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New Heights Charter School Technology Plan

TECHNOLOGY PLAN CONTACT INFORMATION[EETT Appendix J]

County & District Code: 19-64733School Code (Direct funded charters only): 0111211LEA Name: New Heights Charter School

Salutation: Ms.*First Name: Amy*Last Name: Berfield

*Job Title: Founder and Executive Director*Address: 2202 Martin Luther King Blvd. (formerly 4126 S. Arlington Ave)

*City: Los Angeles*Zip Code: 90008

*Telephone: (323) 508 - 0155 Ext. 11Fax: (323) 508 - 0156

*E-Mail: [email protected]

Backup contact information

1st Backup Name: Jamie Parada, Director of Operations1st Backup E-Mail: [email protected]

* Required information in the ETPRS

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Technology PlanJuly 1, 2012 – June 30, 2015

New Heights Charter School2202 Martin Luther King Blvd.

Los Angeles, CA 90008323-508-0155

www.newheightscharter.org

November 21, 2011

Revised Yearly: Last Revision 2014

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Table of Contents

TECHNOLOGY PLAN CONTACT INFORMATION............................1INTRODUCTION TO NEW HEIGHTS CHARTER SCHOOL.............4PLAN DURATION.......................................................................................6STAKEHOLDERS........................................................................................6ELEMENT 1..................................................................................................8

Goals and a realistic strategy for using telecommunications and information technology to improve education..................................................................................8

ELEMENT 2................................................................................................15Professional Development strategy to ensure staff know how to use new technologies..................................................................................................................15

ELEMENT 3................................................................................................18Assessment of infrastructure needed to improve education....................................18Figure 1. Logical Diagram – Current.......................................................................28Figure 2. Logical Diagram – Future.........................................................................29

ELEMENT 4................................................................................................30Budget to acquire and support the non-discount elements of the plan..................30

ELEMENT 5................................................................................................33Evaluation process to monitor progress toward goals and make mid-course corrections....................................................................................................................33

APPENDIX – EDTECHPROFILE RESULTS........................................35

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INTRODUCTION TO NEW HEIGHTS CHARTER SCHOOLNot required, but highly recommended, this introduction shares demographics and student focus.

BackgroundNew Heights Charter School [NHCS] is a non-profit public charter school that opened in South Los Angeles on September 6, 2006. The school served 112 students in grades K-3 in its first year and now serves over 400 students in grades TK-8. Approximately 30% of our students are English Language Learners. The school is currently leasing its facilities from the LAUSD as well as a private landlord. Student demographics include:

30% English Language Learners 11% Special Education 30% African American 70% Latino 98% eligible for National School Lunch Program

NHCS offers an alternative to students who would otherwise be attending low performing schools in the area. The school provides a strong foundation to students in their early years, so they can excel in the middle grades, and be fully prepared for the demands of high school. The school demonstrates non-discriminatory and inclusive policies, practices, and pedagogies. It models democratic practices that involve all who are directly affected by the school. The educational philosophy of New Heights supports students’ academic achievement as well as their ability to become self-motivated, competent, lifelong learners. New Heights’ educational philosophy is based on an understanding of how to support students’ intrinsic motivation to learn and how to organize learning to promote understanding.

New Heights is a personalized and caring learning community, with a rigorous understanding-based curriculum. Research has shown that low achieving students benefit when they have an opportunity to form meaningful relationships with adults (teachers, administrators, and mentors) and peers.

MissionThe mission of NHCS is to promote rigorous study within a caring, civic-minded community. Through active inquiry, in-depth learning, New Heights instills students with the following competencies:

The ability to read, write, speak, calculate, experiment, and reason with clarity and precision and to creatively express oneself through the arts.

The ability to participate thoughtfully and responsibly with concern for the common good.

In keeping with the statutory purposes for charter schools, New Heights improves pupil learning, increasing learning opportunities for all students, with special emphasis on expanded learning experiences for students who are identified as academically low achieving. In addition, New Heights’ teachers have expanded professional leadership opportunities.

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Who is the school attempting to educate? New Heights Charter School is attempting to educate K-8th grade students in South Los Angeles and its surrounding communities.

What does it mean to be educated in the 21st Century? The educated person in the 21st Century must have the critical and creative thinking skills necessary to engage in continuous learning, self-reflection, and civic contribution. Educated people understand how they are part of a larger system and how they can make a difference as one part of that system.

VisionThe vision of New Heights Charter School (New Heights) is to prepare urban students in grades K-8 to use their minds well and become capable, caring citizens. Students drawn from the multiethnic communities of South Los Angeles will learn academic knowledge and skills in a personalized learning environment that promotes health, creativity, and understanding of the big ideas that shape our world. New Heights uses a combination of research-based practices to create a rich meaning-centered curriculum for all students.

Projected School Population1

11-12 12-13 13-14 14-15TK/K 20 20 21K 44 44 44 441 44 44 44 442 44 44 44 443 40 44 44 444 44 42 44 505 42 44 42 506 22 44 44 507 25 23 44 508 21 25 23 50Total 326 374 393 435

1 From NEW HEIGHTS CHARTER SCHOOL CHARTER PETITION RENEWAL submitted to LAUSD in 2011.

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PLAN DURATIONPLAN DURATION CRITERION [EETT 1]

This plan covers three years: July 1, 2012 to June 30, 2015.

NHCS Charter petition for renewal was submitted to Los Angeles Unified School District for approval in October 2010, and was granted for a period of five years commencing in 2011 until 2016; NHCS will submit its second renewal petition to the District’s Charter School Office by January 31, 2016.

STAKEHOLDERSSTAKEHOLDERS CRITERION [EETT 2]

The Executive Director of New Heights Charter School led the development of this technology plan working collaboratively with the administrative and teaching staff. Working initially with industry consultants, who interviewed staff members and visited the New Heights Charter School site to converse with staff and conduct site surveys of existing infrastructure, a rough draft of the plan was compiled.

Stakeholder involvement in plan developmentStakeholders (listed below) were involved in the development of the plan as follows:

Representatives of various perspectives and stakeholder groups convened for a planning meeting. During this session, each stakeholder was asked:

- “How do use technology today; how do you want to use technology in the future?”

- “Please rate your technology literacy skills; how did you learn what you know now; what else would you like to learn; how would you like to learn more?”

Everyone had the opportunity to comment on these questions on his/her own behalf, and in general for New Heights Charter School. This feedback was compiled into this plan.

Several individuals were responsible for specific follow-up tasks (e.g., providing a sample lesson plan, taking the EdTechProfile self-assessment, researching a technology component).

The stakeholders then joined together in an advisory role to expand and polish the draft, creating this current plan through a review and comment process.

On-going involvement includes periodic review of plan progress and recommended modifications.

