1. How students will use these skills broadly to (1) enrich academic program, (2) access learning resources, (3) improve presentation of information, and (4) prepare for careers. Information literacy is embedded in the comprehensive curriculum. Beginning with incoming 9th grade Summer Tech Academy and orientation, and clustered in the 9th grade core curriculum, technology proficiencies are aligned with developmental curricular goals. The 13 proficiencies are accomplished through regular course assignments. The electronic portfolio will lead to more integration of curriculum and more in depth research performed by students. Students will be able access their portfolio from any computer on campus. Specific team teaching and thematic proposals include combined assignments which would be accountable to more than one core subject teacher. For example, a project in pesticide regulation would involve a presentation eligible for credit in English, Social Studies, and Science. By looking at course outlines, assignments, and student work for other classes, they can more effectively plan out their future courses. Images, real time data, current periodicals, and interactive simulations, will address student learning styles and allow more students to engage in the learning process. The portfolio will allow students to transfer knowledge more effectively from class to class, enabling more thematic integration. The combination of student email accounts and the transition to a fiber optic network will dramatically improve access to global learning resources. Projects including GLOBE International Exchange, Access Excellence, and articulation with UC/CSU networks and corporate settings will allow students to access information previously unavailable. Expansion of hardware infrastructure to include class labs or distributed mini labs in each academic department will broaden student access throughout the school day. By reducing the student/workstation ratio to ~4:1, we can ensure daily classroom access by each student. The library laptop check out program will allow students without access to computers at home to keep working on projects at home. After school (until 5 p.m.), evening (6-9 pm open lab) and weekend (Sat mornings) lab hours at 3 sites on campus (using other funding) will extend student access. Presentation skills will be enhanced through the use of software including PowerPoint, Netscape Composer, Adobe PhotoShop, Authorware, Inspiration and others by students and teachers. Microsoft Office Suite will be the standard for publishing, writing, and data analysis. Multimedia presentations will be developed within core courses beginning in 9th grade English, Health, and others. Finally, the access to presentation hardware including LCD displays and digital projectors will enable large group presentations by students for parents and the community. These real world presentations could happen on site and at other schools, businesses, and community organizations. This proposal enhances career planning, resume and autobiography writing, job shadowing and mentoring, budgeting, internships and placements. There will also be vertical articulation with college and university scholars for student research. These objectives are achieved within 9th grade core classes, with support from the career center and guidance programs. The distribution of career objectives throughout the core curriculum is an integral portion of this plan. Computer knowledge and skills students expected to know. We intend to achieve technological literacy through core and elective course assignments. Assignments will achieve a curricular content goal and a designated technology goal. We have identified 13 technology skills important for career and academic success: Basic skills level : 100% of students are expected to learn proficiencies 1-5, and a choice of one of 6-13 Standard skills level: 75% of students will achieve 1-7, 8 or 9, and one from 10-13; Advanced skills level: 25% of students will achieve all proficiencies 1-13. DHS Technology Proficiencies 1. Email send, retrieve, forward, reply, group mail, subscribe and unsubscribe, mail link, send mail, attachments. 2. Word Processing speed (35 wpm), accuracy (90%), margins, columns, fonts, sizes, and styles, cut, paste, footnotes, formats. 3. Spreadsheet and data use entering data, establishing fields, simple formulas and functions, graphing data. 4. Internet search and retrieval search engines, bookmarks, downloading, verifying quality of information. 5. Basic hardware & maintenance installations, file management , chooser and control panels, store, print. 6. Imaging insert, enhance, digitize, use of digital camera, scanner. Using NIH, Adobe PhotoShop, and others. 7. Integrated report/ desktop publishing Produce a document with text, images, data, charts and graphs. 8. PowerPoint (type) presentation Including animation, layouts, narration, sound, video, image, etc. 9. Web page creation and publishing text, images, links, headings, posted and submitted to search engine. 10. Simulations and models Model behaviors/ scenarios that cannot be achieved in the classroom 11. Basic networking LAN management, file/print sharing, users/groups, servers/clients, security, routing, IP features. 12. Programming HTML, Visual Basic, C++, Java, or other, program control,. Support of the AHS Robotics program. 13. Advanced data and probe ware mastery of interface devices. Logal Explorer, PASCO Scientific workshop, MIDI music interfaces, TI CBL uplinks. 2. How technology will be integral to curriculum, instruction, and assessment Students will access networked computers on a daily basis. Teachers will post assignments on the school web site. Class email lists will allow improved communication between teachers and students. Teacher-made presentations and lessons will be archived for students to preview and review. The electronic portfolio will allow students, teachers, parents, guidance counselors, prospective college admissions and employers to access student progress records and for students to showcase their work. The portfolio will be linked to the SASI XP/Abacus student information system already in place, to track technological progress along with traditional skill proficiencies and transcripts. Technology proficiencies will be accomplished through required course assignments. Students will write in a variety of formats, and access multimedia versions of literature and commentary in English; graph, model, analyze, and present data in math; utilize real time data analysis and digital image analysis in science; have direct access to government and historical records in social studies; track fitness and cardiovascular data in PE; compose and collaborate in music and art using MIDI-interface keyboards and image processing; practice foreign language in an interactive language lab; and master basic skills through our Special Education, Migrant, and English Language Development, AVID (bridge program to transition students from non-college to college bound paths), and COMPASS (students who were socially but not academically promoted from 8th grade) programs. Every Spring, 9th grade students will be evaluated by guidance counselors for appropriate academic progress and completion of portfolio items. Students who do not complete the basic proficiencies by the end of 9th grade will register for appropriate classes for the following year. Any student not accomplishing the basic tier by the end of 10th grade will be assigned an 11th grade tutorial in a computer lab, which will reinforce and reassign projects designed to meet those proficiencies. There will be a mini summer school class offered prior