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Digital High School
Description of the School Santa Cruz High School (SCHS) is located close to the
center of the city of Santa Cruz, a community of over 50,000 located
on Monterey bay. The economy of Santa Cruz is based on tourism,
agriculture, and local small industries, as well as the electronics
companies in nearby Scotts Valley and San Jose. The economy and
culture of Santa Cruz are also strongly effected by the presence of
the University of California at Santa Cruz (UCSC). SCHS is a comprehensive high school with over 1100 students
in grades 9 through 12. We have the most diverse student body
of any high school in the district, measured by family income,
ethnicity, and home language. The parents of SCHS students work
in agricultural fields, in the computer industry, in small businesses,
in restaurants, at the university, and at a great variety of
other jobs. Their family incomes range from as little as $12,000
to over $100,000 a year. Our students come from families who
have been in the United States for generations, and from families
that arrived here as recently as a few months ago. Most of our
immigrant students speak Spanish, but others speak Chinese,
Vietnamese, Bosnian, Tagalog, and other languages. Our students,
from their great variety of backgrounds, have positive personal
and academic experiences in a very supportive environment at
SCHS. SCHS has worked closely with Coalition of Essential Schools (CES)
in furthering the school’s progress towards educational reform. As
part of SCHS’s ongoing restructuring plan, our school is using a 4 x
4 block schedule, referred to as EXCEL. This schedule consists of
four 9-week terms during which students may take up to four
90-minute classes daily.
American Indian 5 Asian 35 Pacific Islander 6 Filipino 16 Latino 287 African-American 67 Caucasian 885 Ethnic minorities form over 30% of the school’s total population,
reflecting the diverse ethnic community of Santa Cruz. SCHS had 136
students classified as Limited English Proficient (LEP) —
approximately half of the LEP secondary students in the
district.
The current network backbone provides for Internet access in 5
labs and in the Library. The computer labs run software for
individual subject areas such as computer-aided drafting (CAD),
Autoshop, Photo, Yearbook, Newspaper, Regional Occupational Programs
(ROP) and Keyboarding, Algebra, Geometry, and English classes.
Individual classes in English, Science and Social Studies account
for 9 additional computers being used in classrooms for Internet
access, word processing, database management and/or student project
preparation. DHS will meet the technology access needs for students, teachers,
and other school staff through several avenues:
Santa Cruz High School is involved in on-going reform for the
purpose of increasing overall student achievement and closing the
achievement gap for students of color. This process has focused on
collaboration, relationships and performance, centered on teacher as
coach and student as worker. Out of this reform, we have developed
our Expected School-wide Learning Results (ESLR’s). These include
students as problem solvers, communicators, self-motivators and
respectful individuals who are involved citizens, health-conscious
and environmentally aware. The role of SCHS is to prepare students for a career or higher
education that is rich in technologies. These settings will expect
multimedia presentations, worldwide communications, research of
current and past information sources and an eagerness to become
proficient in all current and emerging technologies. Digital
technology removes the limitations that students and teachers
traditionally had on information access, availability of expert
advice, and worldwide communications. In addition to accessing
information, students will critically evaluate information sources
for their credibility. For many students, technology is already becoming routine in
their lives; SCHS staff will integrate technology into all students’
everyday learning routine. Students will include multimedia
presentations in their language arts portfolios and will use
technology in the development of their senior exhibition. Over the next three years, we envision a school that shows
improved academic performance and develops the whole student as
citizen and life-long learner. Through technology, there will be a
transition of curriculum focus from fact acquisition to process
selection and application. This will require staff to continue their
transition from sage on the stage to an interactive role of coach
and mentor. Our vision of a technology-enhanced learning environment differs
highly from our current setting. We envision a school in which a
student day is as follows: Jessie is an African American junior enrolled in AVID
(Advancement Via Individual Determination) and Monterey Bay Studies
(MBS). MBS is a program that integrates US History, American
Literature and Ocean Ecology. Jessie arrives early to check in with
Ms. Mills. Although absent yesterday, she was able to get the class
assignment from the school’s web site and is ready to turn it in.