Both the initial review and comment process, and continuing involvement, consists of email distribution of the document to participants, with requests for:

Careful reading of the latest version of the document Focus on the relevant changes as noted in the email Email replies with comments, questions, and suggested changes 1:1 meetings as needed

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Comments to be returned within a week or two, depending on urgency and individual schedules.

Feedback is sought from these stakeholders whenever substantive changes are made to the document, or at least annually in preparation for budget development.

Special thanks go to these Technology Plan Committee individuals for their active participation and contributions in the completion of this Technology Plan.

Primary Contact:Ms. Amy Berfield, Founder and Executive DirectorNew Heights Charter School2202 Martin Luther King, Jr. Blvd.Los Angeles, CA [email protected]: 323-508-0155Fax: 323-508-0156www.newheightscharter.orgJamie Parada Director of OperationsSandra Gonzalez Office AssistantAnthony Arrington Teacher, 4th GradeCandace Baker Teacher, KinderChristine Chavez Teacher, TK/KinderMelah Muckelroy Teacher, 8th GradeKahlia Benjamin Teacher, 4th GradeYesica Andrade Teacher, 3nd GradeNiki Lozano Teacher, 1st GradeNatalie Maleski Teacher, 1st GradeJulia Pledl Teacher, 6th GradeElizabeth Morgan Teacher, 8th GradeRosanne Lopez Teacher, KinderGrace Kang Teacher, 5th GradeVinh Le Teacher, 2nd GradeManami Nii Teacher, 2nd GradeLisa LeRoy Teacher, 6th Grade Marysol Navarro Special EdKim Mabson ParentRenee Houser Literacy CoachPeter Schoenfeld Board of DirectorsViveca Finley Afterschool Program Director

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http://www.newheightscharter.org/


ELEMENT 1Goals and a realistic strategy for using telecommunications and information technology to improve education

The plan must establish clear goals and a realistic strategy for using telecommunications and information technology to improve education or library services. [EETT 3a, 3b, 3c, 3d]

Our discussion of future goals and strategies is derived from what currently exists. Following is a recap of currently available telecommunications and information technology, its accessibility by various stakeholders (teachers, administrators and students, both during the school day and outside of school hours), how it is typically used (frequency and type of use), and what is produced.

Teachers' and Students' Current Access to TechnologyAccessible technology can be found throughout the New Heights Charter School for both students and staff in classrooms and the office.

StudentsEach classroom has a cluster of 2-4 Windows2 and or MAC computers depending on the grade level.3 All these computers have wireless network access.4 All machines have select software installed to assist in reading comprehension, number sense, and word processing. The school also has a rolling laptop cart with 20 Windows computers that is shared among the classrooms for report writing and the creation of presentations.5 And in 2014 the school purchased two rolling carts for 25 IPADS for the middle grades.

Students have access to technology during normal school hours and for the afterschool program. At NHCS the class size is approximately 22 in grades K-3 and 20-25 in grades 4-8. The K-2 classrooms have at least 2 computers for every 20 students.6 Grades 3-8 have two-four computers for 20-25 students.7 In addition, classes have access to sets of laptops/chromebooks and IPADS. The school has two computer labs – one at each campus.8 Each classroom also has a printer and an audio center with headsets for approximately 8 students. Classrooms are also equipped with a document camera,

2 The school started with Windows PCs, but then introduced Macs in 2011 to provide support for video production.

3 We started the school with relatively inexpensive computers and have recently established a more powerful minimum configuration to ensure that all software can run and the equipment supports our needs. The classroom desktops are all able to operate the academic software.

4 As of 2011, we now operate on two campuses for our single school. One of the campuses is a Prop 39 site through LAUSD. We have a separate network from LAUSD on this site.5 The cart includes chromebooks and allows for classes to have 1:1 access.6 For K-2, we find this ratio adequate since the students have access to a computer lab at least twice

a week that allows all students to use the computers at the same time.7 For Grades 3-8, we find this ratio (6 students: 1 computer) adequate since the students have

access to a computer lab at least twice a week that allows all students to use the computers at the same time.

8 One of the computer labs was funded by the Youth Policy Institute’s Computers in Communities Program.

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projector, cell telephone, and wireless internet. The school has a video camera for schoolwide use.9

About half the families have computers and Internet access at home;10 most families would like to see their children using technology in their children’s school environment. The K-2 students use different apps on the IPAD and a variety of early-reading-oriented titles. Upper grades use word processing software, typing program, and a wide variety of academic programs.

Teachers and AdministratorsAll teachers and staff have a portable laptop computer loaned out to them for use while employed by the school, so have computer access all day and at home. Presently, all school databases are web-based.11 Typical laptop configuration was 2.53 GHz, 1.92 GB of RAM, but as of 2014 all teachers have MAC Air computers. All staff members have an individual email account (outsourced) and routinely use email as a means of communication. For attendance tracking and collection of demographic information, NHCS uses PowerSchool.

The school was part of the CA Charter School Associations ZOOM! Data Pilot program and began to use this new system in 2008-2009 to track student achievement data and grades. The school now uses the system to track student data and create practice tests for students in ELA and Math.

Current Use of Hardware and Software to Support Teaching and LearningAs a school with committed and enthusiastic teachers, the faculty enjoys exploring the possibilities of technology as a tool to impact teaching and learning. The following represents a summary of how teachers and students are currently working with technology to enhance teaching and learning at New Heights.

Collecting, Assessing, and Sharing Student Progress with ParentsTeachers, staff, and students have created digital portfolios for each student. The portfolios run on a web-based system created by Richer Picture12 based in Providence, Rhode Island. The portfolios include 1 minute videos of students’ reading in the fall and late spring of each school year, 2 writing samples collected in the fall and spring of each school year, and an end-year reflection written by students. The reading videos are completed with the use of a webcam and Video Impressions attached to a computer.

Expanding the portfolio each year requires teachers to upload large amounts of text and video. The current computer lab is available for teachers to use to create digital portfolio

9 A goal is to have teachers pilot other innovative devices such as IBeams, portable screens, and lasers.

10 Parents are invited to use the computer lab at lower campus prior to school opening each day to have access to email.

11 PowerSchool and Richer Picture are web-based, as is ZOOM.12 http://www.richerpicture.com/ - “Our mission is to help schools get a richer picture of student

learning through the use of digital portfolios. We can help you collect, select, and reflect and show student growth over time.”

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http://www.richerpicture.com/


stations for uploading content onto the portfolios.13 This is allowing teachers and students to more readily expand their portfolios.

Developing Students’ Number Sense and Fluency with Math FactsFor Kindergarten, teachers use document camera stations to project content to the class, use IPADS for early reading and basic number sense as well as art and science. As 2012-13, Kinder students started using ST Math, a brain-based math program that works to build students’ conceptual understanding of math.

