Digital
Grant
Narrative 2000
This document took 18 months to prepare and involved every campus
in the district and all par...
1
C. Digital Grant Narrative
1. Strategic goals, objectives, and benchmarks
a. Students -- current proficiency levels
Curr...
2
(2) Describe current academic achievement scores
 BHS had the lowest student dropout rate in Solano County once again. ...
3
Note: Pages 3-6 are intentionally blank to keep the page numbering consistent from 1
through 25. Page 3-6 content is our...
4
L:Documents filesDocuments!all elseMENTORSHIPdhsdhsformsdhs99-27.1-filled.docb. Staff --
Current Proficiency
Current pro...
5
until all freshmen have attended. The first day will introduce our campus network, lab rules, copyright
and fair use rul...
6
sounds, video clips, and pull a project together across the Internet. The finished products will be shared
with classmat...
7
training students at BHS can take classes to prepare for A+ hardware certification and MOUS
(Microsoft Office Users) cer...
8
Science currently uses the following courseware: Virtual Pig Dissection, The Human Body, and
Supplements for Starr and T...
9
two years of successfully meeting benchmarks, classes should be proficient enough to implement these
devices successfull...
10
(f) Explain how technology integration is consistent with the curriculum master plan and the state
academic content sta...
11
integration more than application -- building technology lesson plans for immediate use. Teachers
have the option to ac...
12
Create a resource portal Web page of the accumulated
bookmarks and upload it to the Internet
Create a master portal tha...
13
Our April 2002 training (moved up from May to meet deadline for expending all DHS funds by April
deadline) will be focu...
14
May 2003 training will be dedicated to working on any areas of the DHS program that need additional
attention. Our Satu...
15
b. Methods and tools used to monitor teacher and student activities mentioned in the program
The Faculty Technology Sup...
16
The Technology Presentation Fair elements:
 Each May, beginning in 2001, the campus will host a Technology Presentatio...
17
Classroom:
Student use
New: 32 existing computers will be moved out of the
business lab and placed in classrooms to cre...
18
changes are planned for the LHS network.
c. Describe the software and other electronic resources, and the selection pro...
19
5. Partnerships Optional Form 27.2
Type of
Partner
Role in development of the DHS Plan Role in supporting the project
P...
20
funding, research resource,
and guest speakers.
Contract., primarily through CompuCom Systems
C
O
M
M
U
N
I
T
Y
G
R
O
U...
21
District' s Role in Sustaining the Project Following the Completion of the Technology
Installation Grant
Type of Suppor...
22
be hired. Large equipment procurements and master scheduling will be handled by the principal and
the district technolo...
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Bhsdhs Goals Objectives Benchmarks year 2000

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Bhsdhs Goals Objectives Benchmarks year 2000

  1. 1. Digital Grant Narrative 2000 This document took 18 months to prepare and involved every campus in the district and all parent and merchant organizations
  2. 2. 1 C. Digital Grant Narrative 1. Strategic goals, objectives, and benchmarks a. Students -- current proficiency levels Current technical proficiency is based on our Annual January Student Technology Survey (70-questions to 500 BHS students, nearly 1/3rd of student body, plus all 80 Liberty Continuation High School). Both sites combined and separately scored 40-percent proficiency with overall computer software, hardware, Internet use. This 40-percent present skill level is our primary baseline for all DHS student objectives and benchmarks. (An objective element will be added in January 2001 to further validate results.) Our intent is to double proficiency to 80-percent in three years. The charts below highlight some of the more interesting survey results. They represent BHS/LHS combined, unless results revealed marked differences; then the results are identified by school. The charts are to be read vertically. 24% scored semi-proficient in overall computer skills, and 64% consider themselves good with computers for their current needs; 36% claimed little to no proficiency in overall computer skills (=60-percent of students are less than proficient) 67% attempt to troubleshoot errors themselves rather than call on someone with more experience; 75% like using computers, but only 98% of students use computers; 44% enjoy classes more when technology is used; of that number, 45% use computers daily; 63% of boys enjoyed classes that use technology, and only 36% BHS feel that, currently, technology has importance in benefiting grades;  30% of girls enjoy classes that use technology. 54% LHS feel that, currently, technology has importance in benefiting grades  40% claim proficiency with MS Office; 36% use the computer lab in their personal time; 40% claim to be proficient on an additional list of 18 other titles; 62% BHS have used computers in language arts; 38% LHS have used computers in language arts. 62% BHS said they would rather build a web page than write an essay; 47% BHS have used computers in science; 20% LHS have used computers in science 71% LHS said they would rather build a web page than write an essay. 33% have used computers in social science/history classes; 17% have a personal web site. 9% have used computers in math AT HOME: 83% BHS have one or more parents who use computers at work; 67% BHS have Internet access at home; 59% LHS have one or more parents who use computers at work 73% LHS have Internet access at home. 97% BHS have a computer in the home; 61% BHS have personal email; 80% LHS have a computer in the home. 41% LHS have personal email. 30% BHS of those without computers marked cost as the primary reason; 75% BHS use Microsoft Office at home; 40% LHS of those without computers marked cost as the primary reason 50% LHS use Microsoft Office at home.
  3. 3. 2 (2) Describe current academic achievement scores  BHS had the lowest student dropout rate in Solano County once again. Statistics show BHS with a 0.1-percent rating compared to Solano County’s 1.7-percent and the state average of 2.9- percent. LHS student body transfer/dropout rate is 48-percent  Our 1999 API is 759, ranked statewide as 9; Our DHS 3-year goal is 765; we are working to ensure that all subgroups increase as well.  Our Golden State Exam Golden Seal Recipients grew from 16 in 1998 to 51 in 1999. We have increased the number of Golden State tests administered from 8 to 12 tests between 1997 and 1999. Also, BHS had 44-percent of students scoring School Recognition, Honors, or High Honors in 1999. (LHS does not do GSE or SAT testing)  Our BHS and LHS 1999 STAR and SAT percentile results are as follows: STAR 99 Total Reading Total Math Language Science Social Science grade 9 10 11 9 10 11 9 10 11 9 10 11 9 10 11 Benicia High 61 55 58 72 64 68 71 58 65 60 65 63 57 55 74 Liberty High n/a 31 31 n/a 27 35 n/a 36 30 n/a 36 42 n/a 36 36 Solano County 39 33 37 50 44 48 50 38 44 46 45 46 43 39 56 State 34 32 36 51 45 48 48 38 45 44 45 45 43 38 55 SAT DATA Verbal Math BHS CA NAT BHS CA NAT 1995-96 519 490 505 542 511 508 1996-97 513 496 505 548 514 511 1997-98 525 497 505 556 516 512 1998-99 529 497 505 542 514 511 The Benicia Board of Education would like BHS to continue to test more seniors on the SAT each year. Our hope is to increase both verbally and mathematically approximately 2-percent per year. This will pose a great challenge because we want to increase the numbers that test, as well. In spring 1999, 142 Advance Placement tests were taken by BHS students in US history, computer science, English language, English literature, calculus AB & BC, Spanish and French. In 2000, that number jumped to 331. The percentage of students who scored a 3 or higher on each test ranged from 40-percent in US history, 58-percent in calculus BC, 82-percent in calculus AB, 70-percent in English, and 100-percent in Spanish and computer science. (3) Student goals, objectives, benchmarks for three years Three-year goals, objectives, and benchmarks for BHS/LHS students were devised after examining survey results, exam scores, state rankings, Expected Schoolwide Learning Results (ESLRs), parent and merchant conferences, and pending infrastructure improvements as new technical equipment is installed.