They joined the rest of the class for a field trip to Elkhorn
Slough. On the way students are sharing their research findings for
their current paper. Jessie is excited about her inquiry on sea
otters and human interactions in the Monterey Bay area. She has been
searching the web and her AVID teacher has helped her make an e-mail
contact with someone working on sea otter restoration. Because of
her interest in this topic, she is considering it for her Cardinal
Exhibition in which she will be required to demonstrate her mastery
of a content area. Once at the slough, the students get out lab probes to take water
samples. While Jessie’s group is working on water analysis, other
students are using digital cameras to take pictures of the
organisms. Still others are completing a quadrant sample and
recording their observations on a laptop. After arriving back at school, Jessie uses Microsoft Excel to
graph the data. Her group will analyze the data and compare it with
data exchanged electronically with students at Monterey High via the
web. Her group decides they will use Microsoft PowerPoint to present
their findings to the class. Jessie decides she will come back in
the evening to work on her portion in the library. If she is happy
with the final project, she will probably include it in her Language
Arts portfolio. This vision of SCHS was born from collaboration between our staff
and work surrounding the Walter Johnson Foundation and the Coalition
of Essential Schools. DHS will take us to the next level of reform.
As a staff we have collectively studied our data and identified
groups within the general student population which, historically,
have been less successful academically, as measured by a variety of
standards including GPA, STAR and enrollment in upper division
courses. We have adopted goals for narrowing the achievement gap for
these groups. We also recognize that equity of access carries an
additional meaning: we are committed to moving beyond providing
equal access to the more encompassing goal of ensuring equal
outcomes. Finally, we recognize that our ESLR's, specifically the
ability to problem solve and ability to communicate, will be
enhanced through the use of technology. The goals and objectives for
these areas are specified below.
These goals and benchmarks are aligned with SCHS ESLRs that address problem solving and communication skills, the district Language Arts standards and state technology proficiencies.
III. PROJECT PLANIII.A.PROGRAMIII.A.1.As Santa Cruz High School enters the twenty-first century, the infusion of technology into all aspects of teaching and learning will be key. Appropriate, relevant technology will enrich our academic programs, increase access to learning resources, improve the presentation and understanding of information, and better prepare our students for further education and careers. III.A.1.(1)Integrated, "inquiry-based learning" (IBL) will enrich the academic program at each grade level because it promotes student-centered learning, accommodates individual learning styles, and is based on student ownership of the learning process. IBL uses cross-discipline study and critical thinking skills to produce student-generated models of given concepts, processes, or knowledge bases. IBL is strengthened by the use of technology because it allows students to access and present information independent from the teacher. These strategies allow instructional material to be presented in a way that is more engaging for students who are not currently succeeding with more traditional methods. We are currently creating integrated thematic instruction through our core curriculum for ninth graders, the World Civilizations/World Literature core for tenth graders, Monterey Bay Studies(MBS) or Online Academy(OLA) for eleventh graders, and a grand finale demonstration of mastery called the Cardinal Exhibition for twelfth graders. BAYCES is providing direction with staff development in this area. III.A.1.(2)Greater access to learning resources such as the enhanced library media center, open computer labs and production centers for multi-media, graphic arts, video and photography will allow students to develop personalized and systematic research and to present applications of their subject-specific learning through the use of a wide variety of technological tools. III.A.1.(3) Improved presentation of information will help students master technology skills, practice information literacy skills, show more clearly what they know and integrate content into their personal knowledge frameworks. By 2002, 60% of our students will create four-year digital Language Arts portfolios. Attention will be given to both the process and the presentation of their work. Students will learn how to create their own web pages where they can display significant products and their reflections upon those products (I-search). Clearly they will need basic computer and multi media skills to do this work. Each year students will expand, extend and revise their portfolios, culminating in a final "Cardinal Exhibition," a board-approved requirement for graduation. III.A.1.(4) Career preparation will be enhanced through digital portfolios, which will increasingly serve as a resume of the students' mastery of both content and skills. Their portfolios will contain a Career Pathway Inventory and examples of email correspondence, data-sharing via the Internet, peer editing, research projects, and multi-media presentations. Using these portfolios and our partnership with Cabrillo College Business/Computer Skills Pathway and ROP, we will link students through job shadowing, internships and work experience to possibilities for careers and study beyond graduation. A range of computer knowledge and technology skills will be required of our students in order for them to create their portfolios and demonstrate application of their technology skills. In Health/Life Skills freshman will integrate health concepts and technology skills. For example, students will learn word processing skills in order to create a pamphlet on nutrition. In English, freshman will be introduced to the Language Arts portfolio, which will incorporate examples of work that demonstrate communication skills across the curriculum. Students will expand these skills in the tenth grade English/World History core, eleventh grade MBS and OLA cores, culminating in the Senior Cardinal Exhibitions.