to the 12th grade for any student still lacking in their basic proficiencies (i.e. transfer students). The overall design is for 100% students to achieve Basic, 75% Standard, and 25% advanced proficiencies according to our matrix. By tracking students in their course signups we ensure that all students have appropriate access to equipment needed for them to succeed. How technology will be consistent with content standards: Technology proposals were developed within each academic department, working with district curriculum standards, national and new California standards, and the school plan. The national standards are subject specific in the use of technology--for example, math standards focus on the use of graphing calculators and data analysis, whereas language arts standards focus on the use of computers for process writing skills. Each subject area includes standards for student presentation and communication skills. We are also using ESLR’s being developed for our school. Each academic department reports quarterly on progress towards curricular goals; the technology proposals in this plan were based on these goals and objectives. Subject areas or academic skills given priority the first year: First year programs will target the 9th grade core curriculum as a means to reach all students. The target 9th grade courses are English 1, Math (IMP 1, Algebra, Geometry, Tech Prep) Health/Biology, and Keyboarding (the traditional keyboarding class will be upgraded to a combined information literacy hardware/software/systems/intro to desktop publishing class). The first year focus will also include support programs including Special Education, Migrant Education, COMPASS, ELD and AVID. These programs will use basic skills courseware to increase the rate of students passing the CA state proficiency tests in reading, writing, and mathematics. As part of the registration process, each incoming student will go through a two hour training to begin the development of basic proficiencies. Summer school will include a basic technology infusion in all classes. A technology resource teacher will work with summer school staff to incorporate the basic technology proficiencies into the summer school curriculum. A summer tech leadership class will be offered to train the student technology leaders to assist fellow students and teachers with curriculum and network management issues within the core classes during the regular school year. Ninth grade English 1 classes will use Microsoft Word and PowerPoint for writing, editing, publishing, and presentations. Autobiographies and a four year academic plan will be the first entries in the student’s portfolio, completed in partnership with guidance counselors. The English 1 inventory of poetry, short story, essays, etc. will be archived in the portfolio. The creative writing magazine will access the portfolios to increase quality and quantity of submissions. Each English 1 class will have 5 computers and a set of portable word processors. The English Department will also have a full class lab. (Achieves DHS proficiencies 1,2,4,7,8,9) Keyboarding classes, currently required for all 9th graders, will become an integrated information literacy word processing and publishing class. All students are expected to achieve 35 wpm and 90% accuracy. The new curriculum will target a wider definition of information literacy (access, evaluate, and use information) as well as a variety of business and academic writing formats, also using the Microsoft Office Suite. This class will include resume writing and job application units. This program currently has an adequate number of computers, but they will require RAM upgrades to enable them to run Windows 98 and associated software. (Achieves DHS proficiencies 2,3,5,7,11) Math classes will have graphing calculators with uplinks to LCD displays and computers for data sharing. Math classes will also use model building software such as Cabri, and problem solving software including Geometric Supposer and Mathematica. Math students in the Integrated Math Program (IMP) will also use portable word processors for their problem of the week presentations. Students needing reinforcement in basic skills will have access to basic skills tutorial courseware. The math program will have a full set of graphing calculators for each class, another set for checkout use in the library, and a half class lab suitable for students working in pairs. (Achieves DHS proficiencies 2,3,8,9,10) Health and biology students will use Microsoft Office Suite for lab reports, PASCO science workshop for data interface in labs, LOGAL, ADAM and Genscope simulations for lab concepts not easily covered with available equipment. Students will gain extensive practice in digital image capture and processing using Flexcams, digital cameras, and the NIH Image processor. Students will also have extensive access to Internet-based tutorials, webcast lectures and discussions, and interactive exchanges with scientists and students from around the world using Access Excellence, Howard Hughes lecture series, Monterey Bay Aquarium Research Institute, GLOBE exchange, and others. Science fair and project presentations, and key labs in the series, will be permanently archived and displayed using PowerPoint and Web presentations. Science currently has a full set of 34 computers, this grant will supply the probeware, Flexcams, cameras, software, and laptops for field data collection and class rotation. (Achieves DHS proficiencies 1,2,3,4,6,7,8,9,10,13) In addition, DHS funds will support the establishment of a 9th grade academy, the Global Health Odyssey, which will integrate core classes into a thematic year long program. This academy will use contemporary and historical data and scientist and field exchange in cooperation with the Centers for Disease Control, the local medical society, and corporate partners in biotechnology and academia. All of these academic classes plus AVID will be using email telementors from UC Santa Cruz, SJSU, Cabrillo, CSU Monterey Bay, and Stanford University to facilitate student engagement, college and career planning, and decision making. This will be a virtual "big brother/big sister" program that will increase the rate of successful college bound students. Each 9th grader will have access to modern technology for at least two periods per day on average. Staff development projects support the first year implementation priorities. Teachers of these courses will get first option for placement in the Level 1/Level 2 CTAP proficiency courses, beginning Summer 1999. The English, Health, and keyboarding instructors will get subject specific training outlined below. How integration will occur in other subject areas: All subjects will be covered, and all students will develop technology skills as part of their regular assignments. Years 2/3 expand the 9th grade core focus to offer proficiencies as part of elective and upper division course requirements. We will recommend certification that will accompany a diploma to next year’s 10th graders, and offer certification for next year’s 11th and 12th graders who can accomplish the proficiencies outlined. The class of 2003 will be the first to include required proficiencies. Each department will have at least 1 digital projector, connected to existing Internet ready computers (year 1). Large display capability will improve instruction and student presentations. Social studies will manage a departmental lab suitable for an entire class. The social studies focus is for students to complete research papers (year 2) and presentations (year 3), using CD-ROM and internet collections. The classroom instruction will be