  4. 4. 3 Note: Pages 3-6 are intentionally blank to keep the page numbering consistent from 1 through 25. Page 3-6 content is our Goals, Objectives, and Benchmarks, from file DHS00-27.1-gob.rtf which is in Landscape Mode and could not be embedded into a Portrait Mode document. Link to DHS00-27.1-gob.rtf Additional note: All other Optional Forms have been embedded into the narrative, and therefore the individual files for those forms have not been included in this diskette.
  5. 5. 4 L:Documents filesDocuments!all elseMENTORSHIPdhsdhsformsdhs99-27.1-filled.docb. Staff -- Current Proficiency Current proficiency for staff revealed that roughly 35-percent considered themselves proficient with computers and technology, based on our now Annual Teacher Technology Survey, a 42-question survey given each January to the entire faculty (currently 93 members at BHS and 5 members at LHS). Our intent is to double proficiency to 70-percent in three years. The chart below represents BHS/LHS current proficiency levels. Teacher Technology Survey Results January 2000 34% Rate themselves as proficient at computer software, hardware, Internet use 16% Use word-processing and Internet research directly with students 41% Use Internet for their lesson-plan research 3% Teach specific computer skills 43% Use computers for grades and lesson plans 1% Teach desktop publishing 64% See lack of relevant software is an obstacle 1% Publish classroom web pages 53% See lack of time is an obstacle 1%  Require a multimedia presentation 50% Are unsure how to proceed; they want models 1%  Give teacher-designed multimedia presentations in class 50% See shortage of training is an obstacle 1% Use classroom computers to network with other schools 17% Feel technology does not interest them 1% Use computers to help students collaborate as groups Faculty's strongest technical areas Faculty's weakest technical areas 61%  proficient in word processing 5% proficient in database 48% proficient in VCR basics 8% proficient in troubleshooting 46% proficient in email usage 9% proficient in creating web pages 42% proficient in computer basics 10% proficient in desktop publishing (2) Faculty Goals, Objectives, and Benchmarks for three years Three-year goals, objectives, and benchmarks for teachers were devised after examining survey results; Focus on Learning expectations during our 2001-2002 review; student goals, objectives, and benchmarks; conferences with parents and merchants; and pending infrastructure improvements as new technical equipment is installed. (Refer to Optional Form DHS00-27.1 on pages 5 & 6 for faculty goals, objectives, benchmarks.) 2. Project Plan a. Program for students (1) Computer knowledge and skills: (a) How will students learn direct, specific technology skills? Our initial focus each year will be on freshmen and seniors. We want freshmen to start off on the right foot, and we want to help seniors as much as possible before they graduate. The seniors of 2001 and 2002 will not reap the benefits of a fully realized Benicia Digital High School, so we intend to give them special attention. Our efforts will be centered around the language arts department because it is the only department that sees all students all four years. By focusing on English classes we are assured to reach all students by our third year. Each school year will begin with a Freshman Technology Orientation Week hosted in our general- purpose lab and taught by technology-trained faculty. English classes will be rotated in, five each week
  6. 6. 5 until all freshmen have attended. The first day will introduce our campus network, lab rules, copyright and fair use rules, student storage and use privileges. The remainder of the training will use core freshman academic content -- Greek Mythology -- to train students on Internet and CD research, manipulation of data using various applications -- Word, PowerPoint, Publisher, and Excel, using email to collaborate with peers on group projects, and presentation techniques for sharing information with classes. Students will end the orientation with an objective exam to measure their technical proficiencies, and a finished project. From here teachers may elect to continue working on their Greek Mythology unit or move on. Either way, students will be required to share their projects with classmates using their classroom computer/television display. As a side benefit, English teachers will learn the same skills as their students. At Liberty High School, because of its small size and high turn-over rate, the orientation training will be provided to all grades through their English classes. To accommodate for the different ages and abilities of LHS students, the content will not be Greek Mythology, but rather individualized topics. As follow-up reinforcement, BHS freshmen will be enrolled in a new semester-long business- department program called Introduction to Computers. Course curriculum focuses on advanced word- processing, creating spreadsheets, presentations, and publications. The business department is offering three additional new technology classes for sophomores, juniors, and seniors beginning 2000-2001: Advanced Graphic Journalism: using desktop publishing and HTML editors, students will design advertisements and web pages and link with the local community. Computer Information Systems: using Excel, PowerPoint, Outlook, Access, Advanced Word, students will learn how to cut, paste, link, embed, convert, and translate files. Advanced Computer Information Systems; using a focused test- preparation format, the ACIS class trains for the Microsoft Office Users (MOUS) Exam using advanced Word, Excel, Access, HTML, and desktop publishing. Senior training workshops will begin upon completion of the freshman orientation. Senior English classes at BHS will attend multi-day computer- lab workshops focused on core computer skills and techniques for creating extended projects using presentation, desktop publishing, and Web design software. A two-year-old ROP program called Language of Computers, which trains students as hardware technicians and prepares them for the A+ Certification exam, has received from the East Bay Community Foundation funding totaling $28,000 to build an advanced Computer Repair Training Center. The money is being used to purchase computers, diagnostic hardware and software, A+ Certification training software, voltage meters, network diagnostic tools, and an array of textbooks -- Upgrading and Repairing PCs, Software Training Manuals, A+ Certification Textbooks. Students from this class provide on-site tech support for BHS, plus travel to provide support to all schools in BUSD. The Senior Portfolio will be a voluntary project until our 2000-2001 freshmen become seniors; then it will be required. It will include digital assignments spanning all four high school years. They must include documents created with at least five different software applications, a career search, and a resume (See Section 3. b. pg 18 for Portfolio details). A Technology Guideline Handbook (See Section 3. b. pg 19 for Handbook details) that identifies Core and Advanced elements for each application will assist teachers in rating a student's technical accomplishments. (b) How will students use technical skills to enrich academic programs and improve class performance? With the inclusion of technology, new methods of collaboration are opened. Students can share the multitasking environment without having to gather physically. From their individual homes and separate classrooms they can share email, a mutual web site and discussion board, transfer text, pictures,
  7. 7. 6 sounds, video clips, and pull a project together across the Internet. The finished products will be shared with classmates using the classroom television and the world using the Internet. The new level of teamwork and creativity will enrich the academic programs and improve class performance in writing, research, and presentation skills. We have site permission from the programmer to use Tester, a simple yet powerful and versatile computer testing program. With Tester and similar programs, students can take online quizzes and tests that offer immediate feedback in performance scores; this works better for students than waiting days for teachers to hand-grade certain work. Online testing also frees the teacher to spend more time on planning tomorrow's lessons than on grading yesterday's work. By practicing with online quizzes and tests, students will have the opportunity to improve their exam performance techniques. Online testing also assists absent students and students with certain disabilities. Email will allow students and parents more contact with teachers. Classroom web sites make it easy for absent students and curious parents to follow the year's activities. Students and teachers will design highly-specific topic portals to simplify the searching procedures for future classes, as is specified in our training plans. Thanks to the decision to wire public schools to the Internet, we have given students access to a virtually limitless supply of digital research material on any academic subject from any classroom any time it's needed. By having ubiquitous access to student file servers, networked CDs, and the Internet, and by having teachers well trained as technology integrators and guides, the potential for advanced learning through technology is tremendously strong. (ii) How will students use technical skills to improve their presentation skills? At BHS/LHS at least one computer in each classroom is connected to the Internet and the television. With the inclusion of PowerPoint and other presentation software into teachers' future lesson plans the number of public speaking assignments will increase greatly. The extra practice alone will help improve presentation skills. The creative excitement that comes with building a multimedia presentation will cause students to work harder and longer in preparation and rehearsal. The fear (for some it is terror) of talking in front of their classmates will be mollified by the dimmed lights, colorful visual content on the big screen, and well-placed stereo speakers providing backup support. Technology will make presentations fun and easy for more students. BHS also has a presentation mini-theater equipped with a big screen, LCD projector, computer, remote mouse, DVD player, Internet, and Surround-Sound stereo. Classes can reserve this theater for classroom presentations. With Digital Grant money we will buy digital video and still cameras, video capturing and editing tools, additional LCD projectors, laptops, scanners, color printers, and other peripheral equipment that will compliment the production quality of presentations. (iii) How will students use technology to prepare for careers? The BHS Career Center has a marvelous career-search program called Discover -- two gigabytes of regularly updated, multimedia, site-licensed, career information. At present our network is not powerful enough to carry Discover's bandwidth demands. Digital Grant money will strengthen our network infrastructure and allow us to access Discover from more computers on campus and extend it to LHS. LHS also has a career-search program called COIN that provides a vocational interest survey and uses the results to match the student to career clusters they can explore. A key element of the Senior Digital Portfolio is evidence of a career search -- visiting college, e-college, corporate, and job-search homepages to gather data -- and writing a digital resume. Our licensed software is the same software used by most businesses -- Microsoft, Adobe, Intuit, McAfee, plus Internet browsers Netscape and Internet Explorer. Learning network navigation is crucial for many career choices. For specific job
