Technology Plan Evaluation Update

Jillian C/ Mandy F. Melinda Walsh Frit 8132 April 18, 2012

Narrative Atlanta Heights is a charter school that is operated by an educational management company, National Heritage Academies. Atlanta Heights was opened August 2010 so its technology plan is relatively recent but will be updated in 2013. A good portion of the money to fund the technology at the school comes from a general fund but also comes private sources as well. The Library Technology Specialist (LTS), along with the schools administration, will carry out the primary duties of providing access to grade level appropriate technology to all students, facilitating professional development of staff on current technology and education best practices with technology, and empowering students, families and the community to utilize technology to help challenge each child to achieve his or her fullest potential. Teachers, the LTS, and administrators actively follow this technology plan. Teachers regularly infuse technology throughout the curriculum. Additionally teachers use technology to assess, plan lessons, input daily attendance, grades, etc. The LTS infuses technology into the media center instruction as well as administering the benchmark tests (NWEA) three times a year. The administration uses technology to track student discipline, analyzing student data, evaluating teachers, professional development, and communicating with stakeholders. Although Atlanta Heights does closely follow the technology plan, they could still do more training on how to use equipment. Strengths and Weaknesses Strengths The goals of this technology plan were clear, attainable, and measurable. Goals such as incorporating technology weekly, incorporating technology into administrative feedback,

teaching parents and teachers how use software in the classroom and at home all give a specific and measurable way to improve the technology mission of the school. Technology is addressed in the action plan and includes multiple strategies, incentives, and resources. The school provides online and E-Learning modules for staff professional development, which includes various topics including classroom management, effective teaching practices, English language learner instruction, tutoring, and formative assessment. Atlanta Heights has the ability to hold video conferences, stream videos, and use web based instruction in classrooms. There is a complete section in the appendixes that states the types of hardware used in the school, the amount of technology, etc. The technology found in the building, the number found, and their statuses are all found there. There is also a section in the beginning of the paper that states how the school is doing as a whole integrating the different technologies into the classroom. The explanation given is a clear assessment of how the school is doing overall with their technology. An evaluation process and instrument are described in detail and comprehended throughout nature. Assessment is made timely and is connected to objectives. The school conducts evaluations of technology needs. The EMO encourages regular surveys given to staff and parents to assess various components of the school, including the technology usage. This survey is web-based and every parent must assess. The staff also has a web-based survey that has a technology assessment component to it. The information found is provided to improvement team, board members, school staff, parents, and community stakeholders. The school forms School-Improvement Teams that meet three times a year to assess how the school is doing and to make any improvements on their goals/mission.

Weaknesses One of the goals that have not been attained thus far is the iPads for the administration for the assessment for the teachers. Administrators do not have a portable device to be able to access their information, such as the evaluations for the teachers, testing information, etc. Teachers could benefit from training or resources on how to incorporate more technology into the curriculum other than the use of BrightLink projectors, SMARTboards, Activotes (there are only four in the building), and traditional programs like PowerPoint and MS Word. The budget is addressed in the technology plan but actual figures are not given. The school needs to find resources outside of the EMO to fund technology. Changes While the current technology plan is comprehensive and adequate for the opening of the school, there are changes that need to be made. The instructional use of technology needs to incorporate more hands-on experiences with technology for students rather than having teachers just use the BrightLink projector and the ELMO. Students need to know how to use technology especially in this day and age. Furthermore, students can be assessed through different project based learning through the use of technology. iPads have yet to be purchased for school leadership to quickly and efficiently analyze and provide feedback on classroom practices. While this is not a major problem because feedback is given as a hard copy, administrators could use the data collected on their iPad to more efficiently keep track of teachers feedback and coaching and their growth. Allot money in the budget for purchase of classroom computers. Currently the school has 30 thin clients for the computer lab and 30 lap top computers on the mobile cart. The LTS