For Grade 1, we have and will continue to implement literacy program on the IPAD, basic math games, and, of as 2011-12, ST Math, a brain-based math program that works to build students’ conceptual understanding of math.

For Grades 2-8, NHCS uses a computer software program called FASTT MATH14 in grades 2-8 to develop fluency in mathematical operations including addition, subtraction, multiplication, and division. The students go to the computers in small groups during the math block to develop their math facts, an important component for success in our math program. Grades 1-5 also use ST Math as described above. All students use ST Math at least twice a week for 45-minute sessions.

Develop Students’ Competency with Technology OperationsStudents in grades 2-8 are using typing software to learn how to use the computer keyboard. Students in grade 6-8 learn how to “publish” their Writing Workshop final drafts on the computer. Students also use a variety of software and web-based programs to enhance their reading fluency and comprehension, including Reading A-Z and SIPPS®.15 Teachers in Grade 3 learned how to use digital cameras to take photographs of activities around the school that exemplify the values of our school. The students then learned how to write a paragraph to describe the actions in their photographs. A select group of students worked collaboratively with one teacher to develop a short video about themselves. These videos were shown to the whole school during a school-wide assembly.

Other Programs in the Computer LabSince setting-up two computer labs, we now have the facility for students16 to:

Use the Internet for research

13 The labs are equipped with new MAC computers.14 http://www.scholastic.ca/education/tom-snyder/m-fastmath.html - “This intervention program

helps striving readers develop fluency with basic math facts in addition, subtraction, multiplication, and division. Using the FASTT system (Fluency and Automaticity through Systematic Teaching with Technology), the software provides a continuously adaptive program that efficiently increases math fact fluency in customized, 10-minute daily sessions.” Available for Grades 2+.

15 http://www.devstu.org/sipps/videos/index.shtml - “The SIPPS® (Systematic Instruction in Phoneme Awareness, Phonics, and Sight Words) program, a solution for struggling readers, is a decoding curriculum that teaches the prerequisites for developing reading fluency and comprehension.”

16 More licenses are needed for Microsoft software, and Norton Antivirus or perhaps a single site license.

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http://www.devstu.org/sipps/videos/index.shtml

http://www.scholastic.ca/education/tom-snyder/m-fastmath.html


Write their reports and published writing pieces on computers Make movies17 (especially for the older grades) Generate art and graphics Do social studies projects with other classes and schools around the world.

One other key initiative is ZOOM! Data Source,18 a California Charter Schools Association program developed to advance quality and increase student achievement. ZOOM! Data Source features web-based interface of our PowerSchool data to DataDirector™ (an on-line data tool) and customized training that improves data-driven decision-making to increase student achievement in charter schools. To facilitate our participation in this program, our consultants have advised that we need to be running on the newest version of PowerSchool.

We currently use a standards-based report card that ranks students 1-4. The teachers keep their grade books manually and we use Word for our report card.

Teachers use Technology to Improve Teaching and LearningAll teachers now regularly use of the computer, document camera, and projector to share information with the whole class. Teachers have also used their digital cameras and the school’s video cameras to document class progress. Teachers use their laptops to plan lessons, research teaching ideas on the web, take attendance, and work on students’ digital portfolios.

In our first tech plan, we wrote that teachers dream of having a permanent multimedia workstation.19 We now have that facility to have students use the camera in the computer to videotape their reading for their digital portfolios.

General Curricular GoalsThe New Heights curriculum is aligned with Common Core Standards and is research-based:

English Language Arts - The English Language Arts curriculum prepares students to read, write, and speak with clarity and precision and to creatively express their ideas. For reading, New Heights’ teachers use Systematic Instruction in Phonics, Phonemic Awareness, and Sight Words (SIPPS) and Making Meaning – both have proven track records of increasing student achievement among student populations similar to our own. For writing, New Heights’ teachers use Lucy Culkins’ Writing Workshop Units of Study.

Math - New Heights teachers use Common Core Math. This research-based program provides students with concrete strategies for building their number sense and problem-solving strategies.

Social Studies - For Social Studies, teachers use materials from the Teachers’ Curriculum Institute (TCI), which weaves educational research with active

17 We will need more video cameras, Movie Maker (for Windows) and ideally some (even just 3-4) Macs with iDVD and iMovie.

18 www.myschool.org/zoom19 Several teachers have visited Fenton Avenue Charter School and envision a similar teacher’s

workstation for NHCS.

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http://www.myschool.org/zoom


instructional strategies. Social Studies Alive! provides a standards-based, spiral curriculum in which students work in cooperative groups to learn progressively more difficult concepts through a process of step-by-step discovery.

Science - New Heights uses a variety of programs from Lawrence Hall of Science including: Full Option Science System (FOSS), a research-based science curriculum for grades K–8 , Seeds of Science/Roots of Reading, and the new pilot of the online middle grades science program. The program features core curriculum content integrated with scientific thinking processes arranged as a developmental sequence related to cognitive stages. In the upper grades, teachers also use a similar program from It’s About Time.

Caring Community - Central to our vision of students becoming capable, caring citizens, New Heights is implementing Responsive Classroom. The program includes classroom management, and positive behavior efforts. The school also offers school-wide events to increase the bonds among all stakeholders, literacy-based activities for parents and students to do together at home, and cross-age buddy activities to support learning and build relationships.20

In support of these district curricular goals, we have established the following Specific Curricular Goals and strategies for using technology to improve teaching and learning.

Specific Curricular GoalsThe chart on the following page represents the strategic planning of the New Heights Technology Team and faculty. Based on our test score data, we have decided to focus our Technology Plan on two academic content areas, Language Arts and Mathematics. The chart includes the instructional program goals written into the NHCS charter petition, our technology goals for students, the Common Core content standards the team has chosen to target for technology use and integration, achievement goals for students, and sample student products/assessments.

20 For more detailed information about Caring School Community or Responsive Classroom, see: http://www.newheightscharter.org/

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Technology Alignment

Instructional Goals for Students

Technology Goals for Students

Targeted CA Standards

Achievement Goals Sample Student Products/Assessments

Teaching for Understanding

Performance Assessment

Creativity and Innovation

Critical Thinking, Problem Solving, and Decision Making

Reading Comprehension

Writing Applications

Speaking Applications

Number Sense

As measured by the Common Core Standards Test:

YEAR 1-2Increase number of students achieving proficient status in reading.

YEAR 2-3Increase number of students achieving proficient status in reading and writing.

YEAR 4-5Increase number of students achieving proficient status in reading, writing, and math.

Grades K-3Use web-based programs and apps to develop fluency, improve spelling, and practice writing.

Use graphical organizers to explore and depict patterns of growth such as the life cycles of plants and animals.

Grades 4-8Illustrate and communicate original stories using digital tools.

