for staff development based on the CTAP² survey and curricular nee= ds are researched and presented to staff. On site workshops will be featured

Principals

Technology Team

Aug ‘05=

N/A

Handouts, lists, notes f= rom staff meetings

4.b.1<= /p>
4.b.2<= /p>

Staff development in increasing technology skills an= d using instructional technology in reading/language arts and math will be provid= ed

Principals

Technology Team

Aug ‘05 –

Jun., ’06

Minimum days and 2 staff development days in June

(thereafter annually)

EETT

Sign in sheets

4.b.1<= /p>
4.b.2<= /p>
=

Faculty and administrato= rs will take advantage of online technology in-service, such as CTAP Online, Technology Mentors trainings based on individual professional development plans derived from CTAP² and other resources.

Tech Mentors

Aug., ’06 (thereaf= ter annually)

G

Teacher’s individu= al professional development plans; certificates of completion

4.b.1<= /p>
4.b.2<= /p>

Staff & stakeholder = meeting to review effectiveness of Staff Development plan and make recommendations for new additions / strategies / formats

Principals &

Tech. Mentor<= /span>

Dec., ‘06

G

Notes from staff meeting; recommendations; review of results from CTAP2 survey

Cycle is repeated for year 2006 assuring completion= of benchmarks or changes resulting from evaluation results.

*See page 5; Funding Sourc= e Key

Resources and= budget required to implement these goals:

Subscription to = CTAP services for information on good learning software and for need= ed teacher in-service.   Professional development activities will include CTAP Online, a= nd other capacity building professional development opportunities provide= d by CTAP;

Funding for teac= hers to participate in two days’ staff development in June of each ye= ar

Funding for teac= hers to visit other school sites identified by CTAP as demonstrating exemplary use of technology to support the academic core curriculum 3-= 12;

Funding for more reliable computers and network devices;

Benefits from professional development = based on staff needs assessment:

Teachers want to apply technology tools to improve student learning in California’s core academic conte= nt areas. The goal is to improve= test scores as indicators of student learning.   Benefits of professional development related to integrating technology into core curriculum areas include:

·      =    Time to visit ex= isting exemplary programs and to model them;

·      =    Opportunity to assess technology competencies of each teacher according to CTAP standards;

·      =    Opportunity to increase technology competencies of each teacher;=

·      =    Opportunity to learn new and existing software and online services to help improve student learning and produce higher test scores. <= /o:p>

5.a.b. = Current & Needed: List and summary of each site’s technology hardware, electronic learning resources, networking and telecommunication infrastructure, physical plant modifications, and technical support needed by teachers, students, a= nd administrators to support the activities in the Curriculum and Professional Development Components of the plan.

Infrastructure, Software and Hardware:=

Each teacher has access to a computer over three years old. All have internet access available to them. There are = no up to date computers available to students.&n= bsp; Existing technology consists of 50 PCs of various ages which are not= on line in many classrooms. On l= ine access is available to students in a computer lab. Power point presentations are done = on TV (no LED projectors).

Administrative offices are currently networked.

Currently, SBC and NACC-TEL provide DSL our sites. The operating system we currently = use on these sites is Windows 2000 based.

The multiple campuses of YCCS will be brought together= at a new campus in Fall 2005. At that time all needed technology infrastructure = will be in place as the new building has adequate electricy, and telecommunicati= ons infrastructure.

Our administrative goal is to have all key administrative personnel in place and operational in August 2005 preceding the start of classes. Our st= udent goal is to establish a student to computer ratio of at least 8:1 throughout the school by June 2008 and to prov= ide adequate hardware and software support.&nb= sp;

Technical support:

Connectivity and support = for existing computers and connectivity is provided by contracted support. This is adequate for our needs at = this time. If our student population grows, we will have funds to hire technology staff.

=

Software and online services available:=

A variety of technology resources for student learning are used, but intermittently and without focus.

In August 2004, Schoolwise was purchased for student data keeping. It will provide teachers with impr= oved assessment data and the ability to more effectively tailor instruction to student needs.

The new school site will have internet connectivity for all classrooms, office and labs, and an intranet to facilitate staff communication and the spread of information.

5.c. Goals and benchmarks for infrastructure, hardware, technical support and software:

5.c.1 &nbs= p; By June, 2008 YCCS will purchase and install 39 computers and appropriate numb= er of printers for student use.

BENCHMARKS

Oct., ‘05

Purchase 13 computers as= funds permit.

Oct., ‘06

Purchase 13 computers as= funds permit.

Oct., ‘07

Purchase 13 computers as= funds permit.

5.c.2 &nbs= p; Basic computer trouble shooting will be handled by teachers.

BENCHMARKS

June ‘06

50% of teachers will develop skills to handle basic = workstation, network, and application problems

June ‘07

75% of teachers will develop skills to handle basic workstation, network, and application problems

June ‘08

100% of teachers will develop skills to handle basic workstation, network, and application problems

Timeline for implementing and evaluating planned stra= tegies and activities:

Goal   #

Implementation Activities

Responsible Position

Timeline

Budget<= o:p>

Source<= o:p>

<= /o:p>

Monitoring Plan

5.c.1<= /p>

Replace 13 outdated comp= uters with new ones.

CFO

Aug., ’05 and annu= ally thereafter

GO

Budget item

5.c.2<= /p>

Tr= ain 50% of teachers in basic computer troubleshooting.

Technology Support<= /o:p>

Sep.- Nov., ‘05

G

Training log

=

5.c.2<= /p>

Tr= ain additional 25% of teachers in basic computer troubleshooting.

Technology Support<= /o:p>

Sep.- Nov., ‘06

G

Training log

=

5.c.2<= /p>

Tr= ain additional 25% of teachers in basic computer troubleshooting.

Technology Support<= /o:p>

Sep.- Nov., ‘07

G

Training log

=

Benefits from infrastructure:

YCCS is committed to using technology to enhance student learning. Without appropriate equipment, infrastructure and maintenance it cannot attain the following benefits:

<= span style=3D'font-family:Symbol;mso-fareast-font-family:Symbol;mso-bidi-font-fa= mily: Symbol;color:black'>·      =    Fast, reliable connectivity;

<= span style=3D'font-family:Symbol;mso-fareast-font-family:Symbol;mso-bidi-font-fa= mily: Symbol;color:black'>·      =    Fast, reliable workstations for the instructional benefit of students;
<= span style=3D'font-family:Symbol;mso-fareast-font-family:Symbol;mso-bidi-font-fa= mily: Symbol;color:black'>·      =    Multi-media instructional presentations to enhance student instruction;

<= span style=3D'font-family:Symbol;mso-fareast-font-family:Symbol;mso-bidi-font-fa= mily: Symbol;color:black'>·      =    Ability to more effectively differentiate instruction for all students;

Personnel, resources and budget require= d to implement this goal:

The school will need to seek additional funding opportunities to fully implement this goal.