III.A.2 Technology will be an integral tool to curriculum, instruction and assessment. The ESLR's we created during our WASC process stress the students' role as problem solvers, communicators, self-motivators and involved citizens. Each of these indicators is greatly enhanced through the mastery of basic technologies, such as email for communication and collaboration, databases for decision-making matrices, mathematical spreadsheets, and written and visual presentations and digital rubrics. Technology is a resource that teachers will use to provide instruction in core content. We have focused on the following two ESLRS’s because they would be the most enhanced by technology:
The DHS plan is aligned with the content standards and curriculum guides that have been adopted by our Board of Education, including the Information Literacy Curriculum and the California Language Arts Standards. Our DHS Staff Development Plan will train teachers to integrate technology into their curriculum consistent with state content standards by accessing the various CTAP SCORE sites. These are linked in a special "Resources for Teachers" page accessible from the SCHS home page. Assessment will be continually reflected in the students' four-year digital portfolios. Presentations and products from all subject areas will be included in the portfolios. Seniors will also be expected to delve deeply into a self-chosen topic reflecting individual research and present their findings to a wide community audience in a "Cardinal Exhibition." Both portfolios and Cardinal Exhibitions are board-mandated criteria for graduation. Both will exemplify students' skills as problem solvers, communicators, self-motivators and users of technology. These standards are aligned with SCHS ESLR’s and serve as benchmarks for student achievement across the content areas. III.A.2 (a).Priority subject areas and how integration will occur in other subject areas.
III.A.2 b) The teaching staff at Santa Cruz High is committed to fair and appropriate access to technology for all students, teachers and staff in all instructional classrooms during and beyond school hours. Our plan calls for a computer workstation in every instructional environment in the school. These workstations, as well as all lab computers, will have internet access, will be connected to the school LAN, will have access to the library catalog program as well as library-based CD-ROM resources and will have standard software. The following labs would be available for class sign-up as well as individual/drop-in use:
Because of our focus on equity, SCHS is making an effort to help more of our students have computer access at home. Surveys of parents indicated that approximately 40% of our students do not have computer access at home. This concern will begin to be addressed through a computer lending program that provides students with used and refurbished computers for the school year. III.A.2(c). The relationship between students and teachers will become more individualized because tools of technology will enable teachers to personalize the learning process for students. High levels of technology resources will more effectively allow staff to design and employ inquiry based, individualized learning assignments. Such assignments will allow students to engage in more individualized learning, and necessarily move teachers from the traditional role of sage on the stage to a more interactive role of coaching and mentoring. For example, students in tenth grade English/World Civilizations core will do an extended project comparing their understanding of the Holocaust via the novel "Night" with incidents of genocide in other cultures and eras. Students would present their findings via web pages, multimedia presentations as well as more tradtional report forms. Because students will have more opportunities to explore their own interests using the Internet, teachers will be able to draw upon those interests in developing more relevant and engaging curriculum. Email between teachers and students will open up lines of communication and allow meaningful collaboration to flourish. III.A.2(d). Appropriate levels of technological resources will be applied to learning activities within all programs in order to improve student learning. Section III.C.1 details specific hardware and software purchases. In general, every classroom will have a networked computer with standard software as well as subject-specific software, a printer, an overhead projector, TV, and a VCR. This will allow teachers to present lessons in a more engaging manner by using multimedia presentations. Teachers will have access to the web and library resources in order to develop lesson plans. Multiple networked labs hooked into the LAN, and Internet will be available throughout the school for full classes and will be open before and after school for students to complete assignments and access information beyond the walls of the classroom. Scanners, digital cameras and video will be available so that students can incorporate multiple media sources into their digital portfolio and classroom projects. The library and text-book room will house computers with access to a large screen display projector. Decisions on what subject-specific software to purchase will be presented on a case by case basis to the Technology Committee and will be based on potential for raising student achievement. A video-editing studio will be available to students and teachers on a sign-in basis during all periods of the day for the purpose of placing documentation schoolwork into graduation portfolios and for other presentation purposes such as performances, speeches and persuasive evidence. III.A.3 Our full time credentialed librarian will oversee the transformation of a Library Media Center into