IV.B. Staff Development IV.B.1. Objectives and Plans IV.B.1.a. Analysis of Current Levels of Knowledge.
Staff surveys show eleven percent (11%) of the staff rated themselves as non users.
Twenty percent (20%) say they are occasional users and 69% regular users of computer
technology. While 86% of teachers have a computer at home, their experience is not
extensive. Although 61% rate themselves as proficient or expert in word processing,
only 15% say they have a similar level of expertise with the district electronic
roll book. Only 25% say they are proficient or expert in the use of spreadsheets.
A somewhat higher number, 35%, rate themselves highly in the use of e-mail and the Internet. IV.B.1.b. Staff Development Goals.
Develop and implement Technology-Based Performance Standards as outlined by the Educational
Council Technology in Learning (ETCL) as well as the California Technology Assistance
Project (CTAP) so that technology can be integrated across the curriculum. (See Appendix F)
Train all staff to Level 1 Personal Proficiency. Train all staff to Level 2 Instructional
Proficiency. Train a 15 member staff team to Level 3 Mentor Proficiency to conduct
workshops, provide ongoing support and follow-up. IV.B.1.a.Staff Development Objectives and Benchmarks.
By June 2000, train 90% of staff to Personal Proficiency level with a three-day
workshop conducted during off-track time as shown by competency level surveys, certification
tests, and attendance logs. The workshops will be conducted with a combination of contracted outside services (i.e. LACOE, LAUSD, Apple) and school staff. By June 1999, a 5 person support team of staff will be trained to Mentor Level 3
Competency as shown by agendas, training logs and evaluations. By June 2000, another 10 staff (for a total team of 15 members) will be trained
to Mentor Level 3 Competency as shown by agendas, training logs and evaluations.
This team will be able to train other staff and conduct workshops in meeting personal
and instructional competencies, and address needs indicated in staff surveys. By June
2002, train 90% of staff to Instructional Proficiency Level 2, which targets integrating
technology, with a three-day workshop conducted during off-track time as shown by
competency level surveys, certification tests, and attendance logs. An additional follow-up
day will be devoted to departments developing lessons which integrate technology
into the curriculum as shown by completed lessons and attendance logs. IV.B.1.b. Beginning skills.
Beginning skills shall include, but not be limited to the CTAP Personal Proficiency
standards. Skills include activating a computer, loading and launching software,
access and use software for word processing, desktop publishing, spreadsheets, databases,
grading, lesson tutorials, search the world wide web, send and relieve e-mail, and
use hardware such as VCRs, laser disks player, LCD panels and projectors. Other topics
include operating system basics and computer maintenance practices. IV.B.1.c. Advanced skills
.
Advance skills shall include the CTAP Instructional Proficiency standards which targets
the integration of technology into the curriculum. Skills include locating and developing
Internet-based learning exercises and research projects, using pre-structured courseware for skill development and/or individualized learning, using grade level
or subject area courseware, using basic troubleshooting, diagnostic, and anti-virus
prevention practices and software, coaching students on the importance of life-long
learning with a perspective technological advances, instructing students on information
literacy skills and issues, identifying societal, ethical, and economic issues related
to technological advancement and control of information. Training will also include
the LAUSD Electronic Rollbook or other grading and assessment software. IV.B.2.a. Installation Project Period
. The first rounds of off-track staff training for Personal Proficiency will begin
by May 1999. These 3-day workshops will continue through June 2,000. School staff
will offer makeup workshops. Teachers can practice skills in the LMC during and after
school, and Project Room after school. The first 5 members of the Mentor Proficiency will
be trained and assisting staff by June 1999. They will provide follow-up and ongoing
staff support, training, and troubleshooting on a limited basis. IV.B.2.a. Subsequent two years
. By June 2000 all 15 members of the Mentor Proficiency team will be trained and
ready to provide additional training and staff support. By June 2002, an additional 3-day workshop, conducted during off-track time, will
bring all staff to Level 2 Instructional Proficiency. In addition, one staff development day each year for each track will address updates
on technology, software, curriculum integration and classroom and equipment management
issues. Staff can practice skills in the LMC throughout the day and the Project Room after school. A 90-minute staff follow-up workshop will be offered weekly in the
Project Room. Rewards and incentives will be offered to teachers who achieve Mentor
and Leadership Proficiencies. Staff will be encouraged to attend free workshops
offered by LAUSD, the Los Angeles Systemic Initiative, and other programs. IV. C. Technology Resources.
The goals of Jefferson High are to install the necessary infrastructure, hardware,
and software to provide Internet connectivity to every classroom and to support the
full integration of technology into every course. By April, 1999, the basic infrastructure of cabling, fiber, connectors, hubs, and switches will be installed throughout
the school through Prop BB. By June 1999, the Local Area Networks in each laboratory
and the Library Media Center will be interconnected and will be connected to the
District Wide Area Network. By this same time, two hundred and forty seven (247) new computers
will be installed; the Windows labs, Mac Project Center, and the Library Media Center
will be upgraded; and, accompanying software will be purchased. Each classroom will be equipped with at least one computer connected to the Local Area Networks and
the Internet. Four hundred and fifty five (455) Alpha Smart student work stations
for basic word processing tasks and eighteen (18) multi-media carts will provide
mobile computer labs in each department and will provide accessibility and security. IV. C. 1. Integration of existing hardware and software with the new to be purchased.
