NVUSD K-12 PBL Roll-out

Napa Valley USD 2015 21ST CENTURY LEARNING PLAN

NVUSD 2015: 21st Century Learning Plan

For a Student-Centered School District

Office of Instruction June 1, 2011

NVUSD 2015 21ST CENTURY LEARNING PLAN

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NVUSD 2015: Learning Plan for a Student-Centered 21st Century School District Napa Valley Unified School District (NVUSD) has made a commitment to become a 21st Century Teaching and Learning district where every student graduates with mastery of both the California state standards and the 21st Century skills of Critical Thinking, Communication, and Collaboration - the “3 Cs”. The District's vision, "Transforming lives by instilling 21st Century skills and lifelong learning in every student," and the commitment to prepare all students for their future has led to the development of a strong guaranteed and viable curriculum designed to close the achievement gap among subgroups. As a District in Program Improvement (PI), NVUSD has made remarkable gains closing this gap in recent years. These gains have positioned the District favorably for critical next steps in developing an environment that prepares learners with essential skills to enter the 21st Century workforce and compete in a global economy. NVUSD's “2010-2011 District Priorities and Initiatives”1 policy leads with "Student Learning and Achievement" focused on three areas:

1. Providing a Powerful and Viable Curriculum for All 2. Expanding Access to 21st Century Skills 3. Providing Equitable Access and Opportunities for All

“Expanding Access to 21st Century Skills" is specifically defined through:

a. Project-Based Learning (PBL) as a pedagogical methodology for all elementary, middle and high schools students;

b. Student-Centered 21st Century (SC21) Initiative at high school that combines PBL with a technology-infused integrated curriculum; and

c. Communication of progress towards goals through electronic supports including data dashboards, learning platforms, the IDMS assessment system, student survey instruments, and a student demographic tracking system (AERIES)

The District will leverage existing strengths to achieve these goals by blending the academic core and supplemental program structures developed through PI with extensive training, coaching and practice in standards-based Project-Based Learning (PBL). Through the PBL instructional design institutionalized at Napa New Tech High School - now replicated nationally in 62 schools in 12 states - and through the development of SC21 classrooms at the District’s comprehensive high schools, NVUSD has been the national research/design leader in developing effective and rigorous projects and assessments. NVUSD recognizes PBL as a highly effective strategy to increase student engagement and achievement in core subjects, while allowing for practice of essential 21st Century Skills within learning contexts that effectively utilize technology.

1 District Priorities and Initiatives 2010-11

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Implementing a districtwide initiative requires detailed planning, training, and budgeting to ensure success. A multi-year plan allows time to train and coach teachers, develop model classrooms to serve as demonstration sites, and address challenges as they arise. Over the next four years, by the end of the 2014-15, all K-12 teachers in NVUSD will have the opportunity to receive training, materials, coaching, and support in PBL design and assessment. This will allow teachers to add projects to their curriculum, to engage students in action research and practice of the 3 Cs, and to accelerate student learning and application of core standards in coursework. Several factors are converging that make this a highly appropriate time to implement and accelerate this initiative:

Engagement of students as Learners -- Progress on student achievement can hit roadblocks and ceilings unless students are engaged in their own learning. Projects that tap into student interests and real world contexts are the most effective instructional strategy to engage students as self-directing and self-assessing learners.

21st Century Skills -- 21st Century Skills, particularly the 3 Cs (Critical Thinking, Communication, and Collaboration), are critical for today's students. Projects, using a rigorous PBL methodology, are an authentic way to integrate these skills into the curriculum. PBL assessment design allows for meaningful and timely feedback to students on their progress towards mastery of skills.

Western Association of Schools and Colleges (WASC) criteria call for “The use of instructional approaches…that require active involvement of the learner and help students develop an array of techniques to organize, access, and apply knowledge. Inquiry is the norm at all levels, and in all subjects instructional approaches help students connect to existing knowledge, construct meaning, elaborate beyond content, and monitor their own learning.”(Criterion C-1 and C-2)

California adopted National Common Core Standards in August, 2010. The Common Core Standards emphasize student presentation and critical thinking skills. Similarly, NVUSD now requires senior projects as a high school graduation requirement.