conducts class in the computer lab regularly so there is only an hour or two-hour period for teachers to use the computer lab during the day. The mobile cart is for the whole school to use so teachers are only allowed to check out a certain number of computers for a certain number of days. There are no computers in any of the classrooms except for the one teacher computer. Students would benefit from being able to have access to a computer on a regular basis. It would also encourage differentiating instruction and the integration of technology into the curriculum. Technology evaluation results detailing the technology needs are not disseminated as regularly as they should be. In the year, the LTS has been at the school, she has not received any data. This data would be particularly helpful to the LTS who is in charge of administering technology-based assessments, instructing students, providing professional development, and using that data to determine the need for more technology. The technology plan states that three times a year in the fall, winter, and spring teachers, paraprofessionals and staff, administrators, parents and other relevant personnel will meet to complete the School Improvement Plan (SIP). This committee should include the LTS but thus far has not been included in any meetings nor is she aware of any such meetings. If there are not such meetings taking place, there should be and all of the mentioned staff members should be included to define goals and strategies to help meet state standards, as well as providing relevant professional development for staff. Professional development should include training on different pieces of technology to incorporate into the curriculum rather than just training on how to use equipment. This would help meet state standards; make our students more technology savvy, as well as differentiating instruction.

Improvements If the changes are made as outlined above, AHCS will have a better technology plan that will meet the needs of the current student population. Teachers will be trained not only be able to use the equipment in the classrooms but also how to integrate technology into their curriculum. Students will become more technology savvy, have access to computers in the classroom that they can use on a more regular basis, and have their instruction differentiated. Administrators will be able to access teacher evaluations and feedback at a touch of a fingertip and track teacher growth more effectively with the purchase of iPads. With the technology plan evaluation information shared with the LTS and other staff members, technology purchases can be made where there is a need. In addition, with the committee meetings to create the school improvement plans, the school can determine what goals and strategies need to be met to best educate our students based on the states standards and what technology needs to be in place to make that happen.

National Heritage Academies

April 18, 2012June 30, 2015

Melissa Jones Clarke, Superintendent

Mission Atlanta Heights Charter Schools (Atlanta Heights or School) stated mission is to offer the families of the Atlanta area a K-8 school that has a challenging academic program and a culture with core values of integrity, academic excellence, and accountability, where each and every student is given the opportunity for success in high school, college, and beyond. As a part of this mission, a primary purpose of Atlanta Heights is to ensure that technology is integrated into daily educational practice to accelerate student achievement. Atlanta Heights has identified a Library Technology Specialist (LTS) who, along with the Schools Leadership, will carry out the primary duties of providing access to grade level appropriate technology to all students, facilitating professional development of staff on current technology and education best practices with technology, and empowering students, families, and the community to utilize technology to help challenge each child to achieve his or her fullest potential. Atlanta Heights believes that student learning is an adult responsibility and a part of that responsibility requires the School to provide instruction in using the technology necessary to be successful in the 21st century. The School will provide technology in each classroom and will provide computers for parents in the designated Parent Room to ensure that technology is accessible for all Atlanta Heights stakeholders. Vision Atlanta Heights vision is to improve teaching and learning through technology. The school integrates technology into teaching and learning to ensure all students are proficient in English Language Arts (ELA) and Mathematics by 2013-2014.

All Students will be technologically literate by 8th grade. o Atlanta Heights follows a curriculum scope and sequence for technology use and skill development, which focuses on implementing technology resources to ensure that all students develop the computer skills to be technologically literate by the time they leave the 8th grade.

The School is equipped with a Library Media Center that meets technology requirements for a 21st century state-of-the-art facility.

Students in grades K-8 will be able to perform the following at a grade appropriate level. Students will: Integrate critical thinking, problem solving, and decision making through the use of technology. Use technology for communication and collaboration with peers, educators, and in professional settings. Understand and utilize technology operations and concepts. Be assessed using technology to evaluate progress and note areas for growth. Understand social, ethical, legal, and human issues related to the use of technology in the 21st century.

Teachers will be able to utilize 21st century technology to enhance teaching and learning at Atlanta Heights. Teachers will: Facilitate and inspire student learning and creativity through the use of technology. Design and develop digital-age learning experiences and assessments.

