Part of BUSD tech plan of 2000

1. Digital
Grant
Narrative 2000
This document took 18 months to prepare and involved every campus
in the district and all parent and merchant organizations

2. 1
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.

3. 2
(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.

4. 3
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.

5. 4
L:Documents filesDocuments!all elseMENTORSHIPdhsdhsformsdhs99-27.1-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

6. 5
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,

7. 6
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

8. 7
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.

9. 8
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

10. 9
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.

11. 10
(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

12. 11
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.

13. 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

14. 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

15. 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)

16. 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.)

17. 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 planExisting: Principals, secretaries, counselors, kitchen
staff have a total of 21 computers and 18 printers in their
offices and work areas

18. 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-labsExisting: 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

19. 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.

20. 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

21. 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
filesDocuments!all elseMENTORSHIPdhsdhsformsforms2000filled forms2000dhs00-27.3-
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.

22. 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

23. 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