Produce a media-rich digital story about a significant local event based on first-person interviews.

Caring Community of Decency and Trust

Communication and Collaboration

Digital Citizenship

Written and Oral English Language Conventions

Listening and Speaking Strategies

Speaking Applications

As measured by Caring School Community Survey:

YEAR 1-290% Strongly agree to sense of bonding with goals/values of the school.



Grades K-8Engage in learning activities that support deepening understanding of digital citizenship.

In a collaborative work group, use a variety of technologies to produce a digital presentation or product in a curriculum area.

Demonstrate the safe and cooperative use of technology.

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Instructional Goals for Students

Technology Goals for Students

Targeted CA Standards

Achievement Goals Sample Student Products/Assessments

Active Inquiry and In-depth Learning

Personalization

Research and Information Fluency

Technology Operations and Concepts

Word Analysis, Fluency, and Systematic Vocabulary Development

Reading Comprehension

As measured by Observation and Teacher Tests:

YEAR 1-290% of classroom observations will show high degrees of engagement on the part of all students.

80% of students will demonstrate basic proficiency of technology operations on teacher tests.





Grades K-3Identify, research, and collect data on an issue in American History using digital resources.

Students determine a current event topic and use digital resources to find and evaluate information.

Independently apply digital tools and resources to address a variety of tasks and problems.

Grades 4-8Use digital-imaging technology to modify or create works of art for use in a digital presentation.

Select and apply digital tools to collect, organize, and analyze data to evaluate theories or test hypotheses. (3, 4, 6)

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ELEMENT 2Professional Development strategy to ensure staff know how to use new technologies

The plan must have a professional development strategy to ensure that staff understands how to use these new technologies to improve education [EETT 4a, 4b]

Our discussion of future goals and strategies is derived from what currently exists. Following is a description of professional development opportunities, and a recap of teachers’ and administrators’ current technology proficiency and integration skills. This helps us identify needs for professional development, and future goals. Since the school’s opening in 2006, the faculty has engaged in multiple professional development activities designed to increase and improve their use of technology. Since we are a growing school, each year we revisit the following kinds of learning for teachers:

In the summer, teachers have a full-day of professional development to learn how to build and use the digital portfolio system for each of their students.

During the school year, 2 half-days of professional development are devoted to working on the digital portfolio and a digital rubric for students’ narrative writing.

Teachers engage in one, half-day of professional development around the use of the digital portfolio and one, half-day to launch the school-wide technology planning for the next three years.

On-going, the professional development opportunities for our staff focuses on deepening content knowledge and improving instructional strategies. We currently have the following structures to support professional development:

In-service days:- 8-10 days of annual summer orientation training, focusing on specific

implementation projects for the current year - We have reduced days on Tuesdays, totaling 8 full days during the school year.

During these hours, staff development continues through staff meetings, and department and grade level team meetings

Other opportunities include conferences (e.g., CUE).

Our teachers are mostly young and tech savvy, and have strong proficiency with Office Suite. Through internal discussion, staff members have requested additional training with managing the students’ digital portfolios, specifically scanning, uploading and working with the video clips.

NHCS staff members (including all teachers and all administrators) have participated in the EdTechProfile21 technology self-assessment profile (http://www4.edtechprofile.org/index.php). This online tool allows school and district educators and administrators the ability to gather data for staff technology professional development and technology planning.22 The main summary

21 http://www4.edtechprofile.org/index.php EdTechProfile, a California Department of Education State Educational Technology Service (SETS) project, provides educational administrators with tools that guide their decisions about how to integrate technology into classroom instruction and how to create and evaluate effective teacher technology training programs.

22 http://www.cde.ca.gov/ls/et/rs/sets.asp

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http://www.cde.ca.gov/ls/et/rs/sets.asp

http://www4.edtechprofile.org/index.php

http://www4.edtechprofile.org/index.php


chart from the assessment report follows; additional charts and descriptions of report results are included at the end of this plan.

1 Computer Knowledge and Skills (Includes 10 in calculation)2 CCTC Program Standard 9: Using Technology in the Classroom (Includes 9 in calculation)

3 CCTC Program Standard 16: Using Technology to Support Student Learning (Includes 9 in calculation)

Results show that staff members have the following levels of proficiency in the categories:

1. Computer Knowledge and SkillsStaff show proficiency in computer knowledge and skills.

The lowest scores were recorded for.Database Systems.The highest scores were recorded for Word Processing

2. Using technology in the classroomStaff show “intermediate” proficiency.

The lowest scores were recorded for the following:Each candidate demonstrates competence in the use of electronic research tools and the ability to assess the authenticity, reliability, and bias of the data gathered.

The highest scores were recorded for the following: Each candidate uses computer applications to manage records and to communicate through printed media.

Each candidate interacts with others using e-mail and is familiar with a variety of computer-

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based collaborative.

3. Using technology to Support Student LearningStaff show “intermediate” proficiency.

The lowest scores were recorded for the following:Each participating teacher interacts and communicates with other professionals through a variety of methods, including the use of computer-based collaborative tools to support technology enhanced curriculum.

The highest scores were recorded for the following:Each participating teacher uses technological resources available inside the classroom or in library media centers, computer labs, local and county facilities, and other locations to create technology enhanced lessons aligned with the adopted curriculum.

From the Staff Development Needs section of the Technology Assessment Profile, all indicated a need for opportunities to participate in educational technology staff development focused on:

integrating technology into the curriculum small group or online web-based technology training

Based on the self-assessments, internal discussion, and our curricular goals, we have established the following goals and strategies to ensure staff understand how to use the existing and new technologies identified in Element 1.

Teachers will engage in professional development to master the following skills:1. GOAL 1: Teachers will continue to increase their skills in order to fully utilize the

student digital portfolio.2. GOAL 2: Teachers will continue to learn how to integrate their technology (computer

stations, digital cameras, LCD projectors, and video cameras) into their instructional program in order to meet student technology goals (Creativity and Innovation, Critical Thinking, Problem Solving, and Decision Making, Communication and Collaboration, Digital Citizenship, Research and Information Fluency, Technology Operations and Concepts) as well as the student goals we have set for Language Arts and Math.

3. GOAL 3: Teachers will maximize data systems to track student information and achievement.

New Heights will set aside a 3 hour block of time once a month to provide professional development to meet the three goals listed above and the benchmarks for each year. Additionally, all staff will participate annually in the EdTechProfile self-assessment survey as a further measure of developing technology skills.

Goal 2.1: Teachers will fully utilize the student digital portfolio. Benchmarks:

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Implementation Plan Activities Timeline

Monitoring/ Evaluation Resp.Party

Teachers will engage in the identified professional development opportunities, including monthly 3-hour blocks dedicated to these skills

June 2012

80% of Grades K-8 teachers will learn how to do: scanning, video capturing and management of their students’ digital portfolios.