Model digital-age learning. Promote and model digital citizenship and responsibility. Engage in professional growth and leadership.

Goals and Objectives Goal: Strategies Provide training for all teachers on integration of Epson BrightLink Projectors and ELMOs with classroom instruction. Increase the instructional use of technology by providing professional development on utilizing available technology in the classroom. Evaluation Funding Source Person Benchmark Method (Amount) Responsible Instructional staff Classroom General Funds LTS utilizes Epson observations (No additional Principal BrightLink projectors by Principal cost) Deans and ELMO document and/or Dean; cameras at least two (2) quality of times per week in learning regular classroom experience as instruction. reflected by parent feedback and satisfaction survey. In AtSchool, all teachers Weekly General Funds LTS take daily attendance, review and (This training will Principal record student analysis by be part of the pre- Deans discipline, and input Deans of data opening Registrar grades at the end of entered in professional instructional units. AtSchool by development) teachers. Increase the administrative use of technology by providing School Leadership with resources to complete on the spot teacher evaluations. Evaluation Funding Source Person Benchmark Method (Amount) Responsible Principal and Deans Weekly AnticipatedPrincipal utilize iPads to provide feedback and Walton Family Deans weekly feedback to coaching by Foundation grant teachers on student Deans during ($ 3,050) progress and coach One-on-One adjustments to meetings with instructional practices. teachers. Increase parent/community use of technology by providing professional development and trainings on how to utilize AtSchool and other parent

Provide training for all teachers on using AtSchool to track student records and academic progress.

Goal: Strategies Purchase iPads for School Leadership to quickly and efficiently analyze and provide feedback on classroom practices. Goal:

resources. Strategies Conduct at least two (2) AtSchool training sessions with parents and community members during the school year. Evaluation Funding Source Person Method (Amount) Responsible At least 70 percent of Analysis of General Funds Principal parents will utilize AtSchool (No additional Registrar AtSchool by the end of usage by amount) Teachers the 2010-11 school Principal and year. Registrar; survey and discussion with parents at two (2) Parent Teacher Conferences held throughout the year. Increase system readiness by evaluating successes and areas for improvement throughout the school year to ensure connectivity and resources are consistently available for all stakeholders. Evaluation Funding Source Person Benchmark Method (Amount) Responsible At least 90 percent of Survey General Funds Principal staff and conducted at (No additional Deans parents/community each amount) members report checkpoint utilization of AtSchool session; without constraints by ongoing the end of the 2010-11 feedback school year. through regular communicatio n with staff and parents/comm unity members. Benchmark

Goal: Strategies Provide three (3) several checkpoint sessions throughout the year for students, staff, and parents/community members to share reflections on AtSchool.

Integration At least three times per year in the Fall, Winter, and Spring, a cross-functional team of teachers, paraprofessionals and staff, administrators, parents, and other relevant personnel will meet to

complete the School Improvement Plan (SIP). Individuals who will participate in this intrasystem collaboration include: Technology Department System-level Staff Curriculum Staff Media Staff /Library Technology Specialist Title I Staff Special Education Staff ESOL Personnel

Following No Child Left Behind legislative guidance, the planning process will include the development of a comprehensive needs assessment based upon student academic performance, behavioral and demographic data with other information. Using this information, the team will define goals and strategies, including strategies for technology integration that will enable students to meet state standards. The Principal will work closely with the schools technology facilitator and with the administrators, teachers and parents who are involved in the schools strategic planning initiatives to coordinate the integration and evaluation of technology initiatives. The coordination and evaluation strategy will be reviewed throughout the year and changes will be made, as necessary, to strengthen professional development programs. Additionally, in developing the technology plan, team members will create academic performance measures based upon Federal and State guidelines for computer literacy and use of technology.