enhanced through presentation stations linking already existing teacher workstations to LCD panels or projectors. (proficiencies 1-7,9,10) Upper division science (year 2) will make extensive use of probeware in chemistry /physics courses (including Interactive Physics), on-line tutorials from the Biology Project at the University of Arizona, USGS archives using ARCView, and other sources. (proficiencies 1-13) Music students will use a MIDI keyboards (year 2) and musical notation software. Drama students will use video editing equipment (year 3) to evaluate performance and rehearsal, and computer driven light and sound mixing technology for performances. They will record and mix CD’s of band and choral performances (year 3). Programming through MIDI program (proficiencies 6-10). Art and Applied Art students will expand computer based design, desktop publishing, and commercial art classes (year 2) . Woodshop and ceramic classes will use CAD systems and spreadsheets for project budgeting and business applications of their products. Increased use of digital image manipulators including the Adobe series of software. The production level and professionalism of student products will enhance the quality of student work. We will add programming and network classes through CAD lab (year 3). (proficiencies 1-13) Activities: ASB (student leadership), yearbook, and journalism will make extensive use of digital imagery, PageMaker, scanning technology, and video to archive and produce their products and events. This year’s Election Convention offered a Web Cast of the entire event. Next year we expect to expand with video, and interactive voting across the campus. By year 2 we expect to offer an electronic Web-based version of the Flagship, our school newspaper, and by year 3 we expect to offer a CD-based yearbook. (proficiencies 1-7,9,10) Foreign language students will use a language lab equipped with headphones, speech synthesizers, and literature based and phonics based language acquisition programs (year 2). Both Spanish and French classes will also write papers and engage in email exchanges with students from other countries, using GLOBE, Teach Across Europe, and other programs (year 3). (proficiencies 3-10) Upper division math classes will rely on graphing calculators, and use more enhanced function generators including Mathematica, Geometric Supposer, LOGO (year 2). They will utilize on-line courseware through UC approved courses (year 3). (proficiencies 1-10). Finally, school year and summer electives will include a distance learning digital independent study offering. Students will submit a course proposal for a subject not currently covered, whether through subscription to an ongoing resource such as UC San Diego, University of Nebraska, or Montana State, or developed independently (year 2). By year 3 we expect to offer CAD class and network management certification in conjunction with the Cisco Academy (proficiencies 6-13). Fair and appropriate access for all students, all subjects, and in every instructional setting. We have worked closely with each academic department to ensure that technology is available campus wide. Each classroom on campus currently has at least one multimedia, Internet ready workstation, available for teacher, student, and staff use. The overall number of workstations available to students will be about a 1:4 ratio, guaranteeing access for an average of more than 1 hour per day. Each academic department will have a full class lab or equivalent. A stock of 190 portable word processors will be used by Language Arts, Math, and Special Ed. Every computer on campus will be multimedia capable, and Internet connected via our campus-wide LAN. Through our NT network and server-based resources, courseware will be available across campus, regardless of where a student is working. The library will house a full class set of multimedia, Internet-connected computers, equipped with research databases including Athena and Eric. The research material is also accessible from classrooms or anywhere else on the LAN. The library will also manage a check out system for graphing calculators and laptops for student off-campus school and home use. Computers will be available for use in all classes that assist at risk students, such as Special Education, Migrant Education, AVID, and COMPASS. Help teachers individualize the learning process The combination of planning, access to student information, tracking data, customizing instructional delivery, presentation, assessment options, and a diverse toolbox of resources allows teachers to individualize the learning process for all students. Using a digital student information system linked to the electronic portfolio and an electronic gradebook (SASI XP/ Abacus/ Integrade Pro), teachers will have fingertip access to comprehensive student information from their own class and all others in the student’s schedule. By posting assignments and grades on the Web site and through email groups linked to class rosters, teachers will offer up to the minute information about current activities, special events, and other items. Computer-based courseware for basic skill acquisition in several departments are specifically designed to diagnose discrete individual skills and reinforce those areas. The use of menu driven on-line tutorials will allow teachers and students to access specific and individual or small group subject-related areas of need. Teacher presentations will be digitized using video, Powerpoint or Web page design software. These presentations will then be archived for access at home, in the lab, or in the library for specific review purposes, reteaching, or make up assignments. The presentations (especially Powerpoint and HTML) are easily modified from class to class to accommodate learning style differences. Selected software enables teachers to customize levels of difficulty in student problem solving activities. Each teacher was surveyed and invited to submit proposals for this program. The proposal form began with assessment of curricular goals, then asked how to meet or expand those goals and objectives using technology. It then asked for the resources and training necessary to meet the goals. Proposals included research, resource, and assessment aspects. This process ensures that teachers addressed the needs of all students in their planning. Appropriate level of resources The DHS will allow us to achieve an overall campus ratio of under 4 students: 1 computer. All computers are CD-ROM, networked, Internet connected. All newly purchased computers will be Power PC or Pentium class and available throughout the campus as described above. We are making a specific commitment to a cross platform, open environment. Available resources will include: Software: MS Office 97/98, Netscape Communicator, SASI XP/ Abacus, Integrade Pro, library resources, Inspiration, and PageMaker. These backbone resources will be used for writing, presentations, data analysis, email, student information, and Internet search and retrieval. Department —resident software address specific subject needs. Hardware and Equipment:: Students will use graphing calculators, data interface probes, for data collection and analysis in science and math; laptops for mobile and field use. Portable word processors for small writing assignments, will be used daily by English and IMP math classes. Presentation technology will be available in each department for student and teacher presentations. Social studies and math will use digital projectors for access in classrooms. Students will use scanners and digital cameras as part of coursework and projects in all departments, and image analysis software for beginning to advanced applications in art, science, and math. Students will transition from analog to digital video capture for events, labs, presentations, and activities. Students in Music and the Dramatic Arts will use a multimedia lab including sound mixing and MIDI keyboards, programmable control for light and sound boards. By year 3 a CAD lab will be used by students to learn applied arts, robotics, and engineering concepts. Each department currently has an appropriate number of VCR/TV monitor combinations for classroom and small group use. The library maintains two media viewing rooms. We will use local cable service in all classrooms. Science and Social Studies will use laser discs for image support, small group research, and interactive problem solving. 