[ Jefferson H.S., LAUSD ]

Digital H.S., Access

Ensuring Access for All Students


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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