Teachers

Executive Director


June 20113


Teachers

Executive Director


June 2014-15


Teachers

Executive Director

Goal 2.2: Teachers will integrate their technology (computer stations, document cameras, digital cameras, LCD projectors, and video cameras) into their instructional program.Implementation Plan Activities Time

LineMonitoring/ Evaluation Resp.

PartyTeachers will engage in the identified professional development opportunities, including monthly 3-hour blocks dedicated to these skills

June 2012

80% of the Grade K-8 teachers will use their computer stations for age-appropriate technology skills learning.

Teachers

Executive Director


June 2013

90% of the Grade K-8 teachers will use their computer stations for age-appropriate technology skills learning.

Teachers

Executive Director


June 2014-15

90% of Grade 3-8 teachers will learn to teach students to make videos and use PowerPoint.

Teachers

Executive Director

Goal 2.3: Teachers will maximize data systems to track student information and achievement.Implementation Plan Activities Time

LineMonitoring/ Evaluation Resp.

PartyTeachers will engage in the identified professional development opportunities, including monthly 3-hour blocks dedicated to these skills

June 2012

100% of the Grade K-8 teachers will learn how to maximize the utility of PowerSchool (creating reports and tracking class trends).

Teachers

Executive Director


June 2013

50% of teachers will learn how to use ZOOM! Data Director to track academic achievement data to inform instructional practice.

Teachers

Executive Director


June 2014-15

100% of teachers will learn how to use ZOOM! Data Director to track academic achievement data, create practice tests, and use data to inform instructional practice.

Teachers

Executive Director

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ELEMENT 3Assessment of infrastructure needed to improve education

The plan must include an assessment of the telecommunication services, hardware, software, and other services that will be needed to improve education [EETT 5a, 5b, 5c]

Our discussion of future needs is derived from what currently exists. Following is a recap of currently available telecommunications, hardware, software, and other services. Within the discussions of existing infrastructure, future needs are identified and described immediately following each topic so they can be discussed within the context of current assets.

Physical PlantNew Heights Charter School [NHCS] has been opened since September 6, 2006 and the school has been expanding its student grade base gradually, adding a single grade per year. In this development period, NHCS has developed its own networked system. The school is leases its lower grade campus from a private individual and also has a co-location facility on LAUSD’s Martin Luther King, Jr. campus through Prop 39 for the upper grade campus.23

The telecommunications system NHCS currently uses at the MLK campus is shared with LAUSD. However, as of December 2011, the school will create its own network separate from MLK. NHCS has purchased its own PBX equipment, handsets and phone lines.

Wiring has been added by NHCS at its lower grade campus in order for all the classrooms to exist together on a networked system. Unlike, when the school began, the classrooms now have wired network ports as well as wireless network connections.

When New Heights wrote the first plan, we were in the process of leasing buildings adjacent to the current site and renovating. Now all this work is complete and the lower grade campus has 7 classrooms, 1 computer lab, and 1 administrative office. The co-location at MLK includes 14 classrooms, 1 computer lab, and 1 administrative office. New Heights has expanded from 185 students to over 400 students (as planned) over the past few years.

HardwareComputersNHCS has a PC and MAC computers (60 desktops and 40 laptops). Each classroom has 1-6 computers in the classroom. Each class has access to a computer lab with 25 iMAC computers.

Type MakeQty

Desktops Lenova 5

HP 5iMac 70

Laptops

Mac Notebooks 23

HP/Chromebooks

37

Total 140

23 New Heights will continue to apply for Prop 39 space at Martin Luther King as the school grows.

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(The school also has 7 administrative computers not included in the student calculations above.)

The age of our computers is described in the following chart:School/Site < 1 year

old1-2 years

old2-3 years

old3+ years

old Total

Total 15 10 60 40 100% Total % % % 100%

The locations of our computers are described in the following chart:School/Site Classrooms Computer

LabAdministrativ

e Offices Total

Total 100 50 7 157

Currently all of these computers are connected to the Internet via a broadband TI (non dial-up) connection.

We have begun to selectively retire computers after about 5 years of use and have acquired new computers each year, with the largest single enhancement occurring in summer 2011 with the addition of 50 MAC desktop computers, 25 in each computer lab at the lower and upper grade campuses. The iMAC computers have Intel Core 2 Duo, 2.26 GHz, and 2 GB Memory. Teacher laptops are replaced as needed.

Other PeripheralsCurrently, we have…

3 external Web Cameras and 50 cameras embedded in the MAC computers in our labs 7 Digital Cameras with memory cards 11 Radio/Tape/CD Players 5 2GB Flash Drives 2 4GB Flash Drives 10 two-way Radios for campus communication 4 HP All-in-One 5610 printer/scanner 4 HP All-in-One 7400 printer/scanner 1 HP LaserJet 4250n Laser Printer 2 Projectors

When we originally created our first tech plan our goal was to have a standard computer set-up for each class. Now that we grown to a TK-8 school, we realize that the needs of each classroom are slightly different and we want to maintain flexibility. The minimum for each classroom includes the following:

Each new classroom is outfitted with approximately the same equipment:- Student computers (minimum of 2 per classroom)- Scheduled time in the lab for each student to use the computer at the same time- A networked printer- A scanner for each grade band- An audio center with headsets for 8 students (for lower grades)- A telephone / cell phone

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- Network access with:o 1 Power over Ethernet [PoE] port at ceiling level to run a wireless access

pointo 4 ports in one location in the room for hard wire port for teacher computer,

telephone or VoIP phone, network printer and a spare porto 4 ports in another location in the room to provide teachers flexibility in

classroom arrangement.- A digital camera

Digital portfolio stations (one with a high capacity computer) available in both computer labs, allowing teachers and students to more readily expand their portfolios with one webcam per station

A tech area for parents to have access to student’s digital portfolios A multi-page auto feed scanner in both offices to aid with the uploading of student work

for their digital portfolios.

We were able to set-up two computer labs through two different opportunities: the Youth Policy Institute has made our school one of their Community Computer Centers and through the Prop 39 process, we were able to secure enough new computers to create the lab on the upper grade campus. Both of these opportunities enabled our school to receive new computers at no cost to the school.

SoftwareNHCS has a variety of software applications. With recent site license purchases, we are fully compliant with our software license agreements.

Operating System SoftwareCurrently, we have Microsoft Windows 2007 and we have MAC operating system.In the past, we had computers with various operating systems.

Virus Protection SoftwareCurrently, we have Symantec Norton Internet Security and Symantec’s Norton Antivirus.

Administrative SoftwareWe use and have standardized on Microsoft Office 2007 for all administrative tasks, and have purchased a site license from TechSoup.org.

We also have these productivity products: Adobe Premiere, Dreamweaver, Photoshop.