FUNDING/BUDGET COMPONENT

6.a.1&n= bsp;   Resources (annual)

6.a.1 List of established and potential funding sourc= es:

Expense Type/Funding Source Key

Code

Description

G

School General Fund=

TI

Title I

GO

Grant Opportunities

IMF

Instructional Mater= ials Funds

EETT

Tech funds

6.a.2  &nbs= p; Process for identifying funding sources:

The Superintendent and CFO stay current with categorical programs and special grants. They research and apply for technology grants. The CFO attends workshops to stay current on categorical programs and is responsible for bu= dget development and allocation of funds to implement the goals set by the Board. The School will look to CTAP to provide cost effective staff development, advice on hardware and software purchases and to help train our computer te= ch aides. CSMART will be used to help find f= unding sources.

6.b.      Estimate implementation costs for = the term of the plan (2005-2008):

Technology Categories

Funding Source

2005-2006

2006-2007

2007-2008

Totals=

Technical Support (Contracted)

District Office

20,000

22,000

24,000

66,000=

Hardware=

Site Funds and gran= ts

14,000

14,000

14,000

42,000=

Software=

Site Funds and Dist= rict adoption funds

2,000

3,000

4,000

9,000<= /o:p>

Wiring and network connections infrastructure

New building will h= ave all rooms internet connected – computer labs networked

n/a

Staff Development

(two paid days time= s 40 staff per year)

EETT Formula grant, district buyback funds, CTAP

4,000

6,000

8,000

18,000=

Total

$177,000

6.c. Description of the level of ongoing technical support the district will provide.

Currently our district contracts with a local pe= rson to provide maintenance and tech support.&n= bsp; This system will continue during the life of this plan. If our student population grows, w= e will generate enough funds to hire staff.

Teachers will be trained to do basic trouble shooting.

6.d. Description of the district’s replacement policy for obsolete equipme= nt.

Currently there is no board adopted policy for replacing obsolete equipment.

The replacement practice for YCCS is to purchase= the best equipment for the money available.&nb= sp; The Superintendent and her staff are knowledgeable about technology = and refer to other experts as needed.

Obsolete equipment is used until it no longer works. Disposal is then accomplished according to the local regulations of the solid waste company.=

6.e. Description of the feedback loop u= sed to monitor progress and update funding and budget decisions.=

The Superintendent along with the CFO, will develop an annual technology budget= as part of the annual budget cycle. The Superintendent identifies sources of funding. Together they will c= reate a mid year report in January of each year to update the Superintendent, the Board, and the school site administrators.= The school budget is developed in April/May. The Superintendent= will prepare a mid year report in January of each year to update the Technology Team, the Board, and the school Principal.

The CFO and Superintendent are responsible for monitoring all aspects of the budget. They oversee the day-= to-day budget and plan for the expenditure of the various funds and programs. The Controller prepares the monthly budget reports as well as the state required semi annual Interim Reports for the Board, develops the budget annually, an= d in the process advises the Board about state and grant funds available.

MONITORING AND EVALUATION COMPONENT

The school is updating a 3-year technology plan, which focuses on the acquisiti= on of equipment and on the use of technology for teaching and learning. This plan will be reviewed with th= e Technology Team twice a year to determine progress and needs. The current technology planning pr= ocess needs to address increased use of existing and future technology tools in curriculum, instruction and assessment.

7. a. & b.         The process and schedule for evaluating technology’s impact on student learning and attainment of the plan’s goals:

Embedded in the text of each compone= nt of this plan is a description and schedule of how each of the goals and benchm= arks for each component will be evaluated.*

To monitor adequately the school’s progress in utilizing technology tools for teaching and learning, data will be collected in the following areas:

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

·         Annual increases= in teachers’ use of technology to enhance curriculum;<= /p>
·         Students’ progress in mastering the California Content Standards in Math and English language arts;

·         Students’ progress in acquiring technology proficiency skills;

·         Annual maintenan= ce and infrastructure upgrade activities;

·         Adequacy of Tech Support training;

·         Analysis of rate= of repair/placement in order to determine computer life expectancy;=

The School Technology Team, Superintendent, and Techno= logy Mentors will annually review data and make recommendations for revisions to this plan.

7.c       How the information obtained through monitoring and evaluation will be used:

The Superintendent and school administrators will prepare semi annual reports of the progress toward meeting stated goals and benchmarks. This report will be in conjunction= with the budget development in April-May. The final report will be presented to = the Board.

=

8. EFFECTIVE COLLABORATIVE STRATEGIES WITH ADU= LT LITERACY PROVIDERS COMPONENT<= /b>

`Adult Literacy:`

`Yuba Ci= ty` `Charter School` `has no adult literacy programs. Resources in the area include` `SutterCounty Library, ROP, Yuba College, = Sutter County Housing Authority. YCCS will contact those agencies annually in the spring to offer to collaborate with them. Such collaboration may include space for classes, referrals or information dissemination.`

EFFECTIVE RESEARCH BASED METHODS AND STRATEGIES COMPONENT

9. a and = b Describe how the plan has made a thorough and thoughtful examination of reliable research behind the model design:

&nbs= p;

Yuba Cit= y Charter = School charter document outlines several basic tenets on which our program is designed. Key elements are Self-paced learning; diagnostic/prescriptive teaching; full inclusion; alternative delivery systems for instruction; and individualized instructio= n.

Self Paced Le= arning Advantages

Title:

The effects of encoding fl= uency and retrieval fluency on judgments of learning.

Authors:

Koriat, Asher¹ akoriat@research.haifa.ac.il
Ma'ayan, Hilit¹

Source:

Journal of Memory & Langua= ge; May2005, Vol. 52 Issue 4, p478, 15p, 4 charts, 8 graphs

This study investigated the heuristic bases of judgments of learning (JOLs). JOLs were elicited either immediately after study or after a shorter or longer delay. In Experiment 1, the effects of encoding fluency (inferred from self-paced study = time) on both JOLs and recall decreased with JOL delay, whereas those of retrieval fluency (inferred from the success and latency of pre-JOL retrieval) increa= sed. In this experiment, JOLs (as well as recall) decreased with increasing study time, presumably under the heuristic that items requiring more time to study are less likely to be recalled. In contrast, in Experiment 2, in which study time was experimentally manipulated, JOLs as well as recall actually increa= sed with study time. In both experiments JOLs increased with retrieval fluency.= The results demonstrate that JOLs are based on the flexible and adaptive utilization of different mnemonic cues according to their relative validity= in predicting memory performance.

Title:

The Self-Paced Studen= t.

Authors:

Vaughan, Angela L.¹ angelalvaughan@hotmail.com

Source:

Educational Leadership; Apr2005, Vol= . 62 Issue 7, p69, 5p, 2c

Document Type:

Article

Subject Terms:

ACADEMIC achievement
HIGH school students
HIGH schools
LEARNING
MATHEMATICS
MATHEMATICS teachers
TEACHERS
TEACHING methods
Study & teaching (Secondar= y)

Abstract:

Details the experience o= f a high school mathematics teacher who dared to let her students take control of their own learning and in the process raised student achievement. Attitud= e of students toward their learning; Attitude of teachers toward their students and lessons; Importance of motivating the students; Resources utilized by= the teacher.