  8. 8. 7 training students at BHS can take classes to prepare for A+ hardware certification and MOUS (Microsoft Office Users) certification. (2) Improved academic achievement (a) What subject area or academic skills get first-year priority? Our annual focus will be on departmental subject areas to assure that we meet the objective of having 90-percent of departments integrate technology-based goals and projects into their curriculum. Our first year will focus on English and business. We begin with these two departments because they are our strongest in the use of technology, and English is the largest department, having all students all four years. We figure our first year will be hectic and difficult as we implement all these changes, and we need the strength and breadth of these two departments to assure a smooth start to the DHS program. The English department will host the freshman orientation each year, and needs to be involved from the start. By the end of year one, 90-percent of freshmen will have completed a project involving Greek Mythology. This project will be archived for possible inclusion in the Senior Digital Portfolio. Projects for English students will include PowerPoint presentations on author biographies, novel theme interpretation, historical era research to coincide with literature settings, poetry visualization, sentence combining, grammar, mechanics, and usage examples; digital yearbooks will incorporate multimedia by capturing events like Homecoming, Prom, Spirit Week, class field trips, and group-shots of friends by using digital cameras and video capture; desktop publishing will include historic era newspapers, poetry and literature interpretation, research and I-Search papers; word processing will be used for writing essays, reading logs, journals, college applications. Projects for Business students will include presentations on new invented products, mock companies, mock stock portfolios, and stock market dynamics; spreadsheets will be used to learn accounting, bookkeeping, budgeting, and for tracking stock portfolios; graphic journalism will include desktop publishing for designing advertisements, company logos, resumes, and Web pages for mock companies (this class will also maintain the school's Web site). Project and technical-proficiency grades will be collected from teachers by FTS members and analyzed against our DHS benchmarks during our monthly FTS/PTS meetings. (b) What subject area or academic skills get second-year priority? Again, we will focus on freshmen orientation and senior workshops in English classes, to ensure we reach every student. By the second year, the English teachers will have more technology training and can take a more active role in the orientation process and the senior project, thus freeing up the DHS Coordinators and FTS people to focus on other departments and the mentoring of new teachers. Departmentally, our focus will be on math and science. Our science department has been most successful at finding content-specific software and our math department has been most eager to locate content-specific software; We decided to pair them with the intent that one department can help the other. Math will implement the Carnegie Algebra Program, a stand-alone algebra program that will supplement its regular program. The program guides students through standards-based topics, adjusting the complexity of the task based on that student's previous success; its use will include LHS and summer school. The allure of the program is its flexibility to individualize. It can be used to remediate students not meeting current standards, strengthen and support the progress of the middle student, and challenge and extend the skills of the advanced student. The DHS focus will allow math teachers time to collaborate and integrate this new program, which will help BHS/LHS meet the new algebra requirements for graduating seniors.
  9. 9. 8 Science currently uses the following courseware: Virtual Pig Dissection, The Human Body, and Supplements for Starr and Taggart. Many science teachers have taken students through a technology- based project using the general-purpose lab. They have learned many tips, tricks, and pitfalls inherent in pioneering technology integration. The math department scored the lowest for technology integration in our annual student survey, at 9-percent. Science scored second highest at 47-percent, topped only by English at 62-percent and business at 100-percent. Our DHS focus will allow meeting opportunities between departments and release time for team-teaching. Science is considering the implementation of the Kodak Electrophoresis Documentation and Analysis system, and will be sampling the software during the first year. If they choose to include the Kodak program, they can implement it in unison with math's integration of the Carnegie program. Science teachers also wish to explore virtual-reality programs, interactive ecology, and the use of QuickTime and digital cameras. Again, project and technical-proficiency grades will be collected from teachers by the Faculty Technology Support committee and analyzed against our DHS benchmarks during our monthly FTS/PTS meetings. (c) What subject area or academic skills get third-year priority? Again, we will focus on freshmen orientation and senior workshops in English classes, to ensure we reach every student. By the third year, the English teachers should be able to run a portion of the orientation independently and instruct a senior project without much mentoring. The incoming freshmen should be more skilled because of the changes taking place in the lower grades. The DHS Coordinators will have additional time to focus on a greater number of departments and the mentoring of new teachers. Departmentally, our focus will be on all remaining departments: social science, art, music, foreign language, physical education, and special education. Social science classes presently use the Internet for historical research, including visits to the Library of Congress and candidate Websites. Certain teachers use Encarta, Eyes of the Nation, and National Geographic Atlas courseware. The department's digital implementation plan involves requiring students to increase the number of shared projects done in class. Students will collaborate on historical, political, and sociological research by creating desktop publications and PowerPoint presentations that can be shared with classmates. Teachers are interested in exploring courseware that will provide interactive mapping, history simulations, family planning, and online testing. The DHS focus will allow teachers the time to research, sample, and implement the selected courseware. Note that social science teachers will not have to wait until year three to request such support; year three will be the time when we examine the progress and success of their technical integration. (d) Explain the general approach to integrating technology into remaining subject areas in subsequent years -- physical education, art, music, drama All departments that have not received direct attention in the first two years will be in focus during year three. LHS will also have specific focus in year three. DHS money for the purchase of specific software, hardware, and training will expire by the end of year two, making us eligible for TSST support during year three. Therefore, the specific monetary needs for all departments will be addressed before year three. Art, drama, and music teachers wish to expand the use of digital cameras and digital video for recording and displaying performances, and for archiving and presenting sculpture, paintings, and ceramic projects. Art teachers want students to photograph their individual steps as they create. DHS money will purchase digital cameras, editing software, and two high-end workstations for processing video. During year three, with all the technical experience students and staff should have amassed after
  10. 10. 9 two years of successfully meeting benchmarks, classes should be proficient enough to implement these devices successfully. Training and team teaching will be provided wherever needed. Foreign Language teachers have expressed a need for a personalized mini-lab equipped with specialized courseware for interactive auditory language rehearsal. This lab will be created using the computers currently in our business lab, which will be upgraded with new computers using DHS money. The software can be purchased with Corral Grant money. Physical education classes will not spend too much time sitting at keyboards; however, they do have in place a research project of major league sports teams. Our P.E. teachers have expressed an interest in finding additional ways to use technology to measure health and fitness goals. Our DHS focus will assist P.E. teachers in creating or purchasing programs to meet their needs. Special education currently has a five-computer lab. It will be refurbished and augmented with computers and parts coming out of our upgraded business lab. Special education has alternative funding to purchase assistive devices when needed. Our DHS focus will give special education teachers time for exploring technology alternatives, attending workshops, and sharing with colleagues. Liberty High will have its own DHS Coordinator, Terry Abreu, who will work closely with the Benicia High DHS Coordinator, Steve Gibbs, and will parallel many of the activities. LHS teachers are expected to attend all the BHS training sessions in August, November, March, and May. Liberty intends to spend the majority of its DHS budget on training. The additional LHS training will be provided through release time to attend conferences and curriculum workshops to infuse technology into its 11th and 12th grade programs. (e) Explain how information literacy skills, including research and retrieval proficiencies, will be demonstrated and evaluated The key to enhancing students' information literacy skills is in creating clear campus-wide standards for technology-based projects. Each Internet and digital-research related project must begin with instructions to students on the definition of plagiarism and proper techniques for documenting sources. Students must also begin with a clear understanding of the difference between a traditional paper library -- where all the books have been filtered through publishers, proofreaders, and critics -- and the Internet where anyone can post a Web page and say anything they want, regardless of truth or objectivity. They must be trained in how to assess the validity of Websites by considering the source, and how to successfully use search engines to locate these sites. Students will be expected to retrieve a predetermined number of facts, examples, or details for a given project, to draw upon a set variety of resources for that information that could include the Internet, resource CDs, the paper library, interviews, email requests, or personal research, and to provide source documentation in the form of footnotes or bibliographies. Only projects that meet these criteria will be eligible for inclusion in the Senior Digital Portfolio. For example, one English teacher's project following the study of the Holocaust requires students to research and present to the class another atrocity in history by creating a PowerPoint presentation with an index of five different topics -- times and dates, description of the atrocity and the people involved, impact on the present, a personal reaction, and a bibliography and list of sources for further reading. Students' information literacy skills will be demonstrated by either submitting tangible projects to the teacher or presenting their research to the class using desktop publishing and presentation software. A Technology Guideline Handbook will be designed by the FTS in Fall Semester 2000 that will list standards, steps, goals and objectives for technology-based projects. It will list the features and capabilities of our licensed software applications and provide useful checklists to help teachers rate a student's technical proficiency in the design of their projects and their classroom presentation performances. The accuracy of the specific content will be assessed by the teacher.
