Digital Grant Narrative

2000 This document took 18 months to prepare and involved every campus in the district and all parent and merchant organizations

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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.

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(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.

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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.

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L:\Documents files\Documents\!all else\MENTORSHIP\dhs\dhs\forms\dhs99-27.1-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

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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,

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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

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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.

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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

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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.

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(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

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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.

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

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

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)

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.)

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 plan Existing: Principals, secretaries, counselors, kitchen

staff have a total of 21 computers and 18 printers in their

offices and work areas

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-labs Existing: 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

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.

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

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

files\Documents\!all else\MENTORSHIP\dhs\dhs\forms\forms2000\filled forms2000\dhs00-27.3-

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.

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

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