Title:

Triangulated Learning: Make Time to Play= .

Authors:

Butzin, Sarah M.1 sbutzin@ifsi.org

Source:

Education Digest; Jan2005, Vol. 70 Issue 5= , p20, 5p

Document Type:

Article

Subject Terms:

CLASSROOMS
CURRICULUM planning
LEARNING
TEACHERS
TEAM learning approach in education

NAICS/Industry Codes:

61171 Educational Support Services

Abstract:

Focuses on triangulated = learning, a team approach= to instruction which gives teachers the time and techniques to meet standards without discouraging young children's desire to play and explore. Academic subjects that were the focus of the triangulated system; Number of learning* stations in each subject classroom which provide self-paced* practice through different learning modes; Significa= nce of standards-based curriculum planning guides to the coordination of instruc= tion with their teammates.*

Title:

Stop the Insanity!<= /p>

Authors:

Butzin, Sarah M.

Source:

Phi Delta Kappan; Dec2004, Vol. 86 Issue 4, p307, 3p, 1 carto= on, 1c

Document Type:

Article

Subject Terms:

**ALTERNATIVE education*
**EDUCATION*
**EDUCATIONAL innovations*
**MATHEMATICS -- Study & teaching*=
**PENMANSHIP*
**READING (Elementary)*
**TEACHERS*

NAICS/Industry Codes:

61= Educational Services
61171 Educational Support Services

Abstract:

Focuses on "triangu= lated learni= ng." Description of "triangulated learni= ng," which has three teachers working together to teach reading, writing, and mathematics. Other aspects of "triangula= ted learni= ng," including multi-age groupings, classroom rotations, learning stati= ons that provide self-paced<= /span> practice through different learni= ng modes, the same subject teacher for three years, a= nd the use of three learning modes= .

Prescriptive Curriculum Benefits

Title:

Tailoring the fit: Reading instruct= ion and middle school readers.

Authors:

Ivey, Gay
Broaddus, Karen

Source:

Reading Teacher; Sep2000, Vol. 54 Issue 1, = p68, 11p

Document Type:

Article

Subject Terms:

READING
READING (Middle school)
MIDDLE school education

Abstract:

Explores the ways to all= eviate the reading instruction needs of middle school readers. Mismatch between = the nature of reading instruction in middle schools and adolescent's reading abilities and disposition; Evaluation on the practices in middle school reading instruction; Approach to help middle school teachers conceptualize better reading instructions; Sample range of materials for middle school classroom libraries.

Title:

As Levin Steps Back, Accel= erated Schools Takes Stock.

Authors:

Viadero, Debra

Source:

Education Week; 10/13/99, Vol. 19 Issue 7, p= 5, 2/3p, 1bw

Document Type:

Article

Subject Terms:

EDUCATIONAL innovations
RESEARCH institutes
SCHOOL management & organization
SCHOOLS -- United States

Geographic Terms:

UNITED States

NAICS/Industry Codes:

61171 Educational Support Services
5417 Scientific Research and Development Services=
92311 Administration of Education Programs

Abstract:

Reveals that the Acceler= ated Schools project, one of the models in the United States (US) school improvement field, is looking for a home. Plans to reduce role of its founder, Henry M. Levin; Significance of the Success for All, an educatio= nal program implemented in various schools in the US; Implications of a repor= t by the American Institute for Research

Full Inclusio= n Issues

Title:

Reaching Real Equity in Sc= hools.

Authors:

DiMartino, Joseph¹ josep= h
Miles, Sherri²

Source:

Education Digest; Jan2005, Vol. 70 Issue 5= , p9, 5p

Document Type:

Article

Subject Terms:

EDUCATIONAL equalization
FAIRNESS
HIGH schools
TEACHERS
HIGH school students -- U= nited States
PERFORMANCE evaluation

Geographic Terms:

UNITED States

Abstract:

Discusses the significan= ce of heterogeneous grouping of high school students and differentiating instruction to achieve educational equity in the U.S. Reasons of high sch= ools for grouping students for instruction; Implications of heterogeneous grou= ping for establishing teachers' fairness; U.S. schools that use a variety of methods to assess student performance.

Title:

BROWN V. BOARD, COMMON CITIZENSHIP, AND THE LIMITS OF CURRICULUM.

Authors:

Waks, Leonard J.1 ljwaks@yahoo.com

Source:

Journal of Curriculum & Supervision<= /cite>; Winter2005, Vol. 20 Issue 2, p94, 35p

Document Type:

Article

Subject Terms:

ACADEMIC achievement
CITIZENSHIP
DISCRIMINATION in education=
EDUCATION -- Standards
STUDENTS, Black

Geographic Terms:

UNITED States

NAICS/Industry Codes:

61 Educational Services

Abstract:

Fifty years ago the Supr= eme Court in Brown v. Board, declaring education to be the foundation of good citizenship and preparation for occupational success, rejected the doctri= ne of "separate but equal" as applied to schools. The Court extend= ed the American ideal of common education for common citizenship to black sc= hool children. Although much progress has been made, black Americans in large metropolitan areas are again becoming isolated. In many urban districts, = 80 percent of the students are minorities. The black-white academic achievem= ent gap, which had narrowed significantly between 1954 and 1988, has widened.= Outsourcing of manufacturing jobs has pushed many black families out of the middle cl= ass. Few young black students are acquiring the skills needed to compete for "knowledge work." Educational reforms that fail to address these problems cannot advance common citizenship. Neither "excellence" nor multicultural approaches, by themselves, reduce racial isolation or promote knowledge-work skills. More fundamentally, the "grammar"= ; of schooling and curriculum makes it difficult for any school curriculum to prepare students for knowledge work. New "postcurricular" desig= ns for teaching and learning that reduce racial and ethnic isolation and fos= ter knowledge-work skills are thus urgently needed. The idea of the "networked common school" offers a framework for achieving these aims and advancing common citizenship through education.

Title:

Hard Times and an Uncertain Future: Issues that Confront the Field of Emotional/Behavioral Disorders.=

Authors:

Gable, Robert A.1

Source:

Education & Treatment of Children; Nov2004, Vol. 27 Issue 4, p341, 12p

Document Type:

Article

Subject Terms:

BEHAVIOR disorders in children
CHILD psychology
EDUCATION
EMOTIONS
STUDENTS
TEACHERS

NAICS/Industry Codes:

61 Educational Services

Abstract:

In this article, I exami= ne challenges to better preparing teachers of students with emotional/behavi= oral disorders (E/BD). Foremost among these challenges is the lack of agreement regarding a conceptual framework upon which to build quality prevention/intervention practices; instead, various authorities advocate disparate approaches, not all of which have empirical support. I assert t= hat unresolved issues surrounding translating scientific research into classr= oom practice further hinder efforts to apply the most efficacious intervention options, as does our failure to exert control over the infrastructure of public education and the context in which we serve students with E/BD. Finally, I offer some modest proposals for removing obstacles to better preparing those who serve students with E/BD. [ABSTRA= CT FROM AUTHOR]

Title:

Teachers' perceptions about teaching problem students in regular classrooms.

