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Feather River Bulletin
Quincy, California
February 22, 2017     Feather River Bulletin
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February 22, 2017

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Feather River Bulletin Wednesday, Feb. 22, 2017 5A Executive Director Taletha Washburn addresses the Plumas Charter School advisory board Feb. 3 at a special meeting. To the right of Washburn is Stephen Hill, president of the school's advisory board. Photo by Steve Wathen :er see Steve Wathen Staff Writer Plumas Charter School is attempting to become more autonomous from the Plumas Unified School District. At a special meeting called for Feb. 3, the administration also discussed its application to leave the Plumas Unified School District Special Education Plan Area and join the E1 Dorado County Charter SELPA. Most of the meeting took place in closed session. Having its own building Executive Director Taletha Washburn said that the charter school needs long-term stability as to where it holds its classes. The board gave Washburn the legal authority to negotiate on behalf of the board in the purchase of the Trilogy building, located off Mill Creek Road in East Quincy, for its learning center in Quincy. The board also approved a letter of intent to purchase the Trilogy property. Finally, the board approved a project management services contract with Shirah Builders of Chico. Shirah Builders will help the school through the process of obtaining the building, including: applying for a U.S. Department of Agriculture loan to purchase the Trilogy ..... building, negotiating the purchase of the building and supervising changes made to the building before it is occupied. ! The contract is for a maximum amount of $60,000 for two years. : David Shirah helped the Marysville Charter Academy go through its own process of obtaining funding from USDA and building its new school. ' Marysville Charter Academy ~taff told Plumas Charter School administrators that David Shirah was indispensable in their getting through the process successfully. Washburn told the board that Zoning joining the E1 Dorado Charter The Trilogy building is SELPA will leave the charter currently zoned "Light school with more money, as Commercial." The school is Plumas County SELPA seeking to have the zoning currently takes 40 percent of changed so that its learning the schools special education center can be permanently funds. located there. Washburn also said that On Feb. 16, The Plumas belonging to the E1 Dorado County Planning Commission Charter SELPA would provide was scheduled to discuss more training opportunities for recommending to the Board of the school. Supervisors that it amend the Washburn told the board, Plumas County Code to allow "This is an exciting opportunity schools in light industrial to be more autonomous and zones, allows us to link into a larger number of resources." E1 Dorado Charter SELPA Washburn hopes to contract In 1977, all school districts with the Plumas County SELPA were mandated to form a for occupational therapy, special education local plan physical therapy, school nurse area to provide for educational and school psychologist needs of special education services once it has left the children residing within a Plumas County SELPA. plan's boundaries. Plumas Charter School The E1 Dorado Charter applied to become a part of the SELPA has hundreds of schools E1 Dorado Charter SELPA two located throughout California. years ago, but was not accepted. Richard K, Stockton, CLU ChFC, Agent, Lic# #0B68653 65 W. Main Street, Quincy, CA 95971 Bus: 530-283-0565 0.10%APY* 12-monthCD 2.30%APY* 60-monthCD It's a beautiful thing, Let me help you choose an t !'~ ~ FDIC-insured Certificate of Deposit from State Farm Bank andwatch your money grow. Bank with a good neighbor~. CALL ME TODAY FOR MORE INFORMATION. Postcard campaign underway Plumas Action Network meets for the second time Feb. 12. This time the new countywide organization focused on sending postcards to Congressman Doug LaMalfa to share their concerns. Constituents are pressuring their representatives across the country to hold town hall meetings. From left: Christina Bonnano (postcard party organizer), Kyle Merriam (leader of the local Indivisibles chapter), and Keri O'Reilly and Amber Hughes (co-organizers for Plumas Action Network), at the Postcard Party. They were joined by about 30 others in writing postcards that day. Photo submitted A weekly highlight of the programs of Plumas Unified School District and supported by the County Office of Education Technology Transforming Teaching & Learning in the Classroom Individualized and personalized learning is being redefined in PUSD classrooms through the roll out of 1:1 computing technology. Through the roll-out of individual student laptops this year, learning is being transformed into an interactive, personalized, and engaging 21st-century