When available, the school will apply for grants to supplement its existing technology. Finally, E-rate funding applications are filed annually for the express purpose of seeking the most affordable access to telecommunications services. Communication & Marketing Atlanta Heights will actively share progress, disseminate evaluation results, encourage broad stakeholder involvement, and market the role of technology in helping students achieve. As a new school, Atlanta Heights has not yet shared strategies but will collect and analyze data in order to do to and to encourage increased involvement.

Strategies to: Atlanta Heights will share progress with stakeholders in Share progress multiple methods, including meetings, newsletters, email, phone, and personal communication. As Atlanta Heights conducts evaluations of technology needs, the information will be presented to the School Improvement Disseminate evaluation results Team, Board members, School staff, and parents/community stakeholders. The School will encourage stakeholders to become involved in by inviting parents/community members to meetings and Encourage broad stakeholder welcoming questions and suggestions on how to improve the involvement technology resources available to staff, students, and community members. Market the role of technology to Atlanta Heights will ensure that all technology purchased is help students achieve the aligned to the rigorous GPSs and enables students of multiple Georgia Performance Standards learning styles the opportunity to achieve in innovative ways (GPS) the GPS. The School will disseminate information in multiple manners, including, but not limited to: School website Email School Reach automated calls School/classroom newsletters Parent Meetings/Events

Funding Alternatives

While majority of our funding will come from Title I funds and National Heritage Academies (EMO), we will also rely on an ongoing small source of funds for our school is donations from parents and community members. The media center hosts a book fair three times a year, funding from that may be allocated for technology. Grants will be applied for from the following sources (as well as other sources): Intel Schools of Distinction http://www.intel.com/about/corporateresponsibility/education/index.htm Verizon Foundation http://www.verizonfoundation.org/grants/guidelines/#Overview

School Pilot Projects/Educational Research One of the initiatives that Atlanta Heights is working towards is getting iPads for the students to use in the classroom. iPads can give students individualized instruction to cater to their individual needs. In a study done with pre-service teachers who introduced iPads to their classes during their student-teaching in North Carolina, it was found that even just using five iPads in a classroom of 20 was found to allow students to be more engaged with the material. The iPads were used in centers, small groups, and whole group activities. (Bennett). Atlanta Heights will look to begin purchasing iPads with money obtained from grants in the year 2013-2014. The iPads will have to be purchased slowly as the money becomes available. Each grade level will receive one iPad until the quota is reached. Another initiative that Atlanta Heights is working towards is allowing the use of mobile technology in the classroom. In a study done in Mali, Africa, teachers used smart phones to access lessons in science, social studies, and math. In an area where technology is virtually unheard of, students found that using the smartphones made the content they were learning easier to understand. (Burns). Since Atlanta Heights is a charter school that serves lower-income

students, sometimes getting new technology for the students is out of the question. If the students were able to bring in whatever technology they have at home, or use what the teacher has, the students may be able to be more engaged with the lessons. Model Classroom Configurations Each teacher is currently located in a classroom containing a BrightLink projector and a desktop. All Brightlink projectors are mounted onto the wall. Teachers do not currently have computers in their classroom, but have access to a computer lab that currently has 30 computers in it and may check out laptops from the mobile cart, however there are only 30 available currently. Funding is the issue for students not currently having classroom computers, Special grants are being looked into to purchase computers for these classrooms. All of the offices, resource rooms, etc. have internet access via desktops or laptops. Facilities The following data source describes the status of hardware, network infrastructure and telecommunications at Atlanta Heights: WAN Infrastructure Atlanta Heights will receive many of its data services through its access to the WAN. The WAN connectivity will provide access both to system level resources and to the Internet. The school will have dual T1 circuits to connect securely to all sites in an MPLS hub and spoke topology. (see WAN diagram below)

WAN connectivity will be monitored and managed remotely by the NHA technology staff. LAN InfrastructureThe active networking hardware will operate at 100M bps in a completely switched environment; providing 100M bps access to each device on the network. The LAN will utilize TCP/IP exclusively. This component of the infrastructure is detailed below.

The LAN was designed and will be installed by NHAs technology staff. All LAN management will be handled through remote management tools by the NHA technical staff.