NVUSD's four-year 21st Century Learning plan will leverage all existing District systems, processes, and committees, including:

High Leverage Action (HLA) teams comprised of District managers who meet twice monthly as professional learning communities to operationalize the goals in the District Strategic HLA Plan. Three committees - College and Career Readiness, 21st Century Teaching and Learning, and the Guaranteed and Viable Curriculum - will be instrumental in guiding the 21st Century Learning Plan;

School Level “Single Plans for Student Achievement” that address professional development including PBL and 21st Century skills;

Annual administrators’ evaluations include a focus on this District initiative;

Matrix-based tool with weighted value that prioritizes District initiatives;


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School-site and Cross-District Professional Learning Communities (PLCs) that provide structure for implementation, lesson design and data analysis

By 2015, NVUSD students will:

Experience a guaranteed and viable curriculum and engage in project-based learning in core classes;

Experience curriculum that incorporates the 3 Cs - Critical Thinking, Communication, and Collaboration;

Be evaluated and provided timely feedback on content knowledge and the 3 Cs using rubrics that articulate expectations for proficiency;

Bring personal mobile devices (laptops, notebooks, netbooks, tablets, handhelds) to school - or be provided one by the District - to use as a learning tool;

Graduate with mastery of 21st Century Skills ready for career or college entry 1. Technology's Role in 21st Century Learning In January 2008 NVUSD launched SC21, the Student-Centered 21st Century Classroom Initiative designed to expand the New Technology PBL teaching model to comprehensive high schools. There are currently seven SC21 classrooms in NVUSD: two at Napa High, four at Vintage High, and one at Valley Oak High. Additionally, all 9th and 10th grade classrooms at the new American Canyon High School are SC21 classrooms. Over 1400 students are currently enrolled in SC21 learning environments each day. Next year, through teacher initiated proposals, NVUSD will add an additional 1100 students in 11 new SC21 classrooms: two at Vintage High, four at Napa High, two at American Canyon High, and one at Valley Oak, bringing the total to 18 SC21 classrooms, most of which have been modeled after the integrated team-taught design at New Technology High School. Some of the new SC21 sections at Vintage and Napa will be single subject PBL classrooms. The District's experience in developing a wireless infrastructure at Napa New Technology High School and American Canyon High School produced a significant finding: over 70% of students elected to bring their own laptops to school, using District funds to provide resources to the remaining 30%. After Christmas 2010, however, an additional 20% brought their own laptops to school. Clearly, providing a wireless environment and curriculum that encourages the use of technology throughout the day has resulted in a culture where a laptop is viewed as a necessary personal learning tool in today’s classrooms. NVUSD now believes that if it provides wireless capability and robust networks at all campuses this experience and culture can be replicated and lead to a 1-to-1 mobile device per student at all levels – elementary, middle and high - by 2015. This also means that the SC21 Initiative can shift from adding 5-10 classes per year to one where all classes in all grades across the District will be enabled, within 3-5 years, to do PBL with technology.