We use PowerSchool for our Student Information System.

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Electronic Learning ResourcesCurrently, we have a Digital Portfolio run by the Richer Picture™24 that includes video of students reading, student writing samples, and student reflections. The Digital Portfolio materials are stored by the Richer Picture with 24-hour monitoring.

NCHS owned several titles that are primarily used in the classrooms by students. These were held in a software library, where the CD was “checked out” for use by the teacher on an as need basis. NHCS titles included:

First Thousand Words Fizz & Martina's Math Adventures Groovy Music Jungle Groovy Music Shapes Kid Pix Math Missions: The Amazing Arcade Adventure Mavis Beacon Mercer Mayer's Just Grandma and me Mighty Math Zoo Zillions National Geographic - Mammals READING RAINBOW MUSIC SCHOOL HOUSE ROCK GRAMMAR ROCK SCHOOLHOUSE ROCK HOORAY CD THE AMAZON TRAIL SCIENCE & HISTORY Thinking Things BrainPop and BrainPop, Jr.

As of 2012, the school stopped using this kind of technology and moved to web-based programs and apps for everything other than the FASST Math CD’s.

Data systems After participating as a pilot site for DataDirector™ for two years, we are now paying

for on-going subscription so that we can analyze student progress. After receiving an Annual license for PowerSchool for free for three years, we now

include monies for on-going licensing fees in our budgets.

Future Plans that have Come to Fruition: The New Heights tech team continues to explore apps and web-based programs to

support learning. In 2014-15, the 4th grade team piloted a blended learning environment for math with

students working with a 1:1 ratio of desktops, laptops, and IPADS. New Heights works with Youth Policy Institute to teach an afterschool computer course

for students that includes computer repair.

24 http://www.richerpicture.com/digital_implementation.php - Requirements and Customization. The Richer Picture™ Digital Portfolio system is a web-based tool. To work with the portfolios, you will need: * Web browser (e.g., Internet Explorer, Netscape, Firefox) * Media player (e.g., RealPlayer, Windows Media Player, QuickTime) * Ability to upload data from student storage area or disk to server

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http://www.richerpicture.com/digital_implementation.php


Networking and Telecommunications InfrastructureTraditional TelephonyWe used to have the following:

4 POTS lines on the lower grade campus and 2 POT lines on the upper grade campus and 10 voicemail boxes,

1 fax line at each campus, 1 dedicated alarm at each campus Inter-school communication via telephone system, 2-way hand held radios, and cell

phones.

For future, NHCS had a future goal of exploring VoIP. As of 2012, New Heights now has:

VoIP service to connect the two campus.

Cell PhonesAs of 2010, New Heights teachers and administrative and yard staff use smart phones to communicate, send email messages, and send alert messages.

Internet AccessCurrently, we have…

Speed: Multiple bonded T1 lines Email: 100% of teachers and administrators have individual web-based email accounts

outsourced25 (also allows for use of Outlook). Students do not have email accounts Web Hosting is outsourced through Stablebyte, with templates to make it simple

For future, we will explore: We have met our future goals.

Local Area Network (LAN)Currently, we have…

SonicWall firewall security Multiple wireless access points

For future: We are going to be explore WAN.

Wide Area Network (WAN)

For future, we may expand to use WAN technologies to span the distance to the new locations. Exact specifications will be developed during the next year.

Technical SupportCurrently, we have…

A Technology Team, including our Director of Operations who spends 20% of her time supporting the school’s technology at the upper grade campus, a full-time Office

25 New Heights uses the erate process to bid for the best service/price.

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Assistant with technical background, who provides 20% technical support to the lower grade campus, and a teacher who has developed and maintains the school’s website.

When technical support is needed average time to fix the problem is dependent on the complexity of the issue. Most large problems are handled within a few days. Small problems are usually handled within a day.

Teachers who are familiar with particular curriculum integration strategies use them readily.

Professional development has focused on use of the digital portfolio. Our replacement policy for obsolete equipment has not been established since we opened

only 2 years ago. We expect to retire computers after about 5 years of use and have replaced computers as needed on a rolling basis.

Our backup routines are being handled through a maintenance contract with TechVerb through erate funding.

Automatic centralized data back-up on a daily basis Security logs and temporary files are analyzed and purged once a month and back-up on

the server will be done on a monthly basis. Standards for the Infrastructure and Networking Assets are reevaluated on a yearly basis. In 2014-15 New Heights hired a Technology Specialist full-time to support all

teachers/students.

Security and Safety IssuesOutlined in the following are additionally necessary Security and Safety Issues. Currently, we have:

An alarm system and security cameras Desktop security - Antivirus Data security - two administrative staff have external data back-up drives Virus protection - Symantec (see above) Network and server security - N/A Backups and disaster recovery - We have implemented network appliance to act as

centralized storage and back-up device for all teacher and admin computers Child Internet Protection Act - we have URL blocking capabilities in our Firewall The school’s Appropriate Use Policy was approved by the Board on October 24, 2008.

For future, we want to: Purchase a SonicWALL (or equivalent) Content Filtering Device and Service to filter

students from inappropriate sites. Centrally set user group policies. After the integration of the Windows server and server

based authentication, we will be able to do this. As we add grade levels and include Internet access into the curriculum, we will review

our Appropriate Use Policy.

Infrastructure RecapThe following infrastructure table documents our existing assets (grayed column). The table additionally summarizes target quantities of infrastructure assets needed over the next few years as discussed above. Detailed budget is provided only for the next E-Rate funding year.

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INFRASTRUCTURE 2011-2012 2012-13 2013 -2014 2014-2015Facilities 2 2 2 2Classrooms & Offices 18 20 21 22Students 330 355 375 435Teachers 15 16 17 19Admin Staff 5 5 6 6Total Users 350 376 398 459Students/Staff 16.5 16.9 16.3 16.6

Student Computers (in class) 40 44 48 52

Total Student Computers 100 105 110 115Admin Computers 7 7 8 8Teacher Computers 15 16 17 18Total Computers 122 128 135 141Printers (Networked) 10 11 12 13Printers (NOT Networked) 0 0 0 0Projectors 15 16 17 18Web Cameras 50 55 60 65Digital Cameras 4 8 10 14Video Cameras 2 3 4 5Radio/Tape/CD Players 10 11 13 14Flash Drives 20 22 24 26ELR Titles 35 35 35 35Audio center/classroom (with 8 headsets) 6 6 7 7Network access ports 100 105 110 115Servers (E-Rate eligible) 1 1 1 1Servers (NOT E-Rate eligible) 1 1 1 1Backup Devices 4 4 4 4UPS 2 2 2 2Firewalls 1 1 1 1Switches 3 + 3 3 3 3Routers 1 + 1 1 1 1WAPs 4 + 4 11 13 16

Other Digital Devices (e.g., faxes, scanners) 2 11 13 14

Tech support staff (FTE) 1 .5 .75 1Students/Computer 4.5 5 4.5 4.5Teachers/Computer 1 1 1 1Admin/Computer 1 1 1 1Users per Tech support FTEs 360 255 308 360Telephony / Internet Access

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INFRASTRUCTURE 2011-2012 2012-13 2013 -2014 2014-2015PBX 1 1 1 1Lines (Voice) 2 + 4 4 4 4Lines (Alarm) 1 + 1 2 2 2Voicemail boxes 4 15 15 15Cell phones for staff 35 0 0 19Circuits 1 + 1 1 2 2Circuit Speed/type26 3Mb 2-T1 1.5Mb T1 3Mb 2-T1 3Mb 2-T1

CIPA appliance & subscription service 1 1 1 1

The following benchmarks summarize infrastructure required for basic operations and to support the activities in the curricular and professional development goals of this plan.