Type of Technology Wide Area Network Video, Voice, Data Network Remote Access Internet Servers Wireless Access Library Automation Phone System Uninterrupted Power Supply Type of Technology Computer Workstations

Current Status Infrastructure 3 x TI bonded (providing 4.6MB service) All sites cabled with cat5e network cable to provide wired connections in all rooms. All internal staff have Cisco VPN access from any internetconnected computer. 3 x TI bonded providing up to 4.6MB/S 1 domain controller, 1 terminal server Fully integrated 802.11x throughout the building Destiny Library Manager - Follett Software Company Cisco VoIP APC Smart UPS Current Status Computers, Peripherals, Printing, Software 22 x desktops, 5 x laptops, 40 x thin clients

Point of Sale (Lunch program) Library Search Peripherals Digital Printing Software

Horizon Fast Link Destiny Library Manager - Follett Software Company Scanners, MFP network printers, Epson BrightLight projectors, digital cameras, ELMO document imagers, etc. 3 x SP8200DN, 2 x MP6001, 1 x C820DN Microsoft Windows 7, Microsoft Office 2007, Microsoft ForeFront Security, Websense Web Filtering, Altiris Deployment Solutions, UltraVNC, ActivInspire, Accelerated Reader, AtSchool (in-house student reporting) LobbyGuard, HID Proximity Keycard Access, Security System (keypad, motion sensors, etc.) District website: http://www.heritageacademies.com School website: http://atlantaheights.heritageacademies.com/ Learn.com Video content is stored and distributed through Microsoft SharePoint and Learn.com.

Safety and Security Web Site Continuous Online Professional Development Management System Video Distribution

Maintenance/Support: The school has a person who is in charge of maintenance/support in the school. This person handles issues that arise in the school having to do with technology support and fixing any issues that arise. The school offers a help desk that allows teachers to put in issues they are having/support they need and the technology support specialist will come and handle the issue. If an issue arises that the Technology Support Specialist cannot handle, they can then put it in the Tech Support Helpdesk and they will receive systematic instructions on how to fix the problem. Software Agreements: As Atlanta Heights is a new institution, it does not subscribe to many types of software yet. The ones that are subscribed to are Brain Pop, Brain Pop Jr., Accelerated Reader, Study Island, Lexia Reading, and ABC Teach. For the 2011-2012 school year, Atlanta Heights spent 10% of

its annual budget on purchasing software. Teachers are also encouraged to find open source software on the internet for the students to use. Updates are also needed for Microsoft Word. When the iPads come in for the Administration, they will also need software for these such as iTunes, etc. Copyright/Acceptable Use Policy Policies and Procedures The information related to Policies and Procedures is adapted from the Acceptable Use Policy from the Atlanta Heights Parent/Student Handbook. Technology Use and Internet Safety Policy It is the policy of the Board to encourage responsible use of technology and to monitor online activities of minors. The Academy delegates to its educational service provider the development and implementation of technology use practices and procedures that promote the responsible and lawful use of technology to support and enhance student learning consistent with the Academys mission and educational goals. It is the policy of the Board to: (a) prevent users access to or transmission of inappropriate material via Internet, electronic mail, or other forms of direct electronic communications; (b) prevent unauthorized access and other unlawful online activity; (c) prevent unauthorized online disclosure, use, or dissemination of personal identification information of minors; and (d) comply with the Childrens Internet Protection Act. The Academy shall use technology protection measures to block or filter Internet access through its computers to inappropriate information. Specifically, the protections measures shall block visual depictions of material deemed obscene, child pornography, or, in the case of access by minors, material harmful to minors. The Academy will provide training to students on appropriate online behavior, interacting with others on social networking websites and chat rooms, and on cyber-bullying awareness and appropriate responses. National Heritage Academies (NHA) offers students access to a computer network for creativity, communication, research, and other tasks related to the NHA academic program. All use of computers, furnished or created data, software, and other technology resources as granted by NHA are the property of NHA and are intended for school business and educational use. Students are to use the computer network responsibly. The use of the network is a privilege, not a right, and may be revoked if abused. The user is personally responsible for his/her actions in accessing and using the NHA computer network and the schools technological resources.