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From national research and its own experience, NVUSD recognizes that a 1-to-1 mobile device per student environment is ineffective unless instructional practices shift toward student-centered project-based learning. Experience in other 1-to-1 districts nationally coupled with a wide base of research affirms that extensive professional development is critical for the effective implementation of technology in schools. As stated in the NVUSD Technology Plan (see Appendix 3), "The pace of implementation should be thoughtfully planned to coordinate with a change in instructional practice and ongoing investment in staff development to make fullest use of the upgraded services as they’re ready. Premature installation of expensive technology is not cost effective without strong staff support and a demonstrated need." It is critical that professional development and coaching support for teachers in PBL both precede and accompany a technology implementation at scale. The District’s Technology Plan (Appendix 3) calls for providing high capacity, high performing wireless networks at all campuses by 2015 allowing students in grades 2-12 the option of bringing a personal mobile device to school or be provided one by the District. Which PBL Model Will NVUSD Roll Out? NVUSD will provide PBL professional development to teachers K-12 to enable them to integrate projects into their curriculum both with technology (high-tech PBL) and without technology (low-tech PBL). Through Napa New Technology High School (NTHS), launched in 1996, and the SC21 initiative now in its third year, NVUSD has extensive experience with PBL. Both NTHS and SC21 feature a 100% integrated curriculum delivered in specially designed doublewide classrooms using a rigorous standard-based PBL methodology developed by the Buck Institute of Education (BIE). BIE is similar in design to that of the New Tech Network that conducts PBL training nationally. It is the PBL methodology, practices, and tools of Napa New Tech and BIE that NVUSD aims to replicate districtwide, and not exclusively the integrated classes that characterize the New Tech model at secondary. This means some classrooms will be team taught with an integrated curriculum at secondary, while others will be instructed by a single teacher with a specialty in the content area. Elementary classrooms, by nature and design, more easily and naturally integrate curriculum. All, however, will include project-based learning as the common thread. McPherson Elementary School is a District leader in implementing PBL at the elementary level. The District believes McPherson's PBL curriculum design will serve as a model for other schools and districts. With a large English learner population, project-based learning is introduced in the afternoon through the content areas of science and social studies to reinforce literacy and numeracy skills targeted in the morning core. This satisfies both the requirements of PI to ensure mastery of critical English language arts and math skills, and the District desire to infuse all levels with highly engaging student-centered activities that provide opportunities to master the 3 Cs. It is expected that once elementary teachers become skilled in PBL lesson design in science and social studies, they will recognize opportunities in English language arts and math to integrate PBL learning components.


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At McPherson projects are categorized as "SMALL (1-5 days); MEDIUM (2-3 weeks); and LARGE (1+ months). Grade 4-5 Grade Level teams (GLTs) will initiate PBL in Phase 1/Year 1, Grade 2-3 GLTs will initiate PBL in Phase II/Year 2, and Grade K-1 GLTs will initiate PBL in Phase III/Year 3. Grades 4&5 will be the only grades to conduct large projects; grades 2&3 will conduct small and medium projects; grades K & 1 will conduct only small projects. Each grade will complete no less than three projects during each phase." (McPherson proposal for PACTIN grant) NVUSD will develop its own capacity, at both the elementary and secondary levels, to train, coach, and support teachers. It will do this with the support of its regional/national partners, New Tech Network and Buck Institute of Education. 2. Targets and Phases NVUSD's 4-year roll out will start with early adopters and volunteer schools, but will support all schools and teachers by the end of Year 4. PBL is sophisticated and requires teachers to develop a new set of skills that enable them to design and implement standards-based projects and assessments using rubrics. It is not effective to train only teachers. So they can effectively lead the implementation, training must also be provided to principals, administrators, and District cabinet members. Effective professional development requires all of the following elements:

Training -- Upfront in-depth training, including shadowing of Master Teachers

Coaching -- Ongoing, sustained coaching by Master Teachers to improve project designs and assessments.

Teacher Collaboration -- Teachers working together (1) at school sites using a “Critical Friends” protocol to strengthen project designs; and, (2) across school sites to share best practices.

Tools and Supports -- Online tools to share projects and assessments across schools (similar to New Tech Network’s “Echo Learning Platform” currently in use at New Tech High, American Canyon High, and in SC21 classrooms at Vintage High, Napa High and Valley Oak)

The NVUSD four-year roll out of PBL training, coaching and implementation includes all 29 District schools advancing across three levels moving from one level to the next each year (See Appendix 1: Project-Based Learning Implementation Design). Each school will follow the same pathway from Level 1 to Level 3:

Level 1 - Beginning: Teachers will participate in the initial BUCK Institute “101” PBL or SC21 Training, while PBL “201” will be provided for administrators;

Level 2 - Refining: PBL “301” will be provided for teachers trained in “101” along with coaching and the option to infuse a technology component;