Authors:

Lopes, Joao A.1
Monteiro, Isabel1
Sil, Vitor1
Rutherford, Robert B.2
Quinn, Mary Magee3

Source:

Education & Treatment of Children; Nov2004, Vol. 27 Issue 4, p394, 26p, 8 charts

Document Type:

Article

Subject Terms:

BEHAVIOR disorders in children
EDUCATION -- Curricula
LEARNING
TEACHER educators
TEACHERS
TEACHING

NAICS/Industry Codes:

61 Educational Services

Abstract:

Learning and behaviorally disordered students place high demands on classroom organization and management. They are time-consuming, since teachers must place much more attention on them than other children and teachers' efforts to cope with their learning and/or behaviors may not work as readily as teachers wish. Since compulsory education was extended from the 4th to 9th grade, Portug= uese regular education teachers have had to deal with hard-to-teach students t= hat only 25 years ago were mostly excluded from the educational system. In th= is study we try to understand how teachers perceive this new and challenging reality. Subjects were 430 teachers - 79% regular education teachers and = 21% special education teachers - from 1st to 9th grade. Teachers' sense of efficacy and teachers' perceptions about teaching students with learning and/or behavior problems were assessed. Overall results suggest that teachers' sense of efficacy diminishes as difficult students grow older. However, these teachers do not reject hard-to-teach students; rather, they think they are not teaching them appropriately. Most teachers express the feeling that difficult students would benefit with specific curricula in resource rooms or with extra help in regular classrooms. Finally, regular responses do not show a clear divide between regular and special education teachers' attitudes and perceptions. The division is clearer between prim= ary and secondary teachers irrespective of regular or special education statu= s, with the latter expressing more negative feelings toward teaching difficu= lt students. [ABSTRACT FROM AUTHOR]

Title:

The Möbius Effect: Ad= dressing Learner Variance in Schools.

Authors:

Tomlinson, Carol Ann1

Source:

Journal of Learning Disabilities; Nov/Dec2004, Vol. 37 Issue 6, p516, 9p

Document Type:

Article

Subject Terms:

CLASSROOMS
EDUCATORS
INDIVIDUAL differences
LEARNING
STUDENTS

Abstract:

Currently, educators sep= arate out from typical students those whose learning needs vary from the norm. = The norming and sorting process may earmark students as "different" without providing markedly unique instruction and without producing robust academic outcomes. An alternative to fragmentation for some students is t= he creation of classrooms in which human differences are valued and provided for, yet few teachers (including specialists) seem currently to have the skill or will to develop these sorts of settings. Educators need to exami= ne the potential costs and benefits of alternative approaches to addressing = the learning needs that exist among people. [ABSTRACT FROM AUTHOR= ]

Title:

Elements of Successful Inclusion* for Children with Significant Disabilities.

Authors:

Cross, Alice Frazeur1 afcross@indiana.edu
Traub, Elizabeth K.1
Hutter-Pishgahi, Lois1
Shelton, Gen1

Source:

Topics in Early Chi= ldhood Special Education; Fall2004, Vol. 24 Issue 3, p169, 15p, 3 charts

Document Type:

Article

Subject Terms:

EARLY childhood education<= br> EDUCATION, Preschool
CHILDREN with disabilities
INCLUSIVE education
EARLY childhood special educa= tion
Education (Preschool)

Abstract:

This study focused on the practices used by specialists and early childhood education personnel that contributed to the successful inclusion* of 7 young children with significant disabilities = who were served in typical community settings, such as preschools and childca= re centers. Analysis identified 4 elements common to each of the research si= tes: attitudes, parent--provider relationships, therapeutic interventions, and adaptations. These were examined in depth to identify essential practices that contributed to the children's successful inclusion in the community childcare or preschool programs. [ABSTRACT FROM AUTHOR]

Instructional Delivery Alternatives

Title:

Block-Scheduled High Schoo= ls: Impact on Achievement in English and Language Arts.

Authors:

Nichols, Joe D.¹ nicholsj@ipfw.edu

Source:

Journal of Educational Research= ; May/Jun2005, Vol. 98 Issue 5, p299, 11p, 4 charts

Document Type:

Article

Subject Terms:

ACADEMIC achievement
CLASSROOM environment
EDUCATIONAL sociology
HIGH schools
LANGUAGE arts
SCHOOLS -- United States
TEACHING

Geographic Terms:

UNITED States

Author-Supplied Keywords:

classroom instruction time
impa= ct on student achievement in English and language arts
block-scheduled high schools

NAICS/Industry Codes:

611 Educational Services

Abstract:

One of the most important concerns expressed in A Nation at Risk (National Commission on Excellence= in Education, 1984) was being related to how effectively classroom instructi= on time was being used in America's schools. In response to that report, many concerned educators and communi= ty patrons at national, state, and local levels argued that schools should increase the length of the school day and the school year and simultaneou= sly restructure the traditional daily school schedule. The author explored student data from 5 high schools in a large metropolitan area for several years before and after the schools converted to either a Block 4 x 4 or B= lock 8 scheduling format designed to influence student achievement and success. The author gathered data on measures of student success based on student grade point averages in English and language arts. The author found little evidence to support the hypothesis that conversion to block scheduling fo= rmats would significantly affect student achievement in the specific English-content area. Additional support for increased enrollments in Eng= lish and language arts resulting from scheduling structure changes, as well as= for future research on this topic, also are discussed. [ABSTRA= CT FROM AUTHOR]

Title:

The Contributions of Eye C= ontact and Contingent Praise to Effective Instruction Delivery* in Compliance Trai= ning.

Authors:

Everett, Gregory E.1
Olmi, D. Joe1 d.olmi@usm.edu
Edwards, Ron P.1
Tingstrom, Daniel H.1

Source:

Education & Treatment= of Children; Feb2005, Vol. 28 Issue 1, p48, 15p, 1 chart, 4 graphs

Document Type:

Article

Subject Terms:

CHILD psychology
EDUCATION
EYE contact
LEARNING, Psychology of
PRAISE
TEACHING

NAICS/Industry Codes:

61 Educational Services

Abstract:

The present study, using= a multiple baseline across subjects design for two children and a nonconcur= rent multiple baseline across subjects design for two additional children, evaluated whether the addition of eye contact and then contingent praise = for compliance (CP) would lead to increases in childhood compliance for both statement and question form instructions. Participants were four children from a university-based school psychology clinic who had percentages of compliance to first-time parental presented instructions of 40% or less. = The use of instruction delivery procedures without demanded eye contact resulted in compliance increases above baseline levels for all four participants. Additionally, when eye contact was added to the instruction delivery procedures and C= P was added to all previous procedures, further compliance increases were obser= ved for all four participants regardless of instructi= onal phrasing (i.e., statement or question form). Resul= ts are discussed in terms of the importance of specific instruction <= span style=3D'font-family:Times;mso-bidi-font-family:"Times New Roman";font-st= yle: normal'>delivery components in achieving childhood compliance. [ABSTRACT FROM AUTHOR]

Title:

The State of Education.