3. How school library media center ensures learning resources are available to students in all subjects, throughout the day. The library will be equipped with 34 Internet connected, multimedia computers with Athena, ERIC, UC-Melvyn, current periodicals, and literature databases. These resources will be available through the campus server. Carl Perkins and block grant funds support the workstations; DHS funds will support network technology and research databases for this facility. The library will have two media rooms suitable for full class video use and an adjunct lab space which will house another networked lab managed by the Language Arts department. The library is capable of accommodating three classes at a time. The library hours will be extended to include before and after school hours (7am--5pm as opposed to the current schedule, 7:30--2:30pm), with the support of district extended learning funds. Library will also manage a 34 station networked lab and a checkout system for laptops, graphing calculators, portable word processors, and cameras necessary to complete student projects. Teachers will register extended projects for available checkout, to ensure that students are working on school related activities. Paperwork ensuring liability and maintenance of the equipment will be required for this checkout plan. 4. Information literacy skills The electronic portfolio houses the evidence of technology and curricular outcomes. Each entry will fulfill an academic as well as a technology proficiency outcome. As part of a research paper, for example, students will access information from real data, Internet, email, and CD-ROM sources; they will compare and evaluate accuracy and legitimacy of information individually and with peers; and use this edited information as part of a portfolio entry. Projects in English 1, for example, will make use of traditional text support, library, as well as on-line resources. The upgraded keyboarding program will be information based; students will develop publishing, formatting and input skills through completion of meaningful projects. All aspects of instruction will demand information literacy. For example, use of image databases to support student and teacher presentation technologies require judicious selection and enhancement. A "smorgasbord of technology" available for labs, projects, and assignments will require that students make appropriate choices of technological tools within an inquiry-based program. Technology will be readily available for school activities and electives as well as for use within the core curriculum. 5. Access for all students with disabilities We are dedicated to meeting the needs of all our students, regardless of mental or physical disabilities in accordance with the 1990 Americans with Disabilities Act. Our Special Education Program is designed to meet the special needs of our student population within the mainstream or core curriculum. As many computers as necessary will be equipped with asssitive devices and appropriate furniture to allow students with physical disabilities to gain full access to all learning resources and be placed in the least restrictive environment. As part of the Individualized Educational Plan (IEP) process, the student’s special education teacher, parent, counselor, as well as Special Education Local Plan Area and school site administrative representative will meet to review the student’s need for assistive technology and the use of low-incidence funding will be discussed if appropriate. Based on needs established on a student's IEP, Special Ed students will be matched with appropriate assistive technologies, including hardware and software, such as word prediction, voice recognition, voice synthesis and portable word processors for learning disabled students; Braille keyboards, enlargement screens, voice recognition, and voice synthesis for visually impaired students; and audio amplifiers for hard of hearing students. B. Staff Development 1. Objectives and plans for implementing a staff development program. Staff current knowledge and skills. Sixty-seven out of 108 teachers completed an on-line, SC-COE developed needs assessment survey, aligned to CTAP technology proficiency benchmarks. The following chart shows the percent of teachers who feel proficient in the following areas: Teacher Response to Needs Assessment Survey Personal Proficiency Teachers Basic Computer Operations (using hard drive storage, creating folders, basic system functions) 71% Basic Word Processing /document management 86% Basic Spreadsheet and Database Use 54% World Wide Web Search and Retrieval 89% Basic E-mail Usage 97% We also used teacher evaluation process portfolio data and mentor projects to identify Level 2 proficiencies among faculty, and evaluated our record of in-house technology training for evidence of Level 3 proficiencies. These data imply the work we have done in staff development to date has lead to 60% of our teachers currently at Level 1 or higher 20% teachers at Level 2 or higher, and 5-10% at Level 3. The latter two groups are the teachers who are forming the backbone of technology leadership on campus. Extent to which technology will be used in curriculum As the first year program focuses on the 9th grade core curriculum in English 1, Math (IMP 1, Algebra, Geometry, Tech Prep) Health/Biology, and Keyboarding (along with support programs), staff development will be designed and customized to support the training needs of the teachers of each core class. The goal is to have 9th graders using computers at least 2 periods per day on average, and other grades at least 1.5 periods per day. We will use a set of SCCOE CTAP Level 1-3 trainings to provide campus-wide teacher proficiency in the use of Microsoft Office, SASI XP, Abacus, Netscape, Integrade, as well as curriculum content specific applications. We will supplement this with content specific training, primarily supplied by vendors, as follows: English 1: daily use by students for word processing and editing, and weekly for research and background work, will require staff training in: uplinking portable word processing to stations for daily writing and publishing assignments; Internet email exchanges and WWW resources in language arts; assessment and process writing rubrics using technology. Math: daily student use of hand held technologies, weekly for desktop and on-line applications to write, calculate, and graph data will require staff development in Supposer, TI Graphing calculators, Portable WP, on-line tutorials and testing, and portfolio management . Health/Bio: 2 to 3 times per week student computer and probeware use for labs, research and testing will require training in: PASCO Science Workshop for lab interfaces, CIPE Training for digital imagery, Office for lab reports. Keyboarding: Daily use of project-based learning activities and specific platform