Level 3 - Sustaining: Ongoing coaching will fine tune practices of previously trained teachers; new staff members will participate in “101” training and will benefit from the on-site expertise, support and coaching of previously trained teachers and administrators


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The Four Year Roll Out The roll out will unfold in three phases, contingent upon funding:

Year 1 (2011-12): Fully funded through current grants and District resources

Year 1 (January 2012): K-8 Initiative - Contingent upon Napa Learns/Auction Napa Valley grant funding; One-on-One laptop initiative begins at designated schools

Years 2-4 (2012-15): Contingent upon fund development (See Budget, Appendix 4); Year 1 schools will proceed to Level 2 “Refining” and Level 3 “Sustaining” (see Appendix 1). By Year 4, 100% of District schools (29/29) will have moved most or all staff members to Level 3.

Year 1 2011-12

Year 1 January 2012 K-8 Initiative

Years 2-4 2012-15

Fully funded through current grants

Contingent upon NapaLearns/Auction Napa Valley

funding

Contingent upon fund development.

See Budget, Appendix 4.

Ele

me

nta

ry

K-5 “Special” and Magnet Programs and Science/Social Studies focus

1. Vista 360 (Magnet, L1, K-5) 2. Alta Heights (M.A.S.T. Magnet, L1, K-5) 3. Salvador (Arts Magnet, L1, K-5) 4. Bel Aire (International Baccalaureate

Magnet, L1, K-5) 5. Mt. George (International

Baccalaureate, L1, K-5) 6. Yountville (L1, K-5 Sci/SS) 7. McPherson Elementary (L2, K-5,

Sci/SS) 8. Phillips Elementary (L2, K-5, Sci/SS) 9. Snow Elem. (L1, 4-5, Sci & SS) American Canyon (K-12 Alignment): 10. Canyon Oaks Elem. (L1, 4-5, Sci/SS) 11. Napa Junction Elem. (L1, 4-5, Sci/SS) 12. Don. Way Elem. (L1, 4-5, Sci/SS)

One-on-One begins at these K-8 schools in January 2012,

contingent upon new grant from Napa Learns/Auction Napa

Valley

Alta Heights

Snow

Phillips

McPherson

Bel Aire

Napa Junction

Canyon Oaks

Year 1 schools proceed to Levels 2 and 3 (see Appendix 1). Remaining schools start at Level 1 in either 2012-13 or 2013-14 by grade level and based on Self-assessment (see Appendix 2) 20. Vichy Elementary 21. NVLA Charter 22. Northwood Elem. 23. West Park Elementary 24. El Centro Elementary 25. Browns Valley Elem. 26. Shearer Charter Elem.

Mid

dle

13. American Canyon Middle (L1) 14. River Charter (L3)

American Canyon Middle

River Charter

27. Harvest Middle 28. Silverado Middle 29. Redwood Middle

Hig

h

15. Napa (SC21, L3) 16. Vintage (SC21, L3) 17. Valley Oak (L3) 18. New Technology 19. American Canyon


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Phase 1, Year 1 (2011-12) schools will participate in training during the Spring or Summer 2011, and implement projects beginning Fall 2011. Phase 1 schools include:

1. K-5 Special Programs (Magnets, International Baccalaureate and Yountville) 2. American Canyon (4-12 alignment) -- 3 elementary, 1 middle, 1 high 3. Middle Schools -- American Canyon, River School 4. Elementary Focus on grades 4 and 5 Science and Social Studies 5. SC21 Expansion at High Schools -- 11 new SC21 classrooms at the high schools -- 2 at

Vintage, 4 at Napa, 2 at American Canyon, and 1 at Valley Oak. 3. 2011 Calendar and Key Dates for K-12 PBL Roll Out NVUSD has engaged in a significant amount of preparatory professional development activity since January 2011, including:

January 19: American Canyon: middle and elementary schools teacher-leader planning: "How to Roll Out PBL?"