a Digital High School Library Media Center. The transformation include adding new hardware and software to the library, as well as nurturing the acquisition and use of print materials. The librarian along with the curriculum mentor will teach staff and students how to use the new technological tools. Integrated core classes will regularly use the library’s 60 Internet-connected computers; the library will also be used by other classes for project based lessons in science, mathematics and special programs. The Digital Library Media Center has an automated book cataloging system searchable via the Internet, is the hub of a local area network with CD-ROM resources, has online databases including EBSCOHost, Sirs Researcher, Encarta and WorldBook encyclopedias as well as a research help desk. All library resources are available school-wide via the library home page, which also contains links to online curricular resources for teachers. The school library will also become one of the 8,000 doors to the "Library of California." The library can be scheduled by any teacher for full class use; additionally, students may use the resources individually on a drop-in basis. The library is extending its hours beyond the normal 7:30 AM to 4:00 PM to include 7:00 AM to 6 PM and two evenings per week. III.A.4.The School District has already adopted an Information Literacy Skills curriculum that begins in kindergarten and continues through twelfth grade. Students in the core curricular areas are currently expected to be engaged in regular research projects which require defining an information problem, deciding upon potential sources of information, assessing those sources, evaluating the data and information received and presenting and defending their conclusions in appropriate multimedia presentations. Infusion of additional technology allows more students more opportunities to practice and master these skill by using desktop publishing, multimedia presentations, Internet research and video production. Through Staff Development, teachers will be presented with a variety… III.A.5.Special needs staff are well represented on school committees and have participated regularly in the planning of this grant application. The goal of this department is to have their students experience full inclusion in the school-wide curriculum while maintaining the least restrictive environment for them. When special needs students enroll, an IEP identifies appropriate assistive technology for the student. Low incidence funding is used to provide assistive technology in mainstreamed classrooms as well as special need support classroom. This funding will be usedto purchase items such as voice activated software, large screen displays, language acquisition software, and easy access for our physically challenged students.
III.B.STAFF DEVELOPMENT III.B.1.a.
A subsequent survey indicated 30% self-assessed at Level I proficiency and an additional 25% self-assessed a need staff development in one area to attain Level I proficiency. Finally, 20% self-assessed at Level II proficiency.
III.B.1.b. All staff will reach Level I "personal proficiency use," (as defined by CTAP), by the end of the implementation year. Each certificated staff member will have a personal portfolio to indicate successful acquisition of these skills. We will offer a variety of ways to do this. These will include:
III.B.1.c. Level II "instructional proficiency" curriculum trainings will be offered to staff who have successfully mastered the Level I "personal proficiency" standards. This will involve a four day summer retreat using staff as trainers with two strands: 1) Incorporating technology (Internet/World Wide Web, E-mail, CD-ROM, and simulation software) into inquiry-based curriculum projects and: 2) Curriculum using multi-media presentation skills (PowerPoint, HyperStudio, video production, web publishing). In addition to a stipend, teachers will have access to computer workstations that they can use over the summer to support the acquisition of their skills. The workshops will incorporate significant amounts of time to use the new knowledge and skills in the development of a curricular project/presentation that the participant can use in his/her classroom. Finally, the participants will form "critical trios" that will meet periodically during the year. These trios will support each other by: sharing their ideas, successes and failures; observing and coaching each other while implementing their projects, and discussing student work that is a result of the projects. The Technology Curriculum Manager will provide support as required. Students will also be offered the opportunity to take these courses. Students will provide a student perspective to staff in the development of their curricular projects and participate in critical trios as requested. Skilled students may offer some additional support as troubleshooters. This training will be offered to 20 staff members the first year. Priority will be given to teachers who are working with the freshman and integrated cores, AVID and On-Line Academy. III.B.2.A variety of strategies will be used to provide ongoing support as we implement our project over the next three years. We will:
III.B.3.New staff will be able to access the strategies outlined above dependent on their skills when entering our site. In addition, a two-day workshop will be offered specifically for new staff. This workshop will have three objectives:
III.C.TECHNOLOGY RESOURCES III.C.1. Computer access for individual students and classes exists in the following areas:
In addition, individual classes in English, Science, and Social Studies account for 9 additional computers being used in classrooms for Internet access, database management, word processing and/or student project preparation.