Source:

T H E Journal; Jan2005, Vol. 32 Issue 6, p24,= 2p, 2c

Document Type:

Article

Subject Terms:

CHILD development
CONGRESSES & conventions
EDUCATIONAL innovations
EDUCATIONAL technology
INSTRUCTIONAL systems

Geographic Terms:

FLORIDA
ORLANDO (Fla.)

NAICS/Industry Codes:

61171 Educational Support Services

Abstract:

Presents information on = the education innovations presented at the Florida Educational Technology Conference which will be held at the Orange County Convention Center in O= rlando, Florida on January 26-28,= 2005. Development of the whole child program by Ocoee Middle School; Informatio= n on the grant application of the Manatee County Schools Department; Goal of t= he national electronic learning model of Florida Virtual School.

Title:

Rethinking Instructional* Delivery for Diverse Student Populations: Serving All Learners with Concept-Based Instruction.<= /p>

Authors:

McCoy, Jan D.1 jmccoy@darkwing.uoregon.edu
Ketterlin-Geller, R.2

Source:

Intervention in School & Clinic; Nov2004, Vol. 40 Issue 2, p88, 8p, 1 chart, 2 diagrams, 4bw

Document Type:

Article

Subject Terms:

CONCEPTS
STUDENTS with disabilities
READING comprehension
TEACHER-student relationships=

Abstract:

When students arrive at = content classes reading below grade level, teachers are challenged to deliver com= plex content. Also, students often study facts without reaching larger concept= s. Research at the Univers= ity of Oregon has con= cluded that if the teacher takes responsibility for identifying and elucidating = the concept within course materials, both of these difficulties can be overco= me. Overt identification of concepts and their characteristics and the delibe= rate use of graphic organizers reduce the reading comprehension demands placed= on students with low abilities. Using the functional taxonomy presented, teachers can develop effective student exercises and assessments. An exam= ple shows that students provided with the concept-based approach outperformed students in a more traditional classroom on a problem-solving task. [ABSTRACT FROM AUTHOR]

Individualized Instruction

Title:

Tapping the power of posit= ive teaching.

Source:

Curriculum Review; Mar2005, Vol. 44 Issue= 7, p14, 2p

Document Type:

Interview

Subject Terms:

SCHOOL environment
STUDENTS
TEACHING
WOMEN authors
WOMEN teachers

People:

BENDER, Yvonne -- Interviews

Abstract:

Interviews author and te= acher Yvonne Bender regarding classroom insights and her books. Reason for the struggle of teachers in teaching; Views on a chapter in her book regarding students' attention; Importance of creating a positive learning environme= nt

Title:

Assessment That Drives Instruction.

Authors:

Stanford, Pokey1 barbarastanford@wmcarey.edu
Reeves, Stacy1

Source:

Teaching Exceptional Children; Mar/Apr2005, Vol. 37 Issue 4, p18, 5p

Document Type:

Article

Subject Terms:

ACADEMIC achievement
EDUCATION -- Curricula
EXCEPTIONAL children
*

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	G, IMF, TI	Lesson Plans and other curriculum documents; student work
3.e.2<= /p>	All teachers emphasize a= t least three components/standards of the computer proficiency curriculum integra= ted into their core instruction and assessment practices in grades 3-6	Staff<= /p>	Oct., ‘06	G, IMF, TI	Lesson Plans and other curriculum documents; student work
3.e.2<= /p>	Results of the integrati= on of computer & information literacy proficiency skills is discussed at faculty meetings	Admin.= Staff<= /p>	Oct., ‘06	NA	Faculty meeting agendas<= o:p>
3.e.2<= /p>	Teachers evaluate the appropriateness of standards, modifying them for implementation next year= to the current performance benchmarks	Admin.= Staff<= /p>	Oct., ‘06	G	Survey regarding the effectiveness of the model piloted – presentation of findings to faculty – modifications as indicated by data
3.e.1<= /p>	Teachers evaluate the qu= ality and effectiveness of 3-12 information literacy; modifying it for implemen= tation of current benchmarks<= /o:p>	Admin.= Staff<= /p>	Oct., ‘06	G	As above
3.e.2<= /p>	Teachers support each ot= her in full implementation of technology proficiency and information literacy curriculum	Staff<= /p>	Oct., ’06 and ther= eafter	F	Optional use of school o= nline discussion board to share ideas/practices
Cycle is repeated for years 2007 and 2008 assuring completion of benchmarks or modifications from evaluation results.

June ‘06	Purchase and install 13 = up to date computers for student use.
June ‘07	Purchase and install 13 = up to date computers for student use.
June, ‘08	Purchase and install 13 = up to date computers for student use.

Aug., ‘05	100% of key administrati= ve personnel will train on Schoolwise.
Nov., ‘05	100% of key administrati= ve personnel will use Schoolwise to track students’ relevant data and provide reports to teachers on progress through mastery of California Content Standards.
Aug ‘06=	100% of teachers will tr= ain on SchoolWise.
Nov ‘06=	1005 of teacher will use Schoolwse to take attendance and enter grades on report cards<= /span>

June ‘06	50% of teachers will use= e mail to communicate with parents.
June ‘07	75% of teachers will use= e mail to communicate with parents.
June ‘08	100% of teachers will us= e e mail to communicate with parents.

June, ‘06	60% of teachers and administrators will be at “intermediate” or “proficient” in all seven CTAP² skill areas.<= /o:p>
June, ‘07	80% of teachers and administrators will be at “intermediate” or “proficient” in all seven CTAP² skill areas.
June, ‘08	100% of teachers and administrators will be at “intermediate” or “proficient” in all seven CTAP² skill areas.<= /o:p>

June, ‘06	60% of teachers integrat= e at least two lessons incorporating technology-learning resources in teaching English language arts and mathematics.
June, ‘07	80% of teachers integrate at least four lessons incorporating technology-learning resources in teaching English language arts and mathematics.
June, ‘08	100% of teachers integra= te at least five lessons incorporating technology-learning resources in teaching English language arts, mathematics and science; adding at least one technological learning resource to their teaching repertoire annually thereafter.