References: No Child Left Behind Act of 2001 (20USC 6303 et. seq.) Enhancing Education Through Technology Act of 2001 (20 USC 6751, et. seq.) Childrens Internet Protection Act (47 USC 254 (h)) NATIONAL HERITAGE ACADEMIES TECHNOLOGY USE AND INTERNET SAFETY PRACTICES AND PROCEDURES

General Rules 1. Privacy: NHA reserves the right to monitor Internet traffic and to retrieve and review any data composed, sent, received, or stored using the NHA network or Internet connections, including e-mail. Users do not enjoy any expectation of privacy when using any NHA technology or transmissions originating within or around school property. 2. Bullying: The school prohibits cyber-bullying, an act involving the use of information and communication technologies, including but not limited to e-mail, text messages, blogs, instant messages, personal Web sites, on-line social directories and communities (e.g., Facebook, MySpace, Wikipedia, YouTube), video-positing sites, and online personal polling Web sites, to support deliberate or repeated hostile behavior, by an individual or group, that is intended to defame, harm, threaten, intimidate, or harass students, staff members, or the school during or outside school hours and on or off school premises. 3. Materials and Language: Use of or accessing profane, abusive, pornographic, obscene, and/or impolite materials or language is not permitted. Accidental access should be reported to the instructor immediately. Intentional circumvention of web filtering is prohibited. 4. Installing/Copying: Students are not to install or download any hardware, software, shareware, or freeware onto disks or network drives. Software installed by anyone other than the network administrator will be removed. Downloading of non-work related files is permitted only with an instructors permission. Students may not copy other peoples work or intrude into other peoples files. All copyright laws must be respected. Use of any other organizations network or technology resources via the NHA network requires the instructors permission and must comply with the rules appropriate for that network. 5. Access: Users may not access the computer network without proper authorization. Users are to use their own username and password when using a computer. Users must log off the computer when they are finished with their work and are not to log on to a computer for someone else or tell others their password. Students are to notify the instructor if someone else is thought to know his/her password. 6. Data Protection: Users must not attempt to damage or destroy equipment or files. Though efforts are made by NHA to ensure the safety and integrity of data, NHA makes no warranties of any kind, either expressed or implied, for the service it provides. NHA will not be responsible for any damage to data. 7. Storage: Users are to delete their files and materials they no longer need. 8. Printing Resources: Paper and toner are costly and excessive use is wasteful. Documents must be proofread before printing. Users are to print only the needed part(s) of documents. Students must obtain permission from an instructor before printing documents.

Internet Use The World Wide Web is a vast collection of resources readily available to any user on any computer connected to the Internet. NHA integrates the use of these resources into student instruction. Student Internet usage is permitted only in the presence and supervision of a teacher, the childs parent, or other designated adult school personnel. NHA is not responsible for the accuracy or quality of information obtained through the Internet of the NHA computer network. Some material accessible via the Internet contains illegal, defamatory, inaccurate, or potentially offensive language or images. While the school uses Internet resources to achieve educational goals, there is always a risk of students accessing other materials. However, we believe that the benefits of using technology outweigh the disadvantages. Teachers are trained in the appropriate use of technology with the students, but ultimately, parents of students are responsible for setting and conveying the expectations regarding the use of media and information sources at home and at school.