Benchmarks:BenchMark

Implementation Plan Activities Timeline Monitoring/ Evaluation

Resp.Party

1 Voice Communications – Ensure reliable voice communications between classrooms, buildings, campuses, families, and the outside world, including, but not limited to:- Local and long distance telephone service for each

school including alarm, fax, 911- Telephone information and advanced voice mail system- Cell phone service- Paging- Conferencing services

Available each year on July 1

Surveys in January and May

“Satisfied” rating from survey of stakeholders regarding service

Technology Consultant

Operations Director

2 Data Communications – Ensure reliable high-speed data communications between classrooms, buildings, campuses, and the public Internet to facilitate access to digital communication, application services, and resources including, but not limited to:- World Wide Web- E-mail service- Web presence



“Satisfied” rating from survey of stakeholders regarding service


Operations Director

26 Lesser speeds might be acceptable, but must support video

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BenchMark


Resp.Party

3 Technology Safety – Ensure safe and efficient environment for stakeholders to use the Internet via implementation of:- Content filter that utilizes commonly accepted filtering- Gateway level scanning technology to limit spam and

viruses- E-mail system that eliminates spam and viruses



- “Satisfied” rating from survey of stakeholders regarding unsolicited email and viruses interfering with their work

- Stakeholders will rarely access inappropriate content, willingly or by mistake


Operations Director

4 Internal Connections – Ensure availability of connectivity components including, but not limited to:- Cabling to each classroom area to allow 1000 Mb/s

bandwidth to 6 workstations- Circuit cards / components for high-speed wide-area

network circuit(s) capable of 1000 Mb/s bandwidth and video to the desktop of each active user (~10Mb/s)

- Data distribution components for high-bandwidth (300 Mb/s) capable wireless technology to allow users to reliably work with client-server applications

- Data protection components for continued operation (firewall, proxy server, tape backup, VPN, UPS

- Interfaces, Gateways, Antennas- Servers- Software- Storage devices- Telephone components (e.g., PBX)- Video components



“Satisfied” rating from survey of stakeholders regarding network speed and availability

Director of Operations

5 Basic Maintenance of Internal Connections – Maintain infrastructure equipment for continued operation (e.g., repair and upkeep, basic technical support, configuration changes)



“Satisfied” rating from survey of stakeholders regarding performance and availability


6 Ensure availability of the technology infrastructure to support the specificCurriculum Component goals not otherwise addressed by benchmarks above.


“Satisfactory rating by teachersof technical support of school-wide equipment

Executive Director

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BenchMark


Resp.Party

7 Ensure availability of the technology infrastructure to support the specificProfessional Development goals not otherwise addressed by benchmarks above.


“Satisfactory rating by teachersof technical support of school-wide equipment.”

Executive Director

The following diagram includes our goals for the future of our system at both sites. This system is currently active at our lower grade campus only.

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ELEMENT 4Budget to acquire and support the non-discount elements of the plan

The plan must provide for a sufficient budget to acquire and support the non-discount elements of the plan: the hardware, software, professional development, and other services that will be needed to implement the strategy [EETT 6a, 6b]

Revenue sources to support technology include funding from the following sources: Revenue Limit Sources Other Federal Income Other State Income Other Income-Local General Purpose Block Grant (“ADA”) E-Rate Program Funding27

California Teleconnect Fund

New Heights’ total non-tech budget for 2011-12 recaps as follows. Projections for 2012-15 are below:

NEW HEIGHTSJul 11- Jun

12Jul 12 - Jun

13Jul 13 - Jun

14Jul 14 - Jun

15Enrollment 324 358 379 405TOTAL INCOME 2,930,045 2,933,422 3,145,951 3,280,298Total Expenses (before technology) 2,827,988 2,858,793 3,018,942 3,178,081

NET INCOME 102,057 74,629 127,009 102,217Income for tech 22,918 25,324 26,809 28,648

27 About 90% of NHCS students are eligible for free/reduced lunch, translating to about 90% E-Rate discount. All Families are asked to fill out an application for FRL during parent orientation, whether they will qualify or not. We do not send them home through the mail because so many of our parents claim they do not receive mail from the school even though the mail is not returned. The forms are tallied after received. Families are mailed a denial or acceptance letter.

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Our technology budgets moving forward for the course of this plan are targeted at approximately one percent (1%) of Total Income, adjusted for anticipated growth.

The following budget shows how NHCS has allocated funds to pay the non-discount share of the cost, including the acquisition of the necessary resources (computers, training, electricity, software, etc.) needed to make effective use of the discounted services. Since many of the computers have been donated and we have effectively received erate funding, our technology budget is minimal compared to our initial expenditures in the first three years of our technology plan.

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Budget ProjectionsE-Rate projects are shown as Expense (at 10%) due to the discount rate of 90%.

New Heights Current Tech Budget Plan

Jul 11- Jun 12

Jul 12 - Jun 13

Jul 13 - Jun 14

Jul 14 - Jun 15

Equipment

Printers/scanners 700

BrightView Display 900

Computers 2,000

Non-Instructional Consultants

Funds for Learning 5,417

5,525 5,636

5,748

TechVerb 2,500

2,550 2,601

2,653

Communications

Cell Phones 3,000

3,060 3,121

3,184

Network Maintenance 2,500

2,550 2,601

2,653

Connectivity to the Internet 839 839 839 839

OtherCable Wiring, Phone System Installation -2202 MLK

5,063

Miscellaneous Expenses 10,800 12,011

13,571

Total 22,918

25,324 26,809

28,648

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ELEMENT 5Evaluation process to monitor progress toward goals and make mid-course corrections

The plan must include an evaluation process that enables the school or library to monitor progress toward the specified goals and make mid-course corrections in response to new developments and opportunities as they arise [EETT 7a, 7b]

NHCS’ governance structure allows for optimum participation from all stakeholders and, therefore, recognizes that parents, community members and partners must participate as the school develops. NHCS has several in-place monitoring strategies for a variety of activities / functions:

Curriculum - success in achieving pupil outcomes is measured utilizing several methods, including but not limited to: strategies stated in Element 1, state mandated testing, API, bi-annual Reflection on School-wide Progress meetings, surveys. NHCS continues to examine and refine its list of student outcomes over time to reflect the school’s mission and any changes to state or local standards that support such mission. New Heights uses a standards-based report card, given twice a year. Both students and parents are aware of students’ progress during the course of the school year. The assessment system will include timely and appropriate feedback as an essential vehicle to support student learning.