Goal #	Implementation Plan/Activities	Respons= ible Position	Timelin= e	Budget<= o:p> *Source=**	Monitor= ing and Evaluation activities
4.b.1<= /p> =	Staff <= span style=3D'font-weight:normal'>and administrators updates CTAP2 assessment	Principals & Tech. Mentors	Oct., ’05 and annually thereafter<= /span>	N/A	Technology Mentors and Administrator review data.
4.b.1<= /p> 4.b.2<= /p> =	As part of the normative evaluation process, staff and administrators will write goals in instructional technology.	Principals and Staff	Oct. -= Dec., ’05	G	Evaluation documents.
4.b.1<= /p> 4.b.2<= /p>	A menu of opportunities = for staff development based on the CTAP² survey and curricular nee= ds are researched and presented to staff. On site workshops will be featured	Principals Technology Team	Aug ‘05=	N/A	Handouts, lists, notes f= rom staff meetings
4.b.1<= /p> 4.b.2<= /p>	Staff development in increasing technology skills an= d using instructional technology in reading/language arts and math will be provid= ed	Principals Technology Team	Aug ‘05 – Jun., ’06 Minimum days and 2 staff development days in June (thereafter annually)	EETT	Sign in sheets
4.b.1<= /p> 4.b.2<= /p> =	Faculty and administrato= rs will take advantage of online technology in-service, such as CTAP Online, Technology Mentors trainings based on individual professional development plans derived from CTAP² and other resources.	Tech Mentors	Aug., ’06 (thereaf= ter annually)	G	Teacher’s individu= al professional development plans; certificates of completion
4.b.1<= /p> 4.b.2<= /p>	Staff & stakeholder = meeting to review effectiveness of Staff Development plan and make recommendations for new additions / strategies / formats	Principals & Tech. Mentor<= /span>	Dec., ‘06	G	Notes from staff meeting; recommendations; review of results from CTAP2 survey
Cycle is repeated for year 2006 assuring completion= of benchmarks or changes resulting from evaluation results.

Oct., ‘05	Purchase 13 computers as= funds permit.
Oct., ‘06	Purchase 13 computers as= funds permit.
Oct., ‘07	Purchase 13 computers as= funds permit.

June ‘06	50% of teachers will develop skills to handle basic = workstation, network, and application problems
June ‘07	75% of teachers will develop skills to handle basic workstation, network, and application problems
June ‘08	100% of teachers will develop skills to handle basic workstation, network, and application problems

Goal #	Implementation Activities	Responsible Position	Timeline	Budget<= o:p> Source<= o:p> *<= /o:p>	Monitoring Plan
5.c.1<= /p>	Replace 13 outdated comp= uters with new ones.	CFO	Aug., ’05 and annu= ally thereafter	GO	Budget item
5.c.2<= /p>	Tr= ain 50% of teachers in basic computer troubleshooting.	Technology Support<= /o:p>	Sep.- Nov., ‘05	G	Training log =
5.c.2<= /p>	Tr= ain additional 25% of teachers in basic computer troubleshooting.	Technology Support<= /o:p>	Sep.- Nov., ‘06	G	Training log =
5.c.2<= /p>	Tr= ain additional 25% of teachers in basic computer troubleshooting.	Technology Support<= /o:p>	Sep.- Nov., ‘07	G	Training log =

Code	Description
G	School General Fund=
TI	Title I
GO	Grant Opportunities
IMF	Instructional Mater= ials Funds
EETT	Tech funds

Technology Categories	Funding Source	2005-2006	2006-2007	2007-2008	Totals=
Technical Support (Contracted)	District Office	20,000	22,000	24,000	66,000=
Hardware=	Site Funds and gran= ts	14,000	14,000	14,000	42,000=
Software=	Site Funds and Dist= rict adoption funds	2,000	3,000	4,000	9,000<= /o:p>
Wiring and network connections infrastructure	New building will h= ave all rooms internet connected – computer labs networked				n/a
Staff Development (two paid days time= s 40 staff per year)	EETT Formula grant, district buyback funds, CTAP	4,000	6,000	8,000	18,000=
Total	$177,000

Title:	The effects of encoding fl= uency and retrieval fluency on judgments of learning.
Authors:	Koriat, Asher¹ akoriat@research.haifa.ac.il Ma'ayan, Hilit¹
Source:	Journal of Memory & Langua= ge; May2005, Vol. 52 Issue 4, p478, 15p, 4 charts, 8 graphs

Title:	The Self-Paced Studen= t.
Authors:	Vaughan, Angela L.¹ angelalvaughan@hotmail.com
Source:	Educational Leadership; Apr2005, Vol= . 62 Issue 7, p69, 5p, 2c
Document Type:	Article
Subject Terms:	ACADEMIC achievement HIGH school students HIGH schools LEARNING MATHEMATICS MATHEMATICS teachers TEACHERS TEACHING methods Study & teaching (Secondar= y)
Abstract:	Details the experience o= f a high school mathematics teacher who dared to let her students take control of their own learning and in the process raised student achievement. Attitud= e of students toward their learning; Attitude of teachers toward their students and lessons; Importance of motivating the students; Resources utilized by= the teacher.
Title:	Triangulated Learning: Make Time to Play= .
Authors:	Butzin, Sarah M.1 sbutzin@ifsi.org
Source:	Education Digest; Jan2005, Vol. 70 Issue 5= , p20, 5p
Document Type:	Article
Subject Terms:	CLASSROOMS CURRICULUM planning LEARNING TEACHERS *TEAM learning approach in education
NAICS/Industry Codes:	61171 Educational Support Services
Abstract:	Focuses on triangulated = learning, a team approach= to instruction which gives teachers the time and techniques to meet standards without discouraging young children's desire to play and explore. Academic subjects that were the focus of the triangulated system; Number of learning stations in each subject classroom which provide self-paced* practice through different learning modes; Significa= nce of standards-based curriculum planning guides to the coordination of instruc= tion with their teammates.*
Title:	Stop the Insanity!<= /p>
Authors:	Butzin, Sarah M.
Source:	Phi Delta Kappan; Dec2004, Vol. 86 Issue 4, p307, 3p, 1 carto= on, 1c
Document Type:	Article
Subject Terms:	*ALTERNATIVE education *EDUCATION *EDUCATIONAL innovations *MATHEMATICS -- Study & teaching= *PENMANSHIP *READING (Elementary) *TEACHERS
NAICS/Industry Codes:	61= Educational Services 61171 Educational Support Services
Abstract:	Focuses on "triangu= lated learni= ng." Description of "triangulated learni= ng," which has three teachers working together to teach reading, writing, and mathematics. Other aspects of "triangula= ted learni= ng," including multi-age groupings, classroom rotations, learning stati= ons that provide self-paced<= /span> practice through different learni= ng modes, the same subject teacher for three years, a= nd the use of three learning modes= .