Fifty existing computers and two LAN servers will be upgraded to make them Internet
compatible. An additional WAN server, 5 LAN servers, and 247 new networked computers
will be integrated into the upgraded system. In addition, 455 Alpha Smarts and
18 multi-media carts will provide student access via disk to the network available in the
classroom, lab, center, Project Room, or office in which students are working.
More copies of existing software such the Accelerated Reader Program, SimCalc,
HyperStudio, ClarisWorks, and Microsoft Office Pro will be acquired. New software
will be selected by Departmental Committees composed of teachers who have achieved
the Instructional Level of Proficiency. Specialized acquisitions are included in the "What
Is Planned" section of curriculum integration. IV.C. 2. Telecommunications Infrastructure Needs.
An ISDN line has been installed in one of the computer labs. Networking will be
completed by February 1999. The project will allow an upgrade to a T-1 line by March
1999. It will be used for Internet access, will serve the new Project Room and will
give the Science Department full Internet access. The LMC work stations are networked
locally. Every classroom will be wired for Internet accessibility with four drops
per classroom.
In order to bring the school on line, $786,000 of local bond and school media
funds are being spent to install needed network fiber, cabling, connections, CATV,
public address, intercom, and telephone equipment. This project is also asking for
$43,000 for a WAN file server large enough to store data from student portable work stations,
curriculum designs, student projects, and school based management documents. A cadre
of students and teachers is being trained to maintain the integrity of the network. IV.C. 3. Technology Inventory
(see Appendix H)
IV.D. Parents and Partnerships IV.D.1. Parent Involvement in the Digital High Plan.
Parent partners have been involved in planning over the past two years and will continue
to serve on the Technology Committee. This year two meetings were held with advisory
councils to discuss the Digital H.S. program/allocation. Parents were involved in developing goals for our project and outlining activities and future parent involvement.
Parent representatives on the Technology Committee will make monthly reports and
updates to the advisory councils. Two parents were selected to be Technology Advocates and were trained by the County Office to help the school promote technology and
garner additional support from the community. Parents will be involved in training
sessions and will be users of after hours labs and the Media Center. Parents have
pledged to assist staffing the Library Media Center after hours so it can be kept open
until 7:30 p.m.
Jefferson High School parents are very supportive. More parents will be encouraged
to visit and become involved through the parent advocates, and, for those who have
access, the school website. Parents have shown strong interest in attending the
after-school staff computer workshops. We will reach out to parents, the community,
and to Alumni Associations, through the website publication of Alumni and athletic
events, community resources and organizational news. Adult education offerings will
be expanded through the Adult School and by keeping facilities open until 7:30 each evening.
English Language Development opportunities will be expanded through the use of the
labs, the Adult School, and the LMC. IV.D. 2. Business, IHE, government, and community agencies.
Business partners include Paramount Pictures, which donated a camera dolly to the
Film/Media Program; Eastman Kodak, which will continue to provide film to the Media
Arts Academy; the American Film Institute, which donated lights and an editing machine
to the Media Arts Academy. Cisco, Inc. donated network teacher training which one teacher
has completed the first section. This training includes curriculum and ongoing support
to assist in creating a four mester course to train and certify students in computer networking design, maintenance, and troubleshooting skills. The Sony Corporation
has donated a computer projection system and is expected to continue to support the
growth of technology.
An industry advisory council is being organized to help the school reevaluate
career preparation for students.
The Shell Oil Academy provides scholarships, has donated computers, and has
a career advisor who works with Jefferson students. Each semester 20 students work
weekly with the Shell advisor at the corporate site. These students are paid to attend
a seminar, do job shadowing, and learn work place skills. Shell will advise the Digital
High School Project and will provide student internships.
Higher education partners include the UCLA Occupational Health and Safety
Department which trains Jefferson students how to teach their parents and others
about safety issues in the home and in the work place and have created a web site
our community at large can access. Los Angeles Trade Tech College houses a Jefferson program
and will help provide maintenance and repair.
Government and community partners include the Los Angeles Police Department
, the Dunbar Community Association, the South Central Community Center, and the Los
Angeles Public Library. The support of the police department is especially important.
The new recently opened Newton Division substation is less than a mile from the school.
Committed to community policing, the new division will provide a local presence
to aid security efforts on the campus. In addition, the division will continue to
support a corps of Police Explorer students at the school. This will add to the training
and career preparation of our students while making it possible to provide a greater
law enforcement presence on and near the campus. IV.D. 3. Ongoing Support From Our Partners.
Each of our active partners will continue to support the school during and beyond
this project. Most critical to our ongoing success are our parents, the Newton Division
of the LAPD, Trade Tech, UCLA, the County Consortium, the Cluster Office, and each
of our corporate partners. The district Instructional Technology Division provides
Internet service, IP addresses, router configuration and maintenance, e-mail, telnet
access, and connectivity from the LAN to the district Wide Area Network. Many of
these partners provide internships where our students learn how technology is used in the
work place. Our partners are also important as advisors regarding the infrastructure,
hardware, and software we need to provide the best training for our teachers and
students. IV.D. 4. Assistance Provided.
The Los Angeles County Office Technology CREATE Consortium of four high schools from three different LA Unified Clusters, meets monthly
to provide advice, counsel, and a forum for problem solving among technology coordinators.
The Consortium has pledged $1,000 to the Digital High School. Jefferson's Cluster Office will provide $1,300 annually to the project.
Corporate partners have made substantial equipment and in-kind contributions.
They include: Paramount Pictures, $15,000; Eastman Kodak, $5,500; the American
Film Institute, $10,000; and, Sony, $10,000. Their commitment beyond the financial
extends to an ongoing consultation-advisory capacity.
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