needs require training in Windows 98 and Office 98, Internet exchange and email curriculum development, rubrics and assessment. (b). Personal Proficiency Our goal is to have every teacher CTAP Level 1 proficient by the end of year one. Staff development will be directed in the following ways: Technology goals will be included as part of the teacher evaluation process. Evaluation conferences will include guidance for ongoing staff development. Paid Technology Implementation Coaches (see below) will be available to assist teachers in course selection. Department course content will be used to direct subject-specific technology in-service offerings. DHS funds support individual teachers for staff development, and departments for joint training and curriculum writing. Continue offering Level 1 training for teachers through the Technology Training for Educators, Santa Cruz COE Satellite Training series on the Aptos High School campus until 100% of teachers achieve Level 1 proficiency. Teachers will have registration fees subsidized , and credit will apply to the district salary schedule. Level 1 COE classes that will be available on-site Internet Tools Personal Productivity Tools Technology Literacy Technology Integration into Curriculum Navigating the Net MS Word/Letters , Memos, Outlines Intro to the Mac   Email for Everyone Using Databases — FileMaker Pro Intro to the PC Communication Resources Basic MS PowerPoint Presentation Tools and Techniques Utilizing the Web for Educators Basic Web Projects Using Spreadsheets — MS Excel Maintaining and Troubleshoot -Mac Into to Multimedia Authoring HyperStudio Intro to Web Authoring Basic Presentations with Inspiration Maintaining and Troubleshooting -PC Multimedia Projects— HyperStudio 15 hours during 1999-2000 school year for school-wide staff development, will be offered using SBCP buyback days on tracking student progress using SASIxp and Abacus software and best practices in integrating technology into the curriculum. (c). Curriculum Training The following programs will be implemented for meeting the Level 1 and Level 2 Proficiency goals of year one. 1. Coaches: Four teacher Technology Integration Coaches (TIC) will mentor a caseload of teachers and assist them in integrating technology into the curriculum. Each TIC will coordinate support with the teacher's evaluator. Coaches and administrators will have parallel caseloads to coordinate support; the coach assists the teacher to achieve goals. Coaches will work with teachers to develop a plan for the development of information literacy and basic computer skills. DHS provides the coaches with stipends. 2. Curriculum Support Development: Each teacher is budgeted for 8 paid hours to attend applicable Technology Training for Educators Workshops, or other technology workshops off-campus, and to share discoveries in content area lessons and teaching materials with colleagues. Each department is funded for curriculum development using technology. As teachers reach level 3 proficiency, Aptos High School teacher-led trainings will be formalized on and off site. 3. Lessons, materials and presentations for curriculum support development will be available on the school server for all faculty to use . Curriculum Integration courses for teachers through the Technology Training for Educators Santa Cruz COE Satellite Training series on the Aptos High School campus including the following courses: Curriculum Strand Examples of Courses to be offered Computers for Educators Power Use for MAC or PC Student Classroom Publishing Journals and Reports/ Newsletters/ Graphics Research and Reference Advanced Web Use and Resource Acquisition Communication and Collaboration Real Time Chat/conference/instant messaging; networking Managing Classroom Data Databases/Spreadsheets/Relational databases Classroom Presentations Powerpoint/ Inspiration/ Presentation skills Multimedia Authoring Managing, scheduling projects/Digital Imagery/Director Web Publishing Managing Classroom Web projects/dynamic HTML 2. Follow-up support over the next three years The Curriculum Integration Program will provide Level 2 - Technology Training for Educators, curriculum support development, and posting lessons, materials and presentations. We will recruit Level 3 candidates from each department by offering certification (through the COE) and additional staff development. Modifications to available courses for teachers will be guided by A) Administration and peer evaluation; B) Departmental needs assessments, channeled through the Instructional Technology Coordinator; C) School-wide needs assessment surveys twice annually. Specific departments will use vendor-supplied, COE, and CUE trainings to support specific departmental goals for years 2 and 3. For example, Social Studies teachers will utilize MS Office training in years 1 and 2 for formatting research papers, and Powerpoint and web design classes in years 2 and 3 to facilitate student multimedia projects. Science will have PASCO science workshop training in year 1 to establish the data interface use for 9th graders. Fine Arts will have Adobe- sponsored training annually. 3. How new staff will be supported The goal for new teachers and current teachers will be to ascend at least on level per year until reaching Level 3. We will attempt to hire CTAP Level 1 or higher proficient teachers. All new teachers, regardless of starting proficiency level, will be assigned a Technology Integration Coach who will work with the new teacher to develop an individualized skills and curriculum integration plan. This plan will include skill acquisition through COE workshops and other staff development offerings, and setting goals for professional implementation through teacher productivity at Level 1, and curriculum integration, at Level 2. The Technology Integration Coach will then provide classroom observations with feedback and assistance, helping the teacher make modifications and further skill acquisition. Technology Integration Coaches will also confer with mentors from the New Teacher Project and district to support teachers. The goal for new teachers will be to ascend at least one level per year until reaching Level 3. C. Technology Resources 1. How existing and new hardware and software will be integrated. All machines currently used by students and teachers are 486 or higher with Windows 95, or Power PC or higher with system 8. The new acquisitions of hardware will all be Pentium II, G3, or higher level machines. All will come with built in 10/100-base T Ethernet connections to support the transition to the fiber optic network. All will have 64 Mb of RAM, 24+ x CD-ROM, and run at 300+Mhz with Internet and multimedia capability. The Business department has a stock of 486's and Pentiums requiring upgrades to support Windows 98. TI graphing calculators (a combination of 83’s and 86’s) and portable word processors will be basic technologies for 9th grade English and math classes. These devices can uplink to either platform for large scale data analysis or word processing needs. Currently most student use of computer technology comes through existing labs in the Science department, Career Center, and library, as well as LEP English center, Special Ed lab, and the keyboarding labs. Each of the 80 classrooms on campus is outfitted with a 250mhz or higher, Internet connected machine. In most cases these machines are connected to TV monitors and VCR's for display. Machines in use by students and teachers will have network security (Foolproof screens for students, separate NT and SASI logins for teachers). Software is specifically chosen to support both platforms. Teachers, administration, the network