Title:	Tailoring the fit: Reading instruct= ion and middle school readers.
Authors:	Ivey, Gay Broaddus, Karen
Source:	Reading Teacher; Sep2000, Vol. 54 Issue 1, = p68, 11p
Document Type:	Article
Subject Terms:	READING READING (Middle school) *MIDDLE school education
Abstract:	Explores the ways to all= eviate the reading instruction needs of middle school readers. Mismatch between = the nature of reading instruction in middle schools and adolescent's reading abilities and disposition; Evaluation on the practices in middle school reading instruction; Approach to help middle school teachers conceptualize better reading instructions; Sample range of materials for middle school classroom libraries.
Title:	As Levin Steps Back, Accel= erated Schools Takes Stock.
Authors:	Viadero, Debra
Source:	Education Week; 10/13/99, Vol. 19 Issue 7, p= 5, 2/3p, 1bw
Document Type:	Article
Subject Terms:	EDUCATIONAL innovations RESEARCH institutes SCHOOL management & organization SCHOOLS -- United States
Geographic Terms:	UNITED States
NAICS/Industry Codes:	61171 Educational Support Services 5417 Scientific Research and Development Services= 92311 Administration of Education Programs
Abstract:	Reveals that the Acceler= ated Schools project, one of the models in the United States (US) school improvement field, is looking for a home. Plans to reduce role of its founder, Henry M. Levin; Significance of the Success for All, an educatio= nal program implemented in various schools in the US; Implications of a repor= t by the American Institute for Research

Title:	Reaching Real Equity in Sc= hools.
Authors:	DiMartino, Joseph¹ josep= h Miles, Sherri²
Source:	Education Digest; Jan2005, Vol. 70 Issue 5= , p9, 5p
Document Type:	Article
Subject Terms:	EDUCATIONAL equalization FAIRNESS HIGH schools TEACHERS HIGH school students -- U= nited States PERFORMANCE evaluation
Geographic Terms:	UNITED States
Abstract:	Discusses the significan= ce of heterogeneous grouping of high school students and differentiating instruction to achieve educational equity in the U.S. Reasons of high sch= ools for grouping students for instruction; Implications of heterogeneous grou= ping for establishing teachers' fairness; U.S. schools that use a variety of methods to assess student performance.
Title:	BROWN V. BOARD, COMMON CITIZENSHIP, AND THE LIMITS OF CURRICULUM.
Authors:	Waks, Leonard J.1 ljwaks@yahoo.com
Source:	Journal of Curriculum & Supervision<= /cite>; Winter2005, Vol. 20 Issue 2, p94, 35p
Document Type:	Article
Subject Terms:	ACADEMIC achievement CITIZENSHIP DISCRIMINATION in education= EDUCATION -- Standards *STUDENTS, Black
Geographic Terms:	UNITED States
NAICS/Industry Codes:	61 Educational Services
Abstract:	Fifty years ago the Supr= eme Court in Brown v. Board, declaring education to be the foundation of good citizenship and preparation for occupational success, rejected the doctri= ne of "separate but equal" as applied to schools. The Court extend= ed the American ideal of common education for common citizenship to black sc= hool children. Although much progress has been made, black Americans in large metropolitan areas are again becoming isolated. In many urban districts, = 80 percent of the students are minorities. The black-white academic achievem= ent gap, which had narrowed significantly between 1954 and 1988, has widened.= Outsourcing of manufacturing jobs has pushed many black families out of the middle cl= ass. Few young black students are acquiring the skills needed to compete for "knowledge work." Educational reforms that fail to address these problems cannot advance common citizenship. Neither "excellence" nor multicultural approaches, by themselves, reduce racial isolation or promote knowledge-work skills. More fundamentally, the "grammar"= ; of schooling and curriculum makes it difficult for any school curriculum to prepare students for knowledge work. New "postcurricular" desig= ns for teaching and learning that reduce racial and ethnic isolation and fos= ter knowledge-work skills are thus urgently needed. The idea of the "networked common school" offers a framework for achieving these aims and advancing common citizenship through education.
Title:	Hard Times and an Uncertain Future: Issues that Confront the Field of Emotional/Behavioral Disorders.=
Authors:	Gable, Robert A.1
Source:	Education & Treatment of Children; Nov2004, Vol. 27 Issue 4, p341, 12p
Document Type:	Article
Subject Terms:	BEHAVIOR disorders in children CHILD psychology EDUCATION EMOTIONS STUDENTS TEACHERS
NAICS/Industry Codes:	61 Educational Services
Abstract:	In this article, I exami= ne challenges to better preparing teachers of students with emotional/behavi= oral disorders (E/BD). Foremost among these challenges is the lack of agreement regarding a conceptual framework upon which to build quality prevention/intervention practices; instead, various authorities advocate disparate approaches, not all of which have empirical support. I assert t= hat unresolved issues surrounding translating scientific research into classr= oom practice further hinder efforts to apply the most efficacious intervention options, as does our failure to exert control over the infrastructure of public education and the context in which we serve students with E/BD. Finally, I offer some modest proposals for removing obstacles to better preparing those who serve students with E/BD. [ABSTRA= CT FROM AUTHOR]
Title:	Teachers' perceptions about teaching problem students in regular classrooms.
Authors:	Lopes, Joao A.1 Monteiro, Isabel1 Sil, Vitor1 Rutherford, Robert B.2 Quinn, Mary Magee3
Source:	Education & Treatment of Children; Nov2004, Vol. 27 Issue 4, p394, 26p, 8 charts
Document Type:	Article
Subject Terms:	BEHAVIOR disorders in children EDUCATION -- Curricula LEARNING TEACHER educators TEACHERS TEACHING
NAICS/Industry Codes:	61 Educational Services
Abstract:	Learning and behaviorally disordered students place high demands on classroom organization and management. They are time-consuming, since teachers must place much more attention on them than other children and teachers' efforts to cope with their learning and/or behaviors may not work as readily as teachers wish. Since compulsory education was extended from the 4th to 9th grade, Portug= uese regular education teachers have had to deal with hard-to-teach students t= hat only 25 years ago were mostly excluded from the educational system. In th= is study we try to understand how teachers perceive this new and challenging reality. Subjects were 430 teachers - 79% regular education teachers and = 21% special education teachers - from 1st to 9th grade. Teachers' sense of efficacy and teachers' perceptions about teaching students with learning and/or behavior problems were assessed. Overall results suggest that teachers' sense of efficacy diminishes as difficult students grow older. However, these teachers do not reject hard-to-teach students; rather, they think they are not teaching them appropriately. Most teachers express the feeling that difficult students would benefit with specific curricula in resource rooms or with extra help in regular classrooms. Finally, regular responses do not show a clear divide between regular and special education teachers' attitudes and perceptions. The division is clearer between prim= ary and secondary teachers irrespective of regular or special education statu= s, with the latter expressing more negative feelings toward teaching difficu= lt students. [ABSTRACT FROM AUTHOR]
Title:	The Möbius Effect: Ad= dressing Learner Variance in Schools.
Authors:	Tomlinson, Carol Ann1
Source:	Journal of Learning Disabilities; Nov/Dec2004, Vol. 37 Issue 6, p516, 9p
Document Type:	Article
Subject Terms:	CLASSROOMS EDUCATORS INDIVIDUAL differences LEARNING *STUDENTS
Abstract:	Currently, educators sep= arate out from typical students those whose learning needs vary from the norm. = The norming and sorting process may earmark students as "different" without providing markedly unique instruction and without producing robust academic outcomes. An alternative to fragmentation for some students is t= he creation of classrooms in which human differences are valued and provided for, yet few teachers (including specialists) seem currently to have the skill or will to develop these sorts of settings. Educators need to exami= ne the potential costs and benefits of alternative approaches to addressing = the learning needs that exist among people. [ABSTRACT FROM AUTHOR= ]
Title:	Elements of Successful Inclusion for Children with Significant Disabilities.
Authors:	Cross, Alice Frazeur1 afcross@indiana.edu Traub, Elizabeth K.1 Hutter-Pishgahi, Lois1 Shelton, Gen1
Source:	Topics in Early Chi= ldhood Special Education; Fall2004, Vol. 24 Issue 3, p169, 15p, 3 charts
Document Type:	Article
Subject Terms:	EARLY childhood education<= br> EDUCATION, Preschool CHILDREN with disabilities INCLUSIVE education *EARLY childhood special educa= tion Education (Preschool)
Abstract:	This study focused on the practices used by specialists and early childhood education personnel that contributed to the successful inclusion of 7 young children with significant disabilities = who were served in typical community settings, such as preschools and childca= re centers. Analysis identified 4 elements common to each of the research si= tes: attitudes, parent--provider relationships, therapeutic interventions, and adaptations. These were examined in depth to identify essential practices that contributed to the children's successful inclusion in the community childcare or preschool programs. [ABSTRACT FROM AUTHOR]