platform that increases the possibilities for both students and teachers. As Carol Bernard stated, "One of the roles of educators in the 21st Century is to teach students the skills that will help them be competitive in an ever increasing technological world." With so many different learning styles in one classroom, Carol Bernard commented that "1:1 technology has allowed students to show their creativity and learning in ways that aren't just using the standard pen and paper." Students have an option to work at whatever pace suits them best, allowing for teachers to more easily work with a range of abilities in the classroom. Work can easily be reviewed, saved, and revisited, allowing some students to move ahead, while others continue to review as necessary. The 2016/2017 school year is the beginning of the roll out process targeting freshman in the district, 3rd grade at C. Roy Carmichael & Quincy Elementary, 1st & 2nd at Indian Valley Elementary, and 5th & 6th at Chester Elementary. Currently, we have 329 devices rolled out. Studies suggest that 1:1 technology increases the flexibility of teaching and learning, allows for customization, enhanced " student motivation, morale, performance, efficacy, and effectiveness. It also greatly improves and supports collaborative learning and effective communication in the classroom. Assignments can be exchanged electronically allowing for an easier exchange of information among students and teachers. PUSD teachers have noted that the turn in rate for homework has improved with the use of google docs, which removes the possibility for lost or misplaced paper assignments. Mrs. Groh shared that in her classroom 1:1 technology has allowed her to "become more of a facilitator at times rather than just a talking head at the front of the classroom." Additionally, new tasks become possible that previously were not feasible through the digital interface. For example, students now have the option to explore and learn coding and digital design. Currently, just some of the online programs and apps being utilized include Accelerated Reader, STAR Math assessments, SeeSaw, Design, Google Docs, Spelling City, Hour of Code, Digital Portfolios, Prototype Creation, and Houghton Mifflin assessments/platforms. The Substitution Augmentation Modification Redefinition (SAMR) Model offers a method to track and measure the outcomes and success of computer technology in the classroom. Substitution is the lowest level of technology integration, while redefinition is where we aspire to reach. At the substitution level, technology acts as a direct tool substitute for activities already done in class, with no functional improvement. One example is typing on the computer, printing out the assignment, and handing it in, where all the computer did was substitute for hand-written work. Moving up to the augmentation level technology also acts as a direct substitution tool, but it has functional improvement. For example, students can now take a quiz online using a Google Form instead of using pencil and paper, which can improve the efficiency and ease of the assignment for both student and teacher. However, at this level technology is still only acting as a direct substitute, whereas when we move up to the modification level technology begins to allow for significant task redesign. This could include using technology to create audio or visual compilations, presentations, and reports. At the redefinition level, technology begins allowing for the creation of new tasks, previously inconceivable. For example, a student can take a piece of writing, create a blog post, embed a video and share it collaboratively with other students across the country or around the world. Currently, students are learning coding in the classroom, which before the roll out on this scale was not possible. Furthermore, as the third graders at multiple sites learn coding they are now teamed up with first graders, through the little buddies program, to teach computer coding to the younger students! This is an excellent example of 1:1 technology redefining the possibilities in the classroom. Overall teachers are seeing overwhelmingly Positive results, with most students showing a strong aptitude to learn, collaborate, and problem solve using the new technology. Teachers have shared that it has been an exciting process to see students use the different programs and tools to take initiative of their own learning. Moving forward, in the 17-18 school year PUSD will double the current implementation by adding two additional classrooms per school, with the aim that all students have a device during the 18-19 school year. PUSD's goal is to have all school facilities be 21st Century teaching and learning environments to redefine and transform teaching and learning in the classroom. For more information about PUSD, follow us on Facebook -- Plumas Unified School District or our district webpage at www.pcoe,, us