Professional Development - New Heights is committed to a formalized, ongoing professional development program to support student achievement. Teachers and staff are engaged in continuous learning, which effectively models for students what it means to be a life-long learner. Success in achieving professional development outcomes for technology is measured utilizing several methods, though primarily via the strategies stated in Element 2.

Board of Directors - members have a legal and fiduciary responsibility for New Heights. The Board is responsible for providing fiscal accountability by approving and monitoring the budget. The Board also helps ensure effective organizational planning by approving long-range goals and annual objectives, monitoring the general policies such as health and safety, use and maintenance of facilities (for non-district sites), fundraising, and overseeing that school resources are managed effectively. The Board of Directors regularly reviews the fiscal integrity of New Heights to ensure that sound financial procedures are in place and are being followed. The Board contracts for the services of an independent and certified public accountant to conduct an annual financial audit. This includes an audit of the school's financial statements and attendance accounting records and practices, attendance and enrollment accounting practices, and internal controls.

Executive Director – reports directly to the Board of Directors. All management powers not specifically designated to the Board are delegated to the ED.

Stakeholders - New Heights models democratic practices to involve those who are directly affected by the school with an emphasis on students, teachers, and parents. Advisory Teams formed during the initial phase of New Heights include: Instructional Program, Business/Fundraising, Caring School Community, and Performance Assessment/Student Progress. The Advisory Teams have community leaders and academic partners as members, along with school staff, parents, and students. The committees provide sustained support for the school in its education program, community-building, and financial stability.

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Parents of New Heights’ students are actively involved in making decisions that directly affect the creation of a caring school community. Parents have the opportunity to serve on each of the schools’ four standing committees: 1) Instructional Program, 2) Business/Fundraising, 3) Caring School Community, and 4) Performance Assessment/Student Progress. Parents, in collaboration with the School Director and Board President, may also choose to create new committees based on needs. Parents are be critical members on the school’s Community-Building Committee (working with teachers, administrators, staff, and upper grade students) to offer leadership for the school wide component of Caring School Community. The responsibilities of this committee include a yearly needs assessment as well as the planning and assessment of school wide events.

NHCS will leverage these already existing strategies to additionally monitor progress of this technology plan. In particular, a technology plan progress section will be added to relevant school-wide assessment and monitoring systems. Further, the technology plan will be updated annually in concert with each year’s E-Rate planning. The Executive Director, or her designee, is responsible for:

Monitoring tech plan progress throughout the year via daily operations management Monitoring tech plan progress throughout the year via scheduled surveys of stakeholders

as described in Elements 1-3 Recommending necessary mid-course adjustments Contributing the technology plan section to the school-wide assessment, including

recapping the plan’s success versus the plan’s goals, identifying unexpected outcomes or benefits of having the technology plan in place

Updating the technology plan details annually.

More results from the Ed Tech Profile are included below:

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Computer Knowledge and Skills

1 General computer knowledge and skills (Includes 13 in calculation)2 Internet skills (Includes 13 in calculation)3 Email skills (Includes 13 in calculation)4 Word processing skills (Includes 13 in calculation)5 Presentation software skills (Includes 13 in calculation)6 Spreadsheet software skills (Includes 13 in calculation)7 Database software skills (Includes 13 in calculation)

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CCTC Program Standard 9: Using Technology in the Classroom

1Standard 9a (Includes 13 in calculation) Each candidate considers the content to be taught and selects appropriate technological resources to support, manage, and enhance student learning in relation to prior experiences and level of academic accomplishment.

2Standard 9b (Includes 13 in calculation) Each candidate analyzes best practices and research findings on the use of technology and designs lessons accordingly.

3Standard 9d (Includes 13 in calculation) Each candidate uses computer applications to manage records and to communicate through printed media.

4Standard 9e (Includes 13 in calculation) Each candidate interacts with others using e-mail and is familiar with a variety of computer-based collaborative.

5

Standard 9f (Includes 13 in calculation) Each candidate examines a variety of current educational technologies and uses established selection criteria to evaluate materials, for example, multimedia, Internet resources, telecommunications, computer-assisted instruction, and productivity and presentation tools. (See California State guidelines and evaluations.)

6Standard 9g (Includes 13 in calculation) Each candidate chooses software for its relevance, effectiveness, alignment with content standards, and value added to student learning.

7Standard 9h (Includes 13 in calculation) Each candidate demonstrates competence in the use of electronic research tools and the ability to assess the authenticity, reliability, and bias of the data gathered.

8Standard 9i (Includes 13 in calculation) Each candidate demonstrates knowledge of copyright issues and of privacy, security, safety issues and Acceptable Use Policies.

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CCTC Program Standard 16: Using Technology to Support Student Learning

1 Standard 16a (Includes 13 in calculation) Each participating teacher communicates through a variety of electronic media.

2Standard 16b (Includes 13 in calculation) Each participating teacher interacts and communicates with other professionals through a variety of methods, including the use of computer-based collaborative tools to support technology enhanced curriculum.

3Standard 16c (Includes 13 in calculation) Each participating teacher uses technological resources available inside the classroom or in library media centers, computer labs, local and county facilities, and other locations to create technology enhanced lessons aligned with the adopted curriculum.

4Standard 16d (Includes 13 in calculation) Each participating teacher designs, adapts, and uses lessons which address the students' needs to develop information literacy and problem solving skills as tools for lifelong learning.

5

Standard 16e (Includes 13 in calculation) Each participating teacher uses technology in lessons to increase students' ability to plan, locate, evaluate, select, and use information to solve problems and draw conclusions. He/she creates or makes use of learning environments that promote effective use of technology aligned with the curriculum inside the classroom, in library media centers or in computer labs.

6Standard 16f (Includes 13 in calculation) Each participating teacher uses computer applications to manipulate and analyze data as a tool for assessing student learning and for providing feedback to students and their parents.

7

Standard 16g (Includes 13 in calculation) Each participating teacher demonstrates competence in evaluating the authenticity, reliability and bias of the data gathered, determines outcomes, and evaluates the success or effectiveness of the process used. He/she frequently monitors and reflects upon the results of using technology in instruction and adapts lessons accordingly.

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