  11. 11. 10 (f) Explain how technology integration is consistent with the curriculum master plan and the state academic content standards The year 2000-2001 we are scheduled for both Digital High School application review and WASC review, now called Focus on Learning. The FOL process expects us to be teaching toward our ESLRs (Expected Student Learning Results), adhering to state frameworks, and improving test scores. Because we have both an FOL team of teachers and a DHS team of teachers active at the same time, we have been able to collaborate frequently while mapping out the DHS program. The state frameworks are available to download in .PDF format. We have the necessary framework files and the California state content standards, have read through them and are using them as guidelines. For example, we are making sure to incorporate reading, writing, listening, speaking, and critical thinking skills into the project guidelines at all levels and all subjects. Because we are preparing for FOL the entire staff recently went through departmental all-day meetings with the district curriculum director to make sure our programs align with the state frameworks and content standards. Easily 100 hours were spent refreshing ourselves on state standards. Here is how we have matched the DHS plan to our ESLRs: Collaborative Learner -- students work across the Internet on one project, collaborating with email and file transfers; students present as groups to their peers; students maintain websites for classes, teachers, clubs, the school, themselves, where they share information and hyperlinks. Quality Producer -- project grades reflect the successful use of complex technology. Self-directed Learner -- students are free to seek out their own research material and organize presentations with their personal creative preferences Healthy Individual -- students interested in sociological, biological or environmental issues can stay well informed and better prepared to react to a changing world; students who can find immediate help for physical and psychological problems are better prepared to cope with emergencies. Effective Communicator -- regardless of the complexity of the technology involved, the student still must communicate his or her ideas clearly to be understood and appreciated. Complex Thinker -- learning how applications work and interact requires complex thinking. Responsible Citizen -- being able to communicate with public officials using email and Websites gives students a heightened sense of political awareness, power and responsibility. Beyond high school, students can stay in touch with friends as they relocate around the globe. This increases students' opportunities to learn about other cultures and to travel. Having the world at their fingertips through the Internet and email will give them a more tolerant view and increased understanding of cultural diversity. b. Program for staff (1) Describe activities that accomplish the goals, objectives, and benchmarks for staff (a) For year 1: How will teachers learn direct, specific technology skills? In overview: We will offer four annual Teacher Training Workshops, two in the fall, two in the spring, for a total of 88 hours the first year. The first, third, and fourth workshops are open to all faculty members and will last 16 hours each -- two hours after school Monday through Friday and six hours on Saturday. Beginning with year two, the first training session will take place in August -- five six-hour days, for 102 total hours. We have also budgeted $31,000 from our EBCF endowment for more teachers to attend technology conferences throughout the next three years. Each year, the second workshop, in November, will be special. Recently, Steve Gibbs, our DHS Coordinator, was selected to be an Intel “Teach to the Future” Master Teacher. During the summer of 2000 Steve attended a 70-hour technology workshop series provided by Intel and Microsoft where he learned techniques for bringing technology into the classroom. His mission is to teach a 40-hour program to 20 teachers each year for three years. The focus of Intel Teach to the Future is on
  12. 12. 11 integration more than application -- building technology lesson plans for immediate use. Teachers have the option to accept non-teacher pay rate (approx $13 an hour) for up to 40 hours of training per year, or they can take the training for professional growth credits for credential renewal. Payment during the third year will depend on the final distribution of the TSST Grant. Intel Teach to the Future teachers will also receive a copy of Office and Encarta 2000, and the chance to earn university credits from Cal Poly. Our first annual Teacher Training Workshop will run from October 2- 7 (Monday to Saturday) 2000. The content of our first DHS training session will consist of the following: The goals, objectives, and benchmarks of the DHS Grant, planned activities over the next three years, details of the pending Senior Digital Portfolio project How teachers and departments can apply for Maverick and Corral Grant funding (Refer to 4. c. for detailed description). How to use the campus network and email; how to maintain files and personal computers How to manipulate Internet research data through PowerPoint, Publisher, Word, and Excel; how to make a Web page The project process -- Internet plagiarism, information literacy -- research, retrieval skills, Website validation, copyright, fair use policies How to use their classroom equipment computer/TV/Internet (ii) How will teachers learn to teach students direct, specific technical skills? Our November 2000 teacher training will focus around the Intel Teach to the Future program. A summary of the program is as follows: Learn copyright, fair use policies, footnoting techniques, source citing, MLA formats  Learn to train students on Internet browsers, search engines, PowerPoint, Word, Publisher, Web Publisher, file management  Create a mock assignment and analyze the steps required in teaching it; create a unit outline for teaching students; regularly share with others your successes and concerns  Demonstrate how to collaborate with email, ftp, online discussion boards and file attachments; share techniques for teaching students to use similar collaborative skills that will allow them to work on group projects; locate powerful resource Web sites  Manage students in a computer lab setting; learn techniques for sharing student presentations in the one-computer classroom; transport of files Design rubrics, align projects with State Standards, State Frameworks, DHS Benchmarks. Archive teachers' finished projects on www.eduniverse.com a lesson-plan repository sponsored by Intel. (iii) How will teachers use technology to help students improve their academic skills? Our March 2001 training will be will focus on how to help students improve their academic skills through technology. Training agenda is as follows: Introduce the May Technology Presentation Festival; view outstanding student presentations Dedicate Saturday for departmental collaboration in the morning. The objectives will be for departments to research and sample courseware, and to brainstorm ways they can incorporate technology into their departmental curriculum. In the afternoon, in general session, we will review the results of the annual student and teacher technology surveys, update ourselves on our progress toward first-year benchmarks, on Maverick and Corral Grant spending and remaining funds Continuation training on desktop publishing for personal and classroom use Create a mock publication and analyze the steps required in teaching it; create a unit outline for teaching students. Showing students how to turn a desktop publishing document into a Web page Our May 2001 training will also focus on how to help students improve their academic skills through technology. Teachers will continue their March training by doing the following: Continue training on how to get and maintain Web space; how to create and upload a basic Web page; how to walk students through the process Do extensive Internet research to discover new sources of information, then bookmark links to academic resource sites, other teachers and schools, sites that reveal test scores for other cities, counties, states, and other relevant sites.