Childrens Internet Protection Act (CIPA) The Childrens Internet Protection Act (CIPA) is a federal law enacted by Congress to address concerns about access to the Internet and other information. Under CIPA, schools must certify that they have certain Internet safety measures in place. These include measures to block or filter pictures that (a) are obscene, (b) contain child pornography, or (c) when computers with Internet access are used by minors, are harmful to minors. Schools subject to CIPA must adopt a policy such as this to monitor online activities of minors and to address (a) access by minors to inappropriate matter on the Internet and World Wide Web, (b) the safety and security of minors when using electronic mail, chat rooms, and other forms of direct electronic communications, (c)

unauthorized access, including so-called hacking, and other unlawful activities by minors online, (d) unauthorized disclosure, use, and dissemination of personal information regarding minors, and (e) restricting minors access to harmful materials. NHA complies with CIPA by deploying a Web content filtering product called Websense, which categorizes Internet sites and sends updates to NHA site-based hardware. A process is in place for changing the categorization of Web sites. the following categorizations are currently in place: Obscenity and Pornography Filtering: Websense allows schools and libraries to manage Internet access to over 90 URL categories pertinent to CIPA. Accurate Web Filtering: Websense offers the best-of-breed filtering database. Filtering of Search Engine Images: Websense filters inappropriate images that can be found in search engine query results. Monitoring: Websense reporting tools Explorer, Reporter and Real-Time Analyzer offer many different ways to monitor and report online activities of minors. Policy Management: Websense allows customization of Internet policies, based on a user or group with the ability to set appropriate policies based on age or need.

Gifts and Disposal All technology that is unstable/has issues will first be transported to the Technology Support Specialist to see if it can be fixed or if any parts of the equipment are salvageable. If it is deemed that nothing is salvageable, the equipment will be sent to the junk yard. Whatever can be saved will be pieced together by an outside company and placed in the computer lab. Any gifts that are received will be first inventoried by the Technology Support Specialist. At this point, a team of representatives from the school, including but not limited to; administration, a representative from every grade level, and the technology support specialist will meet to decide where the gift will be going and how it will be used. Staff Development Atlanta Heights will provide scientifically and evidenced based professional development and rigorously evaluate new technology purchases for scientific and evidence based research to support their use. The Schools Library Technology Specialist and other trained staff and professionals will provide professional development.

a. Professional Development Atlanta Heights Professional Development offerings are focused on the integration of technology into teaching and learning, rather than on specific technological skill development alone. Staff development programs utilize the standards developed by the National Educational Technology Standards Project (NETS) and meet nationally established criteria for quality professional development. The Schools professional development also helps teachers understand and implement the state of Georgias Technology Standards.

The following describes Atlanta Heights intended professional development strategies that are planned and evaluated on an ongoing basis to ensure all school leadership and staff have access to resources, support, follow-up opportunities, self-directed learning, incentives, and authentic connections to actual work. Professional Funding Development Description Timeline Source Opportunity Staff will receive professional development on the schools curriculum, which is located online at Annually, Charter School Teacher Central, as well as AtSchool.com, the online New Teacher prior to Grant/General grade-book and student database system. Staff is Orientation schools start. Funds provided with information on technologies available to improve teaching and learning. Schoolwide technology training is provided by a consultant or the Library Technology Specialist Ongoing General Funds Staff meetings regarding the integration of technology to enhance teaching and learning. Technology training will be provided by the schools One-on-one or grade LTS regarding the integration of technology to Ongoing General Funds level meetings enhance teaching and learning. Further, the School will provide staff, particularly the schools Library Technology Specialist (LTS), with supplemental professional development designed to improve their understanding of technology applications and their capacity to integrate technology effectively into the schools academic program. Professional development is valued as an essential component of the school day and the school will implement an innovative schedule that provides all grade level teachers with extended common planning and work time daily to receive this professional development. This will provide substantial opportunities for collaboration with professional development consultants/mentors. Professional development is also provided through online video, computer based modules for professional development, and collaboration applications for interactive information sharing. Collectively, these professional development offerings will prepare teachers to actively engage students in learning and target their instructional practices to facilitate student achievement of the Georgia Performance Standards.

References Bennett, K. (2011). Less than a class set. International Society for Technology Education, 39(4) 22-25.

Burns, M., Montavo, M., & Rhodes, R. (2010). Lessons from the global south.International Society of Technology in Education, 37(6), 16-19.

W.H. Keister Elementary School Technology Plan. Retrieved from http://web.harrisonburg.k12.va.us/kes/tech_plan.pdf