Title:	Block-Scheduled High Schoo= ls: Impact on Achievement in English and Language Arts.
Authors:	Nichols, Joe D.¹ nicholsj@ipfw.edu
Source:	Journal of Educational Research= ; May/Jun2005, Vol. 98 Issue 5, p299, 11p, 4 charts
Document Type:	Article
Subject Terms:	ACADEMIC achievement CLASSROOM environment EDUCATIONAL sociology HIGH schools LANGUAGE arts SCHOOLS -- United States *TEACHING
Geographic Terms:	UNITED States
Author-Supplied Keywords:	classroom instruction time impa= ct on student achievement in English and language arts block-scheduled high schools
NAICS/Industry Codes:	611 Educational Services
Abstract:	One of the most important concerns expressed in A Nation at Risk (National Commission on Excellence= in Education, 1984) was being related to how effectively classroom instructi= on time was being used in America's schools. In response to that report, many concerned educators and communi= ty patrons at national, state, and local levels argued that schools should increase the length of the school day and the school year and simultaneou= sly restructure the traditional daily school schedule. The author explored student data from 5 high schools in a large metropolitan area for several years before and after the schools converted to either a Block 4 x 4 or B= lock 8 scheduling format designed to influence student achievement and success. The author gathered data on measures of student success based on student grade point averages in English and language arts. The author found little evidence to support the hypothesis that conversion to block scheduling fo= rmats would significantly affect student achievement in the specific English-content area. Additional support for increased enrollments in Eng= lish and language arts resulting from scheduling structure changes, as well as= for future research on this topic, also are discussed. [ABSTRA= CT FROM AUTHOR]
Title:	The Contributions of Eye C= ontact and Contingent Praise to Effective Instruction Delivery in Compliance Trai= ning.
Authors:	Everett, Gregory E.1 Olmi, D. Joe1 d.olmi@usm.edu Edwards, Ron P.1 Tingstrom, Daniel H.1
Source:	Education & Treatment= of Children; Feb2005, Vol. 28 Issue 1, p48, 15p, 1 chart, 4 graphs
Document Type:	Article
Subject Terms:	CHILD psychology EDUCATION EYE contact LEARNING, Psychology of PRAISE TEACHING
NAICS/Industry Codes:	61 Educational Services
Abstract:	The present study, using= a multiple baseline across subjects design for two children and a nonconcur= rent multiple baseline across subjects design for two additional children, evaluated whether the addition of eye contact and then contingent praise = for compliance (CP) would lead to increases in childhood compliance for both statement and question form instructions. Participants were four children from a university-based school psychology clinic who had percentages of compliance to first-time parental presented instructions of 40% or less. = The use of instruction delivery procedures without demanded eye contact resulted in compliance increases above baseline levels for all four participants. Additionally, when eye contact was added to the instruction delivery procedures and C= P was added to all previous procedures, further compliance increases were obser= ved for all four participants regardless of instructi= onal phrasing (i.e., statement or question form). Resul= ts are discussed in terms of the importance of specific instruction <= span style=3D'font-family:Times;mso-bidi-font-family:"Times New Roman";font-st= yle: normal'>delivery components in achieving childhood compliance. [ABSTRACT FROM AUTHOR]
Title:	The State of Education.
Source:	T H E Journal; Jan2005, Vol. 32 Issue 6, p24,= 2p, 2c
Document Type:	Article
Subject Terms:	CHILD development CONGRESSES & conventions EDUCATIONAL innovations EDUCATIONAL technology *INSTRUCTIONAL systems
Geographic Terms:	FLORIDA ORLANDO (Fla.)
NAICS/Industry Codes:	61171 Educational Support Services
Abstract:	Presents information on = the education innovations presented at the Florida Educational Technology Conference which will be held at the Orange County Convention Center in O= rlando, Florida on January 26-28,= 2005. Development of the whole child program by Ocoee Middle School; Informatio= n on the grant application of the Manatee County Schools Department; Goal of t= he national electronic learning model of Florida Virtual School.
Title:	Rethinking Instructional Delivery for Diverse Student Populations: Serving All Learners with Concept-Based Instruction.<= /p>
Authors:	McCoy, Jan D.1 jmccoy@darkwing.uoregon.edu Ketterlin-Geller, R.2
Source:	Intervention in School & Clinic; Nov2004, Vol. 40 Issue 2, p88, 8p, 1 chart, 2 diagrams, 4bw
Document Type:	Article
Subject Terms:	CONCEPTS STUDENTS with disabilities READING comprehension TEACHER-student relationships=
Abstract:	When students arrive at = content classes reading below grade level, teachers are challenged to deliver com= plex content. Also, students often study facts without reaching larger concept= s. Research at the Univers= ity of Oregon has con= cluded that if the teacher takes responsibility for identifying and elucidating = the concept within course materials, both of these difficulties can be overco= me. Overt identification of concepts and their characteristics and the delibe= rate use of graphic organizers reduce the reading comprehension demands placed= on students with low abilities. Using the functional taxonomy presented, teachers can develop effective student exercises and assessments. An exam= ple shows that students provided with the concept-based approach outperformed students in a more traditional classroom on a problem-solving task. [ABSTRACT FROM AUTHOR]

Title:	Tapping the power of posit= ive teaching.
Source:	Curriculum Review; Mar2005, Vol. 44 Issue= 7, p14, 2p
Document Type:	Interview
Subject Terms:	SCHOOL environment STUDENTS TEACHING WOMEN authors *WOMEN teachers
People:	BENDER, Yvonne -- Interviews
Abstract:	Interviews author and te= acher Yvonne Bender regarding classroom insights and her books. Reason for the struggle of teachers in teaching; Views on a chapter in her book regarding students' attention; Importance of creating a positive learning environme= nt
Title:	Assessment That Drives Instruction.
Authors:	Stanford, Pokey1 barbarastanford@wmcarey.edu Reeves, Stacy1
Source:	Teaching Exceptional Children; Mar/Apr2005, Vol. 37 Issue 4, p18, 5p
Document Type:	Article
Subject Terms:	ACADEMIC achievement EDUCATION -- Curricula EXCEPTIONAL children