The current campus infrastructure is used primarily for file sharing, printing and Internet access. Video and other high bandwidth applications are not possible on this network. A coaxial video system as well as a CATV system have placed wires in many classrooms but has not had a great deal of use in the past few years. A video studio, part of the Fine Arts curriculum, is used for creation of video productions and video editing. The district has policies in place to coordinate the purchase of software and hardware in accordance with state purchasing guidelines. Site software license purchases would be used to facilitate uniformity of application use throughout the school.
III.C2. Our current telecommunication needs center around the condition of our campus network backbone. This backbone is made up of a combination of 10Base-2 and 10Base-T cable installed during Net Days in 1995. Portions of the wire are Cat 5 and are capable of being upgraded to 100Base-T. Cable drops are located in science, math, the library, ROP computer lab, Word Processing lab, Drafting, Photography and a few drops in the main building on the first floor. The administration has a secure network of its own wiring on the second floor of the main building to share SASI data and for communication with the District Office. The current network allows for a maximum of 10Base-T capacity. Wiring in several places on campus uses Cat 3 or Coax that prohibits expansion of the network to 100Base-T capacity in the future. Problems with too many hubs and the 5-4-3 rule cause occasional problems now with high error rates leading to shut down of the network. Since the current network is at its maximum length and capacity, DHS funds will allow for the following additions to meet these network needs:
DHS will meet the technology access needs for students, teachers, and other school staff through several avenues:
The school’s current electrical system was installed over 60 years ago and, therefore, currently is unable to handle the significant increase in electrical use from technology additions. SCHS Centennial Committee fundraising efforts will provide major upgrading of the main building electrical system in order to accommodate the additional electrical load from the installation of computers. A local bond measure recently passed will provide campus-wide electrical system upgrade. III.C.3. Teachers will develop and augment their curriculum using resources from Statewide Centralized Services. As new state standards are adopted for each subject area within the district, teachers will use the SCORE sites and other resources to provide example lessons incorporating technology. As part of the DHS grant, teachers will have the opportunity to attend learning workshops in their subject area. These workshops will give teachers the opportunity to explore the SCORE sites and other resources as well as time to develop lessons incorporating these resources that can be used in their classroom immediately. Teachers will refer to the CTAP Clearinghouse for exemplary software resources.