manager, the Instructional Technology Coordinator (ITC), and students make decisions together for campus-wide issues; individual teachers and departments make decisions for subject specific software. Each teacher has the CTAP CD ROM with title recommendations or access to the CTAP site, and teams are sent to CUE and other conferences to preview new releases of software and hardware. Departments will have field testers, or pilots, for educational software developers; this gives us early access to the developer community. The textbook selection process, which includes parents and students, includes a review of technology support materials. The ITC uses the campus listserve to refer selections for software information, reviews, and downloads. Software to be selected will come from CUE and/or CTAP recommended selections, screened by the department and the Technology Steering Committee. Title selection will be determined by the degree to which the technology is embedded in the learning goal, not separate from it. We currently hold a site license for Microsoft Office 98, Netscape Communicator, and SASI XP with Intergrade Pro and Abacus. New acquisitions will include Corner Stone and Skills Bank 4 for school wide basic skills development; Inspiration, EBSCO research suite for the library, Pasco Scientific Workshop, LOGAL Explorer, and ADAM Anatomy and Physiology for Health and Biology; Adobe Suite (PhotoShop, Quark, PageMaker, Express, etc) and Premier for fine arts; AutoCAD for CAD and shop classes; CABRI, Geometric Supposer, and downloadable TI-86 files for math; autobooks and DVD titles for literature; National Geographic CD archives and on-line subscriptions for social studies, along with other selected titles; word prediction, voice synthesis, and voice recognition titles for Special Ed and some English Department use. Number of classrooms and other instructional areas are identified: Each of our 80 classrooms has at least one computer, Internet connected. 90% of computers on campus are linked to our LAN/WAN. With a few exceptions (older machines used for specific limited word processing or input projects) all computers on campus will be Internet connected and multimedia ready. Each academic department will "own" a full or half class lab through DHS. Each 9th grade English class will also be outfitted with 5 computers and a printer. 9th grade English and math classes will have class sets of portable word processors. The student activities center, career center, migrant student center, and support centers for at-risk students such as AVID, PASS, and COMPASS, will all have 6 to 8 stations for regular student access. MESA, Robotics, CAD, and programming classes will be supported by a multimedia CAD-ready lab. The library media center will include a full class set of computers and peripherals. Our distribution program will result in access in all instructional areas, with access of a minimum of one period per day for each student. Current Telecommunications Infrastructure needs and how met by project AHS has in place a LAN consisting of a dedicated T1 line connected to a high bandwidth fiber optic backbone with 100-based T hubs in each building and category 5 wire connecting every classroom and office within each building. We also currently have 10-base T hubs in classrooms with multiple computers. To take advantage of an upgraded LAN we will need a total of ten 10/100-base T hubs in labs and classrooms with multiple computers. We will need an AppleShare OS-X server to partition the AppleTalk network into zones to manage the network. Increased storage for student portfolios, web products, and student email accounts will also be required. How resources/information from Statewide Centralized Services will be used. Aptos High School will use the California Instructional Technology Clearinghouse (CITC), SCORE sites, and CUE recommendations to aid in coupling quality instructional software and resources with state curriculum standards in the classroom. We will use the CITC to take advantage of CTAP group software purchases. We currently have two teachers on campus who are SCORE curriculum developers; they will assist in coaching for CTAP proficiencies. Each teacher or department will use the CITC lists through the WWW or CTAP CD to field test applications and enhance course content. Recommended selections go through departments, then to the Technology Steering Committee (TSC), then to the principal for authorization. The TSC team will be responsible for funneling new developments and research in instructional technology through the departments for review and preview. For details on classroom applications see sections III A 1 and III C 1. D. Parents and Partnerships How all parents were invited and extent involved in developing plan All students and parents were sent a survey to share their vision for the DHS Program.. In this survey parents described the skills they felt should be required for Aptos High students. Over 200 parents responded to this survey. Focus groups of these parents were contacted and interviewed according to specific background to develop the proficiency requirements and programs listed here. This feedback has been invaluable in focusing the program’s vision, thereby ensuring the development of the best possible project for our target population. In addition, parent representatives participated in planning meetings and review sessions in preparation of this plan. Parents also were invited to join the Digital High School Implementation Team and 41 parents expressed an interest in joining the team. This committee of staff, students, parents, and community members will meet quarterly to discuss ongoing direction, implementation and evaluation of the program. How other partners were involved in developing plan Many community organizations were invited to be involved in the DHS Program. In the last few years, these organizations have provided valuable ideas and financial support to the development of technology at Aptos High School. Each was sent the Technology Survey and invited to the ongoing implementation process. These partners include Cabrillo College, UC Santa Cruz, Regional Occupations Program, County Medical Society, Monte Foundation, Santa Cruz BioTechnology, Watsonville Community Hospital, Monterey Bay Regional Partnership, and the Aptos Chamber of Commerce. CTAP and the Santa Cruz COE assisted with training and support. These organizations became involved in different ways: colleges and employers declared the skill proficiencies they needed for applicants; professional organizations committed to the email exchanges and career mentoring aspects of the program; others were involved in funding or other resource commitment (medical images, sample job application forms and interview questions. All organizations who showed an interest in ongoing participation were sent copies of draft sections or the complete proposal for editing. How all partners will be involved in ongoing implementation and management The Digital High School Implementation Team will be established with representation from parents, students, staff, business and community partners. The team will consist of 7 parents, 7 staff members, 3 students, and 3 community members, and will meet quarterly to assess the progress of implementation and advise the school as to areas of growth in the design, acquisition, and assessment of materials . The Aptos High School Site Council will provide parent and community input to the process. The parent and business community will be informed about developments through the school newsletter, sent to all parents and active community members. The school website is an