  13. 13. 12 Create a resource portal Web page of the accumulated bookmarks and upload it to the Internet Create a master portal that links to all the teachers' resource portals Analyze the steps necessary to train students on how to make their own personalized portals; gather 25 favorite Web sites, make an HTML portal using Word, upload it using FTP Develop lesson plans that involve students accessing the portals, visiting the linked sites, and studying the content, thus expanding their knowledge of the subject matter as well as expanding their pool of resources (b) For year 2: How will teachers learn direct, specific technical skills? In August 2001, we will offer three paid training days followed by two days of unpaid extended practice. Professional growth hours will be credited for the entire week. Monday and Tuesday will provide general training sessions. Wednesday will be for departments to get together to share and develop technology strategies, and to write up technology-based goals and projects to be included in their departmental curriculum. Those goals and projects will address at least three ESLRS and be consistent with at least one state framework goal. During general sessions teachers will learn to do the following: Create computerized exams using Tester, a multiple-choice and true/false test program, and how to modify exams to meet the individual needs of students Use the Thinkwave grading program and how to post grades online Use Office programs advanced features: forms, tables, frames, charts, hyperlinks, object linking and embedding Conduct an online student survey, and how to instruct students in creating an online survey, by using the forms provided free at the Website www.flashbase.com Use a scanner, a digital camera and an LCD projector Receive an update on Maverick and Corral Grant spending and remaining funds (ii) How will teachers learn to teach students direct, specific technical skills? Our November 2000 teacher training will focus around the Intel Teach to the Future program. A (repeat) summary of the program is as follows: Learn copyright, fair use policies, footnoting techniques, source citing, MLA formats  Learn to train students on Internet browsers, search engines, PowerPoint, Word, Publisher, Web Publisher, file management  Create a mock assignment and analyze the steps required in teaching it; create a unit outline for teaching students; regularly share with others your successes and concerns  Demonstrate how to collaborate with email, ftp, online discussion boards and file attachments; share techniques for teaching students to use similar collaborative skills that will allow them to work on group projects; locate powerful resource Web sites  Manage students in a computer lab setting; learn techniques for sharing student presentations in the one-computer classroom; transport of files Design rubrics, align projects with State Standards, State Frameworks, DHS Benchmarks. Archive teachers' finished projects on www.eduniverse.com a lesson-plan repository sponsored by Intel. (iii) How will teachers learn to use technology to help students improve their academic skills? Our March 2002 training will focus on how to help students improve their academic skills through technology. Training agenda is as follows: Introduce the May Technology Presentation Festival; view outstanding student presentations Dedicate Saturday morning to departmental collaboration, and Saturday afternoon to a roundtable discussion on the following:  The results of the January teacher and student surveys  Progress toward our DHS objectives and benchmarks  Spending any remaining DHS funds left in the Maverick and Corral grant program  Fill out and submit the DHS00-30 End of Grant Expenditure Report that has an April 2002 deadline Integrate the advanced features of PowerPoint, Internet Explorer, Netscape into classroom projects that will improve academic skills. Explore browser plug-ins like Real Player and Acrobat Reader, draw on more file types, and show how to post PowerPoint presentations to the Internet. Better prepare students for creating projects worthy of being included in their Senior Digital Portfolio
  14. 14. 13 Our April 2002 training (moved up from May to meet deadline for expending all DHS funds by April deadline) will be focused on how to help students improve their academic skills. Training agenda is as follows: Focus on those skills still showing weakness according to January's Annual Teacher and Student Technology Survey Dedicate Saturday to reviewing the impact technology has had on academic skills and test scores:  Review our progress to date; review our test scores over the course of the grant  Within departments, share and discuss resources collected and purchased that have improved academic skills and scores  Between departments, share and discuss resources that could be useful in other fields  Review online sites that offer mock exams and simulations of standardized tests  Review local, state, and national data regarding the latest trends and successes with technology in education Continuation training on how to use digital cameras and graphic editing software; create a mock project that integrates the use of photo, video, and graphic manipulation and scanning. Design a unit plan that aligns with Standards, Frameworks, and Benchmarks; set rubrics (b) For year 3: How will teachers learn direct, specific technology skills? In August 2002 we will again host a week of training just before the opening of school. The first three days of training will be funded by funds raised by PTS and district support as we await TSST support approval. The final two days are voluntary for continued practice. Professional growth hours can be earned for the entire week. The agenda is as follows: Monday: We will provide a variety of workshops taught by a variety of instructors on topics identified of interest, refresher courses, and areas highlighted as weaknesses based on DHS progress. Wednesday: Departmental meetings with the finalized writing of technology-based, ESLR-related, state-framework- aligned goals and projects into departmental curriculum, closing with a general session that updates the staff on how we are progressing toward our goals and three-year objectives, and provides a full explanation of TSST Grant funding. Tuesday: Building the Senior Digital Portfolio – Review what it is, its requirements, how to guide students through its completion, how to evaluate proficiency, and how to work across the curriculum with other departments to assure the Portfolio is representative of all classes; ask teachers to voluntarily include the Digital Portfolio or portions of it into this year's lesson plans Thursday and Friday: Extended training one-on-one and by department on whatever skills are still in greatest need of additional training; specific focus on how well Liberty efforts are progressing and integrating with BHS efforts (ii) How will teachers learn to teach students direct, specific technology skills? November 2002 training will be focused on: Senior Digital Portfolio update, review, reinforcement, progress Advanced Web page design -- create a unit outline for training students on creating advanced Web pages, primarily focus on how to upload portions of the Digital Portfolio, such as the resume Advanced Web page design for teacher use (iii) How will teachers learn to use technology to help students improve the their academic skills? March 2003 training subject matter is difficult to determine at this time. Many things will change between now and then, especially technology. We will see new hardware, new software, and new educational standards. The training agenda is as follows: Introduce the May Technology Presentation Fair; view outstanding student presentations Dedicate Saturday morning to departmental collaboration, which will consist of training on courseware, new technology curriculum standards, and whatever the departments deem necessary. The afternoon general session will review the survey results, update faculty on progress, and identify needs and weaknesses Senior Digital Portfolio update, review, reinforcement, progress Refresher training on applications requested by teachers; advanced Web page design; create a mock project that requires Web page design; refresh on copyright and fair use policies
  15. 15. 14 May 2003 training will be dedicated to working on any areas of the DHS program that need additional attention. Our Saturday session will inform faculty of how well we met all our goals, objectives, and benchmarks. (2) Describe the plan to support new staff The DHS Coordinators and members of the FTS will meet personally with all new teachers from BHS/LHS for four hours, either after school or during prep or release time. A technical skill survey and quiz will be administered. The campus network will be explained. The goals and objectives of the Digital High School grant will be shared and discussed. Specific needs, mentoring, tutoring will be addressed. A Technology Guidelines Handbook will be designed for all teachers (See Section 3. b. for details). New teachers will go through the handbook together with the DHS Coordinators. (3) How and when will technology be used to help individualize learning Research projects across all grades and curriculum will allow for greater individualized learning due to greater access to information. Desktop publishing, multimedia mixing, and presentation software will expand the variety of product mediums for individualized learning. Students will gather more information, process the context more deeply through the manipulation of the medium, and express what they've learned to a broader audience in more creative ways. BHS/LHS teachers will be trained in new ways to incorporate variety and individuality into technology-based projects. They will be shown how to find new ideas for assignments by accessing collaborative lesson-plan sharing services, such as Intel's