III.D.PARENTS AND PARTNERSHIPS III.D.1.SCHS used articles in three parent newsletters and personal invitations to invite parent participation in the grant process. Parents have participated in a variety of roles including consultation, reading, and data analysis and as committee members. Additionally, parents have been instrumental in providing the DHS committee with information regarding their own expectations for their students and the school program. Parental involvement was essential to the SCHS reform (Excel), the development of Language Arts Standards, the On-Line Academy (OLA), and, through the Site Council, developing our current TUP. Parents have offered to staff the library on extended hours. The Bilingual Advisory Committee (BAC) and the Parents of African American Students (PAAS), (advisory groups) will be instrumental in achieving the overall goal of closing existing equity gaps. Parent and community volunteers are highly visible at SCHS. Volunteers are working with the SCHS yearbook staff, with the Trident (School newspaper), and with the video production and physics classes to name a few. Parents of SCHS students were asked to complete a technology survey provided by our regional CTAP. The survey asked parents what they would like their children to learn at school in the areas of computers. The survey also contained questions about the level of the parent’s experience with computers and questions about their child’s computer use outside of school. The survey was distributed at the SCHS October Back to School night as well as the November BAC meeting. A representative cross section of parents completed the survey. Responses to the survey indicate that parents want their children to learn to research information when using computers. Vitally important, they responded, was for their students to have the ability to organize information, to increase their Internet skills and to have a basic understanding of using computers. These responses helped the DHS committee to focus on inquiry-based skills as on of the focus areas. In addition, the surveys indicate that approximately 40% of our students do not have computer access at home. This concern is being addressed through a "computer lending" program. III.D.2 We have worked with several local businesses in the greater Santa Cruz area, and have developed a database of those partners who have given input into the development of our DHS project plan. A parent from Raytek, a local business, worked with the DHS committee in the formation of our proposal, giving input from a business as well as a parental perspective. SCHS’s on-going collaboration with Bay Area Coalition of Essential Schools (BayCES) played a large role in the development of the DHS project plan. BayCES is a non-profit, school reform organization that has worked with SCHS to close our achievement gaps while raising overall achievement. Our BayCES coach has worked with the DHS committee to create coherence between our whole school reform work and our DHS goals and objectives. Through a developed articulation agreement with the Cabrillo Community College, SCHS intends to further increase its partnership with the Business/Computer Skills Pathway, with the ROP, the Santa Cruz Adult Education Program and with local businesses. While ROP offers classes at SCHS to further the use of technology by students through the School-to-Career program, this community group has worked in formulating a plan within the DHS project to expand our partnerships with other institutions that extend beyond the 12th grade as well as develop more business partners in the community. Trainings provided by Santa Cruz City Schools, Santa Cruz County Office of Education, CTAP Regions 4 and 5 as well as BASRAC assisted in the vision and formation of our proposal III.D.3 Parents will continue to be involved in the ongoing assessment of the project by completing an annual Parent Technology Survey, and input via PTA, GATE, School Site Council, BAC, and PAAS. Participation in implementation will occur through volunteering in the installation of equipment and extended library hours, review and selection of curricular software and projects, input into the web-site and by providing resource connections. UCSC students will provide tutorial help to students during lunch and after school 3 days a week. Partnerships are being formed with other schools to exchange email and data for classroom activities. The librarian, along with a number of staff and student teachers, receives support from the University of California in Santa Cruz via Project CREDE (Center for Research on Education for Diversity and Excellence). CREDE has been training staff to incorporate learning centers in the classroom for more individualized instruction. Teachers create various "centers" for students to study aspects of a particular topic. Each center employs different learning strategies, styles and intelligences. A current topic is the World War II era. Students study various aspects of the era by exploring the "Women in World War II" web sites on the internet, viewing videos on the Holocaust and the nuclear bombing of Japan, and analyzing words and music of World War II in an audio center. It is the intention of SCHS to develop those partnerships that were established through the OLA. OLA was the result of the collaboration between SCHS staff, students and parents, Santa Cruz ROP, Santa Cruz Adult Education, and Cabrillo College. Our industry partners include: Silicon Systems (Texas Instruments), Raytek, Watkins-Johnson, JSB Corporation, Santa Cruz Operations in addition to private local businesses. Through the OLA, students have been provided with opportunities to attend team-building seminars, participate with on line mentors (Hewlett-Packard), attend various informational field trips, job shadow, and receive internships, which have developed into permanent jobs. We will continue to work with the partnership created with this collaboration to achieve the goals of our fully implemented DHS project plan. Staff at SCHS have been given the opportunity, through the industry partnerships developed through OLA, to "extern" at a local company participating in the Team Building seminar, which was an extension of the seminar offered to students. We are confident that our ongoing relationship with the local and distant partners will prove to be vital in the implementation of our DHS Project Application.