interactive forum for information dissemination and feedback. The site will include an updated progress report of project implementation, invitations to join the Implementation Team, and give visitors an opportunity to provide suggestions. Several community partners have offered to link to our website to improve communication between their members/employees and our school community. We will establish an alumni web server, and ITAP and desktop publishing students will provide web page design services for alumni sponsors of the project. The Implementation Team will oversee the process of acquiring new hardware and software and make recommendations for educational appropriateness as well as technological relevance. E. Sustainability 1. Ongoing system development and support over the next three years A comprehensive plan for technical support and maintenance has been developed to ensure the most efficient use of technology. Two positions have already been created and filled to provide the necessary technology support for the school: a full-time network administrator (responsible for hardware and network operations as well as the student information backbone), and a half-time Instructional Technology Coordinator (responsible for curriculum development, staff development, and classroom implementation). Through the development of the Instructional Technology Assistants Program (ITAP) on our campus by the Instructional Technology Coordinator, students have been trained to provide quick hardware and software solutions to many technology-related problems. Students come to the program with a variety of technical skills and are further trained in the necessary social skills and protocols. Teachers who are experiencing difficulties using technology go to a working computer and make an online request for help in the technology support page of our website. Under the guidance of the Instructional Technology Coordinator, ITAP students check a cgi-updated table that includes all the requests made by staff and quickly visit the classroom to provide assistance. If an ITAP student is unable to solve the problem, s/he will contact the Network Administrator for further assistance. The success of the ITAP program has encouraged us to expand it throughout the implementation of the Digital High School Program and beyond. Included in the grant is a maintenance contract with MC2, a local authorized service provider. This contract will provide us with professional repair and on site support when our ITAP student technicians and network administrator are unable to solve the problem. Our support and repair process has maintained a basic 80-20 maintenance model. 80% of our problems are handled by our ITAP team. Of the remaining 20%, 80% is handled by our Network Administrator. The repairs he is unable to make (4%) are handled by the professional support staff at MC2. The service contract will be extended in later years using district funds. Increasing ITAP enrollment and accomplishment of Level 1 proficiencies for teachers and basic proficiencies for students will meet increased demands of the DHS implementation. Cisco Network Academy classes and Macintosh Systems Technician Certification in years 2 and 3 will increase the sustainability of on-campus skill in maintaining the network. Our purchase plan has a component for a spare parts/swap inventory to make sure instructional machines are functioning properly. All of the new purchases will include an extended service warranty. Replacements will be made on a rotating basis; older machines will get rotated down into simpler-use facilities. District funds are projected for a chip/RAM upgrade by year 3, and for a transition to new mass storage technologies as they become available. 2. School district’s commitment to sustained support The Pajaro Valley Unified School District has disclosed its commitment to support the Digital High School Program. The district has hired a Director of Technology to oversee the implementation of the technology infrastructure throughout the district. He in turn has hired several staff members to provide technology support to Aptos High School and other schools in our district. The district will maintain our T1 connection to the internet and provide solutions and support for our Wide Area Network. The district’s network technicians are available for support during regular school hours. Teachers benefit from the district's subsidy of registration fees for the COE technology trainings, and for application of these classes onto the salary schedule. The district supports a team of teachers and students to attend Computer Using Educators Conference (CUE), MacWorld, and other relevant conferences for new information and materials. School Community’s commitment to sustained support The various partners of the school community have established their support of the implementation of technology at the school site. AHS has a Professional Development Project which is funded by UC Santa Cruz and the district to develop action-research to determine the variables that correlate with student achievement. This data will prove valuable in providing guidance to the implementation of the Digital High School Program. UCSC students have assisted and will continue to assist students and teachers in classrooms; in most cases these students can provide technology leadership to AHS students. This includes hardware and system troubleshooting as well as instructional assistance. Participants will continue their support through participation in the Implementation Team meetings. Their agenda includes direction, design, acquisition, and assessment of program components. Several organizations have made a commitment to the continued support of our program. Cabrillo College and the County Medical Society will be providing software and analytical equipment to support the Medical Imaging Project, a specific program within the Global Health Odyssey. Engineers from Seagate, Silicon Systems, Lockheed Martin, NASA, and other companies will continue to work with our robotics team to supply equipment and expertise. Santa Cruz Biotechnology has committed equipment and technical support to automate biotechnology labs. The Centers for Disease Control and Prevention have supplied research tools and software required to analyze public health information. The Monte Foundation will continue to enhance our educational program by dedicating funds raised in community events to new hardware and system upgrades. The Implementation Team will coordinate the community organizations' contributions and provide ongoing feedback about what skills are needed for the work force. Community representatives will be involved in the exit interview for all students. Implementation Team mirrors the Districts commitment for support, focusing on both instructional support and providing resources for hardware sustainability. F. Project Management Project leadership structure and individuals responsible for coordinating project The leadership staff involved in the implementation of the DHS include the Principal, an Assistant Principal who is in charge of Technology, an Assistant Principal in charge of Curriculum, Instructional Technology Coordinator, Technology Steering Committee, Instructional Cabinet, Network Administrator, and Implementation Team. This group of people is working together to ensure the successful infusion of technology in the curriculum and the appropriate distribution of resources. Responsible individuals identified for data collection, and ongoing planning and project modification The following people will lead the implementation of the Digital High School Program. The Curriculum Assistant