Teach to the Future, which has over 2000 tech-based lesson plans ready for free download. Students with disabilities that affect their writing skills -- dyslexia, spelling disorders, motor impairment -- will take our required Writing Competency Exam using computers with spell and grammar checking. We have a library computer lab with a tutor where teachers can send individual students for personalized training. Email will allow students and teachers more one-to-one contact for individual instruction. (4) Describe how and when in the three-year plan teachers will use technology to assess academic achievement and computer knowledge Online tests can be easily modified and made easier, harder, longer, or shorter. With the help of Tester, our computerized testing program, it becomes easy to modify exams for different skill levels. Several teachers currently give their final exams in the computer lab using Tester. Other websites offer Java- based exams on various topics, including preparation for many standardized tests. Teachers will be shown how to use these sites. As additional quality testing programs are discovered, they will be added to BHS/LHS training. The progress results of our DHS program, including API, SAT, GSE scores will be posted on our BHSDHS Homepage. Students in Language of Computers currently take their final A+ Mock Exam on computers. For students studying Office2000 in Advanced Computer Information Systems there is an online mock MOUS exam free for downloading. The Carnegie Algebra Program will assess academic achievement, and the final review and grading of the Senior Digital Portfolio will prove computer knowledge. Over 40-percent of teachers currently do computerized grading. That number will increase greatly with increased training. 3. Local Evaluation and Program Monitoring (Refer to Optional Form 27.1 on pages 3-6 for responses to Section 3. a.: Methods and tools used to monitor progress toward goals)
  16. 16. 15 b. Methods and tools used to monitor teacher and student activities mentioned in the program The Faculty Technology Support committee (FTS), which includes a teacher from every department and a Liberty High representative, will orchestrate all the data gathering, compilation, and evaluation. Activity accomplishments will be tracked by department representatives and compiled for overall evaluation toward meeting goals, objectives, and benchmarks. A Project Log will be created and published online that will list all teachers who are doing digital projects. The details of the projects and contact information will be included. Teachers will checkmark all applications used in each project. This will aid in collaboration as well as monitoring our project benchmarks. Teachers will report separately, at the close of each semester, on class scores for digital projects. The scores will include academic achievement levels and measured proficiency ratings for software applications. These ratings will be determined using the Technology Guidelines described below. The Project Log will be updated and monitored by select members of the FTS, supervised by Annette Fewins, lab technician. Once a month, the Parent Technology Support committee (PTS), which includes local merchants, school board members, and our district superintendent, will meet with the Faculty Technology Support committee (FTS) to monitor activity accomplishment and discuss progress issues. Their objectivity and expertise is a critical element in our progress. Each May we will hold a Grand Review Meeting where we will examine the entire DHS progress -- test scores, benchmarks, project logs, curriculum. A BHSDHS Homepage exists where the community is kept up to date on Digital High grant writing activities and accomplishments. In addition to having a BHSDHS Portal that links to crucial information sites like API and SAT scores, state frameworks, Focus on Learning, survey results, the campus Website, and others, we also have a moderated discussion board where residents can offer feedback. Our Homepage address is http://go.to/bhsdhs. We encourage you to visit this site outside the scope of critiquing this application if you are curious to see our baseline survey results for BHS teachers and students or any other information. Beginning in the year 2003-2004, when our Class of 2001 freshmen becomes seniors, the Senior Digital Portfolio will become a BHS requirement. Listed are the portfolio elements:  A collection of past projects and documents assessed as proficient in the use of a minimum of five applications from three different departments. Approved applications include the following: Word, PowerPoint, Publisher, Web Publisher, PageMaker, Excel, Flash, Dreamweaver, FrontPage, and any departmentally approved courseware (copies of group projects are acceptable and encouraged).  Resume and evidence of a career and/or college search  The finished product must be compiled on a Zip disk or CD in a navigable design and file structure so viewers can easily find data cross-referenced three ways: by subject, application, and grade  Teachers will set content standards; guidelines describing how to measure application proficiency will be provided by the FTS committee in the Technology Guidelines Handbook  The Portfolio can be assigned by several classroom teachers and a grade given in each of those classes; this project will be a true cross-curriculum effort. (Note: this portfolio will become a BHS requirement; LHS will modify this project to accommodate the more transient nature of its student body. LHS will require fewer portfolio elements over the course of a student's stay at Liberty, and not necessarily require a compiled portfolio for all students; LHS students who return to BHS for their senior year will be required to do the Senior Portfolio.)
  17. 17. 16 The Technology Presentation Fair elements:  Each May, beginning in 2001, the campus will host a Technology Presentation Fair, organized by the school journalism staff and members of the Language of Computers hardware-repair class, and presented on a week-day evening  Students will display their best work before an audience of peers, parents, and judges in competition for prizes provided by local merchants  Competition will be divided by categories based on the application(s) used  Projects will be reviewed for submission by teachers based on a qualitative standard A Technology Guideline Handbook will be designed by the FTS in Fall Semester 2000 that will list the standards and steps of a basic technology project; the features, capabilities, and options of our licensed software applications; useful checklists to help teachers rate a student's technical proficiency in the design of their projects and their classroom presentation performances; a network and lab map; lists of available equipment; DHS goals, objectives, and benchmarks; and student Internet contract. The 70 questions on January's Annual Student Survey and the 42 questions on the Annual Teacher Survey will address the accomplishment of a variety of activities across the curriculum and the achieved skill level of those accomplishments. The objective element of the annual surveys, and the objective exams given at the end of teacher training sessions and freshman orientation sessions will assist in monitoring comprehension and proficiency. 4. Technology Resources (infrastructure, hardware, software) a. Summarize the new hardware, how it ties to existing equipment and supports the program Our primary hardware concerns include the rebuilding of our infrastructure – additional student and teacher file and proxy servers and data storage to reduce congestion and increase network reliability. We will also refurbish an existing lab with new computers and build another general-purpose lab. We will purchase LCDs, cameras, scanners with remaining money. LHS will not purchase any hardware with their portion of DHS money. LHS presently has an adequate number of computers, printers, and scanners. LHS will receive additional existing equipment from the results of BHS upgrades. Technology Resources Optional Form 27.5 Location New & Existing Equipment How it will support the program for students and staff Classroom: Exclusive use by teachers New: No change. Teacher/student login privileges allow us to share virtually all classroom computers with students. New student and teacher file servers will provide roaming profiles campus-wide that are not currently available. Existing: Only our four specialized full-class labs have a teacher-only computer; in all other classrooms, teachers share their computer with students. Other Areas: Exclusive use by teachers New: No change Additional teacher-only computers are not in our DHS plan either inside or outside the classroom Existing: Certain teachers have offices -- shop, band, special education, physical education, math. Ten computers and ten printers are used by teachers only in those offices Other Areas: Exclusive to Staff & Admin- istration New: No change Additional staff/administrator-only computers are not in our DHS planExisting: Principals, secretaries, counselors, kitchen staff have a total of 21 computers and 18 printers in their offices and work areas