III.E SUSTAINABILITYIII.E.1 Sustainability of this project is key to its success and the school recognizes that both DHS funding as well as other funding sources must be used to maintain our efforts. In terms of onsite support plans, SCHS has historically shown commitment to improving our site technology resources. Our WASC plan, as well as our School Improvement Plan (SIP) document commitment by the school for ongoing system improvement. With our site’s WASC midterm review coming in spring 2000, we will be able to document progress towards one of our WASC goals and objectives, involving technology development within the curricular. The school has just submitted a site technology plan to the site council that outlines a system for equipment maintenance, repair and replacement. SCHS has a variety of funding sources that have supported improvement and maintenance of technology resources. ROP and Adult Education will provide maintenance as well as upgrading of their existing computer labs. DHS funding will pay for a .75 technician position for the first year of the project, after which time the funding will be split between Adult Education and School Improvement Plan (SIP) funds. The technician, along with the site Educational Technology Liaison, will be responsible for installing, maintaining and repairing all hardware and software as well as assisting the Project Manager with infrastructure installation during the Installation year of the grant. The Technician and trained students will make up the backbone of our onsite helpdesk. When a teacher has a technology problem related to hardware or software, they will call the help desk cell phone. The first step will be to troubleshoot over the phone. If further assistance is needed, a Technical Support from is completed, prioritized and a trained student will be sent to the room. If the student and the technician cannot solve the issue, the district's technician will provide onsite support. SIP funds, detailed in E2, will also continue to be a major site source of resources to upgrade and maintain computers and other technology hardware SB 1813 funds for each curricular area adoption period will be allocated not only to textbooks but also software that support those curricular areas. Title I funding will continue to support technology access to underachieving students through the use of a computer laboratory, tutorial software and technical consultation for upgrade of that laboratory. EIA funding have been used for purchasing technology resources such as overhead projectors and computers in the sheltered classrooms — we anticipate that this funding source will continue to provide and maintain the resources for immigrant students. Santa Cruz County Office of Education has "low incidence" funding available to purchase technology for Special Needs students such as specialized keyboards and other hardware and software. III.E.2Santa Cruz City School District’s recently adopted TUP documents sustained support for technology district-wide. The District TUP has designated positions for an Education Technology Coordinator, an Education Technology Specialist as well as for a site Technology Liaison. The Education Technology Specialist provides help desk as well as on-site network support during school hours for the entire district on a rotating basis. The Education Technology Liaison coordinates the site technical support team, which consists of teachers who sit on the Technology Committee as well as articulation between the district specialist and on-site technicians. These positions provide articulation of maintenance support between the district and SCHS. This articulation will be especially important when school infrastructure improvements begin with the release of bond monies in spring 1999. A major remodel (funded by community fundraising) of the main building will give a significant boost to rewiring projects. In addition, modernization money is scheduled for release by 2001 to upgrade electrical wiring, power, telecommunication lines as well as climate control. These monies will continue the upgrade and maintenance of our site’s infrastructure well past 2002. The community’s commitment to sustained support for technology comes from a variety of sources. ROP and Adult Education have committed to staff their computer labs after regular school hours to provide access for students as well as their parents. ROP, in cooperation with Cisco Systems (one of our business partners) is planning on implementation of a Network Academy at our site. This academy will train students in network implementation, upgrade and maintenance. In addition, ROP is working with a local computer business to implement an on-site computer troubleshooting and maintenance course. The students enrolled in this course would receive training three days a week, with the other two days spent on campus during school hours to work at the help desk providing technical support to curricular computer systems. Local business partners such as StratoComputers, Raytek and Silicon Systems committed volunteer assistance in networking problems during normal school hours and will work closely with our site technical support team.
III.F.PROJECT MANAGEMENTIII.F.1. Project leadership is outlined below. Both the Technical Manager and the Curriculum Manager will report to the Site Administrator as well as report progress to the Site Technology Committee, School Site Council, Department Representatives and the Site Management Team. Both positions will be certificated positions as release periods.
III.F.2.The following individuals are responsible for data collection and ongoing planning and project modification:
III.G.LOCAL EVALUATION III.G.1 The evaluation process for the DHS Plan will be developed to ensure on-going plan effectiveness. Data collected will be used to measure student progress in acquisition and improvement of basic computer knowledge and skills as indicated in our Strategic Goals and Objectives. This evaluation will include the following components:
III.G.2 Data, including STAR test data, will be collected and reported as outlined in III.G.1 Local data collection includes the following:
III.G.3. Evidence of curricular integration of technology will be in the form of:
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