Principal, is charged with the evaluation of student achievement. This includes gathering baseline data, administration of tests, calculation and dissemination of results at quarterly evaluation meetings. The Implementation Team is a group of parents, students, staff and community members who meet quarterly to discuss and advise about infrastructure, hardware, curriculum, and assessment. The Instructional Technology Coordinator is responsible for coordinating the development of technology and curriculum integration and the development of technology skills. The ITC also supervises Technology Coaches and the ITAP team. The Instructional Technology Coaches are instructional facilitators with technology expertise that are dedicated to supporting teachers and departments in developing curriculum that infuses technology and promotes higher achievement. The Technology Steering Committee is a group of department leaders and representatives that is specifically dedicated to the implementation and support of technology in their respective departments. The members are charged with supporting the teachers within the departments they represent, keeping them informed and involved in the ongoing implementation of the project. The Technology Assistant Principal supervises the whole project. He must organize the quarterly implementation team meetings and ensure that the school community is kept abreast and involved in the project. Estimate of time The grant writing year is a time for preparation and set up. At the end of the grant writing year, we will gather all data from students and teachers to determine our baseline statistics. The first cluster of equipment will be ordered and set up. The summer school Technology Leadership Academy will prepare a new generation of ITAP assistants who will play a key role in the following year’s implementation. We plan to have all equipment in place at the end of the first year of implementation. The emphasis will be the implementation of our ninth grade curriculum, baseline assessment, and special programs. During the first year, the Implementation Team will meet quarterly to assist in the development of the program. Our benchmark for the first year is 50% of Aptos High students (95% of 9th grade, 40% of 10th grade, 30% of 11th and 20% of 12th graders) will achieve Basic Proficiency and 100% of teachers will achieve CTAP Level 1, 35% Level 2, and 10% Level 3. During the second year of implementation we will continue our Implementation Team meetings and evaluate assessment data and recommend modifications to the program. The emphasis will be on staff development and on the effective use of technology in instructional methodology. Our benchmarks for students will be that 67% will achieve Basic proficiency, 50% standard, and 15% advanced, and all teachers will have achieved CTAP Level 1, 50% at Level 2, and 20% at Level 3. The third year of implementation is devoted to reaching true campus wide infusion. Our benchmarks for this year are that 90% of students will achieve basic proficiency, 67% standard, and 20% advanced. By year 3 100% of teachers will be at CTAP level 1, 70% at Level 2 or higher, 30% at Level 3 or higher. We will assess the overall success of our program and continue to develop our vision for higher student achievement through the infusion of technology. G. Local Evaluation 1. Plan for evaluating effectiveness in meeting goals of the DHS Program Computer knowledge skills Assessment of student skills will take place as they complete items of the digital portfolio. We expect 95% of 9th graders and transfer students to complete basic proficiencies by the end of their first year at AHS. Teacher-made tests and rubrics (including paper, on-line, on-demand, and performance) with others from CUE, vendors (i.e. MS Office certified training materials), anticipated CA Dept. of Ed. approved (through statewide DHS development), and others will benchmark specific proficiencies. Students will have a performance assessment for technology, in which they demonstrate evidence of specific competencies as part of their graduation/exit procedures. Academic achievement:	 Various sources of information will be used to assess academic achievement including High School Proficiency Exams, course rubrics, SAT9 test scores, Language Proficiency scores, assessment of student portfolio items, STAR data, Staff Survey, Student Survey, Parent Survey, Community Survey, Teacher Skills Assessment and CTAP proficiency rubrics. We will use graduation and dropout rates and other relevant data. Data will be gathered during the 1998/99 school year as a baseline for the project. During implementation we will continue to gather data and assess variables that impact student achievement. Data to be collected and how often The Assistant Principal in charge of Curriculum and the Instructional Technology Coordinator will coordinate the yearly and semiannual collection of testing data. This data will include the following: How often Data To Be Collected Responsible Person Semi-Annually Assessment of Student Digital Portfolio Teacher Skills Assessment and Reflection Tech Coordinator, coaches, ITAP students, advisory committee, guidance Yearly STAR/SAT9/ SAT/ACT Language Proficiencies/ Basic Skills Proficiency Exams, A-F Requirements/ Graduation and dropout data, Staff Survey/ Student Survey/ Parent Survey/ Community Survey AP Curriculum State level data including progress reporting, will be collected and reported every six months as required, including STAR data. Plan for evaluating effectiveness of integrating technology into curriculum Currently, teachers are evaluated by the PVUSD Evaluation Project. One of seven domains of the evaluation project is the implementation of technology in the curriculum. The administration will focus on this area and support each teacher in implementing the technology units and requirements as detailed in their course proposals. Technology Integration Coaches will work with administrators and teachers to make sure the curriculum reflects a tie in of technology and curricular outcomes within the same instructional activity. We will collect evidence about the integration of technology into the curriculum. Ongoing student and parent surveys will assess program satisfaction. Departments will self assess methods and activities. The Site Council will collect curriculum development data. The student portfolios provide snap shot evidence for assessment. The alumni server will provide follow-up assessment data of graduates and correlate with benchmarks of student success in college and the workplace. Teachers will evaluate specific portfolio contents and monitor proficiencies. Guidance counselors work with students to evaluate development of academic proficiencies, and develop safety net strategies to ensure academic success. At the end of the first year of implementation, we will monitor ninth graders and assess completion of basic proficiency portfolio items. We expect that 95% of ninth graders will have their basic proficiencies completed by the end of the year. Working with their counselor, students not meeting these goals will choose from a course list that offers the missing proficiencies in the 10th grade. The same procedure will be conducted the following year. Summer school for students who are still missing proficiencies will be mandatory for incoming 12th graders, and recommended for incoming 11th graders . Students still missing proficiencies going into 11th will be assigned to a tutorial period in a computer lab, managed by a Level 2 proficient teacher who will assist students in completing academic assignments and development of DHS technology proficiencies.