  18. 18. 17 Classroom: Student use New: 32 existing computers will be moved out of the business lab and placed in classrooms to create mini- labs when new business-lab computers are purchased The new computers we purchase with DHS money for our labs will free up existing computers to be used in classroom settings as mini-labsExisting: every classroom as at least one multimedia computer connected to the Internet. Some classes have more. We have 89 classrooms and 115 classroom computers total presently Labs: Student use New: 32 computers and one server with software will be purchased to replace one existing lab; 32 computers with software, plus server, printer, scanner will be purchased to create an additional general-purpose lab, raising our lab computer total from 187 to 219 The lab we are updating has three different generations of computers with different speeds and capabilities; the purchase of new computers for this lab will improve consistency and capability of the overall lab environment; the addition of a second general-purpose lab will allow more teachers and students to do technology projects Existing: As mentioned above, the 32 older lab computers will be moved to LHS/BHS classrooms to create mini-labs Shared Areas: Student use New: No change Our library will expand its number of computers through the help of a different grant during the Fall Semester, 2000. Those computers are included in the inventory as the purchase is confirmed. The new, improved library will allow for more individualized learning by drop-in students and visiting classes Existing: 32 library computers and shared printer Periph- erals New: 5 digital cameras, 2 digital video cameras, 50 printers, 25 graphing calculators, 7 LCD projectors The expanded access to peripherals will increase students' ability to do complex multimedia projects. The cameras and projectors will be held in the library for check- out; the calculators go to math department; the 50 printers go to 50 classrooms without printers Existing: 13 scanners, 3 digital cameras, 3 LCD projectors, 1 digital video camera Infra- structure New: 2 campus-wide student file servers, 1 campus- wide teacher file server, 4 proxy servers, tape backup system, CD burner, network management software The emphasis on infrastructure will give our network and Internet access much needed stability. Effort here will assure teachers and students across campus have reliable connections Existing: one proxy server, four localized lab servers b. Summarize the current telecommunications infrastructure of the school, future infrastructure needs and how they'll be met. What will the future infrastructure look like? The above chart represents the entire BHS campus. Liberty High's network is rather simple. Six classrooms and a computer lab juncture into an IDF 10/100 hub that connects to BHS via ISDN. No
  19. 19. 18 changes are planned for the LHS network. c. Describe the software and other electronic resources, and the selection process The following applications are presently licensed for campus-wide use; DHS money will assure that these applications are included on all new computers: Various operating systems: Windows98, Windows2000, NT 4 server and workstation; Microsoft Office 2000 Premium Edition; Mcafee virus protection; Netscape Navigator; Thinkwave Online Grading freeware; Tester Online testing shareware gift from programmer The Selection Process: Maverick and Corral Grants A discretionary project budget of $50,000 will be maintained and administered by the FTS committee to be divided among departments to assist them in implementing technology. Individual teachers and departments will have access to these funds by filling out a project application request form that itemizes the purchases and describes the project and how it meets DHS objectives, ESLRs, and state framework goals. Teachers must appear at a FTS meeting to "pitch" their project. Decisions will be made by majority rule. Here is how that process will be presented to the faculty: Two forms of technology funding are available -- Maverick Grants for individual teachers with a general limit of $1,000, and Corral Grants for departments up to $5,000 to implement technology into the departmental curriculum. Amounts beyond the general level will be considered. A report of completion must be submitted once the project has been implemented that details the expenditures and highlights the success of the project. For example, a department could request funding to attend conferences or workshops, or for the purchase of specialized courseware or an additional LCD projector, laptop computer, or mini-lab for department use. With an average of $5,000 cap per department, there will be adequate funding for all departments to enhance their technical capabilities in individual ways. This fund will encourage creativity and enthusiasm for expanding our technical integration. d. Describe the plan to ensure fair and appropriate access to technology in every instructional classroom for all students in all areas. All classrooms and meeting rooms are presently wired to the Internet. At least one classroom computer is connected to the television and the network. All students can use classroom computers, televisions, Internet, and cable broadcasts for support during public speaking and presentations. The general-purpose lab, the library lab, and several mini-labs are open for sign-up and drop-in privileges. All teachers will be trained in using the available equipment to ensure its fair and appropriate use. e. Describe how handicapped students will have access Our physically handicapped and special education students have their own 5-station computer lab and a low student-teacher ratio to facilitate training. No assistive devices presently exist and none are needed. However, the department does have funding to purchase any assistive devices if a special student enrolls and the need arises. the FTS members would assist special education in locating, installing, and training on any specialty devices. The special education department is eligible for Maverick and Corral Grants, and has a member on the FTS committee to inform us of accomplishments and needs. f. How will the school library media center use technology and make it available all day The library media center is open 8 a.m. to 3:30 p.m. and has 32 computers for student use. The library has three staff members, two librarians and a tutor. All library computers have Athena, an online book indexing system, and Infotrak, an online periodical index guide. The library also has several retail CDs that it can sign out for use in the library, such as Encarta, Bookshelf, Compton's Encyclopedia. The library media center will be eligible to apply for Maverick and Corral Grants for additional perceived needs.
  20. 20. 19 5. Partnerships Optional Form 27.2 Type of Partner Role in development of the DHS Plan Role in supporting the project P A R E N T S Parents, many of whom are local merchants, have formed a committee called Parent Technology Support, or PTS. The group currently has 25 active members. During the writing of the Digital High Grant in Spring of 2000, the PTS group met every Wednesday evening for a minimum of two hours with the Benicia High DHS Coordinator and members of the Faculty Technology Support (FTS) committee. Parents have contributed to various portions of the grant depending on their expertise. We have several sub-groups: 1) teacher and student training, 2) fund-raising, 3) hardware and networking infrastructure, and 4) proofreading and rubrics for the grant abstract and narrative. In general session we developed our grant's strategic goals, objectives, and benchmarks All developing drafts of the grant have been shared with all committee members and made available online for community review and feedback. The PTS is dedicated to remaining active for many years to come, beyond the three years of the DHS Project and into the TSST Grant years. They will meet monthly with the FTS for the next three years to evaluate the uses of technology and the directions where it must go to meet our goals, objectives, and benchmarks. They will meet monthly to quarterly once the DHS Project is completed. The PTS will continue to do fundraising and offer technical support when and where needed. B U S I N E S S E S Several business owners are active members of the PTS. Other businesses have provided and pledged additional support for training efforts, including the donation of computer equipment, food and beverage and prizes for training sessions and the technology festival. Business members of PTS have shared with us real-world needs that graduates must have. Thanks to them, and advice from groups like Kelly and Olsten Temporary Services, we have a committee theme -- A Sense of Urgency. The Sense of Urgency theme is directed toward making sure seniors get all the training possible as soon as possible. The PTS intends to be involved with the Senior Portfolio guidelines and evaluations. Businesses that become involved will receive recognition on the DHS Website and in the school and city newspaper. Several local businesses have pledged ongoing financial and expertise support, specifically Signal Solutions, Ryno Computers, Xpede, China Garden Restaurant, Subway Sandwiches, Pacifica Pizza. The technology companies have and will continue to donate equipment, money, and experienced personnel to help us with training and troubleshooting. The restaurants provide lunches for technology training. We will continue throughout the next three years and beyond to include more local businesses. P O S T S E C O N D A R Y Representatives of Diablo Valley College, Solano Community College, St. Marys College, Chapman College, UC Davis, HSU, were contacted in April 2000 by Bill Bremer, a PTS member. The college representatives provided us with their technology course descriptions and suggested prerequisites that we could address at the high school level to ensure success at these schools. Instructors from Diablo Valley College and Solano Community College have already participated in a teacher training day held on Saturday, May 20, 2000, the week we completed the 100-percent wiring of our campus. They voluntarily taught classes in basic computer skills, email, Excel, and advanced word processing. They have committed themselves to return in subsequent years to participate in additional training sessions. G O V T A G E C I E S We have worked with CTAP on a frequent, on- going basis. The county ROP program supports many of our computer- related classes with CTAP continues to give us advice and help us link up with other schools with similar concerns. County ROP Program will continue to support most of our computer-related classes and have agreed to locate experienced guest speakers for student technology training. The state's Department of General Services a.k.a. Procurement is providing a source of equipment through its "State Computer Stores" under the California Mass Acquisition
  21. 21. 20 funding, research resource, and guest speakers. Contract., primarily through CompuCom Systems C O M M U N I T Y G R O U P S We regularly post information in our city newspaper, on local Channel 6 TV, and the Internet. Benicia as a group is providing input through an online discussion board at www.ragingbull.com and via email. The president of the Parent Technology Support group, Steve Dupuis, has addressed the Benicia Chamber of Commerce and the Board of Realtors on the Digital High program and received feedback and support. Benicians will be kept updated on our DHS project through the city newspaper, local TV, and our DHS Website (http://go.to/bhsdhs) which provides test results, survey results, comparative data, and an email tree and discussion board for feedback. 6. Sustainability: Continuing Support and District Commitment L:Documents filesDocuments!all elseMENTORSHIPdhsdhsformsforms2000filled forms2000dhs00-27.3- sustainability-filled.docOptional Form 27.3 School's Role in Sustaining the Project for the Next Three Years Type of Support Individual(s) Responsible Plan for Providing this Support Ongoing equip- ment servicing, repair, and replace- ment DHS Coordinators Steve Gibbs, Terry Abreu, Principals Bob Palous, Dave Barnas; district technicians, site technician (to be hired), Language of Computers repair class; technology service companies we have contracted At the school-board level BUSD has just now -- spring 2000 -- restructured our district technology department to provide more on-site support. We have eliminated part of the district-office-based directorial duties so technicians are free to be in the field more often. At present our district technology consists of two people: the coordinator and his one assistant. Together they are responsible for eight sites (5 elementary, 1 middle, BHS and LHS). With DHS funds, we will also be hiring a third person -- a full-time high school network technician. He or she will be paid out of DHS money for two years, after which that salary will be picked up by the district's general budget and that expense used to help match the upcoming TSST Grant funds. We also have commitments from active members of the PTS, many of whom are professional technicians, to do voluntary troubleshooting, training, and whatever is needed. Tech- nical support provided during school hours Steve Gibbs, Language of Computer students, student apprentice technicians, and the site full-time technician (to be hired) We have released our Benicia High DHS Coordinator for three periods a day plus a stipend to oversee the DHS project. He will be primarily involved in teacher and student training and system troubleshooting. He will be teaching an ROP class, the Language of Computers, that specializes in hardware repair, preparation for A+ Technician Certification, and on-site computer maintenance. Approximately 25 students will be available each year to service the campus computers, not just at BHS/LHS, but throughout the district. These students provide not only technical support but tutorial support for teachers and students. Tech support outside of school hours (Optional, but recom- mended) Steve Gibbs will supervise the work of student apprentice technicians, and the site full-time technician (to be hired) Two top students from this ROP program this year, Richard Tom and Jose Ramos, are paid technicians for the school, and provide outreach services to Liberty High and our six other school sites. They have administrative network privileges and are authorized to work up to 50 hours after school each month on maintenance and upgrading. We will increase support for this student apprenticeship by using DHS money to increase their salaries from minimum wage to the $10 - $12 per-hour range. Tom and Ramos will be juniors during the 2000-2001 school year. When they become seniors, we will apprentice two underclassmen to be trained to replace them.
  22. 22. 21 District' s Role in Sustaining the Project Following the Completion of the Technology Installation Grant Type of Support Individual(s) Responsible Plan for Providing this Support Ongoing equipment maintenance, repair, and replacement Steve Gibbs, Language of Computer students, student apprentice technicians, and the on-site full-time technician (to be hired) Gibbs will go from three technology preps to two technology preps; the full-time technician will remain as a paid site employee; the Language of Computer class will remain to provide ongoing equipment maintenance Technical support provided during school hours Steve Gibbs, Language of Computer students, student apprentice technicians, and the on-site full-time technician (to be hired) Gibbs will go from three technology preps to two technology preps; the full-time technician will remain as a paid site employee; the Language of Computer class will remain to provide ongoing equipment maintenance Technical support after hours (Optional, but recommended) Steve Gibbs will supervise student apprentice technicians Student technicians are authorized to work up to 50 after-school hours each month providing tech support. Partners' Role in Sustainability (Optional) Type of Support Individual(s) Responsible Plan for Providing this Support Ongoing equipment maintenance, repair, and replacement Head of PTS committee, Steve Dupuis At our monthly meetings needs of any sort regarding technology at BHS/LHS will be taken on as projects for the PTS group. Technical support provided during school hours Head of PTS committee, Steve Dupuis PTS members have volunteered to provide school-hour tech support when needed Technical support outside of school hours PTS members Bill Bremer and Muriel Freer Contact will be maintained with local college instructors who have offered to donate their time in staff training efforts. 7. Technology Installation Project Grant: Project Management Optional Form 27.4 Describe the leadership structure for the project: Teacher, DHS Project Coordinator, Campus Technology Coordinator Steve Gibbs has a three-prep release day to supervise the program. The Faculty Technology Support committee – one teacher from each department, the LHS Coordinator, and a vice principal – will provide the primary decision making and organization, manpower for data gathering and sharing, and talent for staff and student training. The FTS and PTS will meet monthly to discuss progress, problems, and modifications. FTS members will gather and track departmental needs and share FTS/PTS information with their departments. Gibbs also teaches a computer repair class; his 25 student technicians will provide tech support for the campus computers and training assistance during workshops. The parents will provide objectivity and expertise from their professional positions. Gibbs’s primary tasks will be directing the staff and student training, synthesizing the data, monitoring our progress toward meeting goals, objectives and benchmarks, and keeping the public informed by maintaining the DHS Homepage. Network infrastructure concerns -- proxies, file servers, routers, switches, IDFs, MDFs -- will be supervised by district technicians, hired service companies, and our new site network technician, soon to
  23. 23. 22 be hired. Large equipment procurements and master scheduling will be handled by the principal and the district technology department. 1. The following chart provides individual names: Individual(s) Responsible (Person(s) or Job Title(s)) Responsibilities Overall Time Allocated (Hours per month or FTE) Tech Coordinator Steve Gibbs; Principal Bob Palous; LHS Technology Coordinator Terry Abreu; Liberty Principal Dave Barnas, Parent Tech Support Director Valerie Bobetsky; District Technician Patty Hogan Overall management and coordination Gibbs = 60-percent FTE (75 hours per month); Palous, Bobetsky, Hogan, Hogan = 4 hours per month (hpm); Abreu = 8 hours per month Gibbs, Abreu, Teacher Technology Committee Officers Siretta Tuttle, Phil Greene, and lab technician Annette Fewins, and FTS Managing and coordinating staff development Greene, Tuttle, Fewins = 8 hpm each teacher tech members = 4 hpm Hogan; Palous; Barnas; Abreu; Gibbs; paid student technicians Jose Ramos and Richard Tom Managing and coordinating hardware acquisition and installation Students Tom and Ramos = funded to work up to 50 hours per month Steve DuPuis, parent head of PTS, and all members 25 active members Coordination of ongoing partner involvement Dupuis = 12 hpm active members = 4 - 8 hpm Gibbs; Abreu; Language Arts teachers; journalism students Collecting data regarding student computer skills Gibbs as journalism teacher = 10 hours; student analysts = 30 hours LA teachers 1 hour for one day District Curriculum Director; Tuttle; Abreu Collecting data regarding student academic achievement Curriculum Director = 4 hpm FTS members, delegated by Tuttle, Greene, Fewins; Abreu Collecting data regarding staff development on staff technology proficiencies 10 hpm FTS members, delegated by Tuttle, Greene, Fewins; Abreu Collecting data regarding staff development focused on student computer knowledge and skills 10 hpm FTS members, delegated by Tuttle; Abreu Collecting data regarding staff development focused on integration of technology into the curriculum to improve academic achievement 10 hpm FTS, PTS, administrators, board members, superintendent, local merchants, skilled technicians, and students, DHS Coordinators Gibbs and Abreu Using collected data to monitor project objectives; using this evaluation information for ongoing planning and project modification One 4-hour meeting per month over 3 yrs

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