January 21: Meeting re: Straw Design for District February 2: American Canyon: middle and elementary schools all-staff PBL roll out February 10: SC21 High School teacher proposals due February 14: High Leverage Action Meeting to discuss Straw Design February 14-16: 3-day Buck Institute of Education PBL 101 Training February 16-17: Author Tony Wagner ("The Global Achievement Gap") in Napa and

NVUSD March-April: Shadowing Day opportunities for Phase 1 teachers in PBL Demo Schools April 12-13: Tours and PBL overview - High School only

In June, NVUSD will conduct extensive training for administrator's and teachers:

June 13-14: 1-day or 2-day Principals' and Administrators' Training: PBL “201”and PI Strategic Planning

June 13-17: 21st Century Teaching and Learning Institute Phase 1: PBL Training for 400 teachers; June 13-15: and June 16-17

June 13-15, 2011 June 16-17, 2011

SC21 Project Design and Technology Training

BIE Project Based Learning 101

BIE Project Based Learning 201

Reaching and Teaching Reluctant Learners

Professional Learning Communities that Work

SC21 Project Design and Technology Training

Differentiated Instruction

Standards-Based Grading

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4. School Readiness and Participation Criteria for Project-Based Learning Professional Development and Coaching Schools requesting PBL professional development need to demonstrate readiness. Readiness includes: (1) a high level of implementation of current District initiatives; (2) PI structures in place, operational and sustainable; and, (3) teacher preparation for PBL training and coaching. Teacher preparation includes receiving background information about project-based learning, having opportunities for discussion, and reaching consensus to move forward. Each school leadership team will conduct an Initiative Self-Assessment and prepare to begin PBL implementation either during the 2012-13 or 2013-14 school years. The Initiative Self-Assessment tool (Appendix 2) is designed to review progress toward the implementation of various NVUSD districtwide strategic priorities already in place including:

Established and High Functioning Professional Learning Community (PLC) Practices Demonstrated interest by teachers for PBL training and coaching Effective Leadership Teams ELA, ELD, Math Core Curriculum Implementation (Includes K-1 focus on numeracy and

literacy) Implemented schoolwide Student Engagement Strategies English Language Development Established Sheltered Instructional Practices Response to Intervention structures in place for Tiers 1, 2 and 3 BEST/PBIS Implementation (districtwide discipline program)

School leadership teams will use the Initiative Self-Assessment rubric to determine their current level of implementation on each initiative and develop action steps to strengthen implementation. Action steps and progress on implementation of initiatives needs to be evidenced-based, reflected in the Single Plan for Student Achievement (SPSA), and reviewed at the annual School-led Conference. The rubric will include four stages of implementation from STARTING GATE, to DEVELOPING, to DEEPENING, and finally SUSTAINING. It is not expected that all sites will be at the SUSTAINING level for all strategic priorities initially; however, it is expected that sites will seek to reach at least a DEEPENING level for each initiative with measurable goals to move to SUSTAINING within one year's time. Sites that demonstrate DEEPENING or SUSTAINING implementation in all elements will be eligible for PBL training and coaching starting 2012-13 or 2012-14. These schools may propose flexibility on curriculum with the Office of Instruction providing their core program: (1) deeply aligns with essential standards; (2) includes interventions for students needing strategic or intensive support; and (3) allows for aggregation and monitoring of student progress on common districtwide assessments in addition to shorter and more frequent school-based formative assessments.


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5. Leveraging Existing District Capacity and External Partners Effective PBL professional development requires training, coaching, and a system of supports including PLCs, Critical Friends groups, and Grade-Level Teams for project feedback and sharing. Coaches will primarily be drawn from the District, which will tap Master PBL teachers for full-time and part-time coaching and mentoring. Demonstration Sites: Advanced PBL schools like New Technology High School, McPherson Elementary and other schools will be invited to serve as District Demonstration and Dissemination Sites. Demonstration and Dissemination Sites will have a critical mass of Master PBL teachers who will take on additional roles as mentors, trainers, and coaches to other teachers in the District. (This role will be negotiated with the Napa Valley Educators Association.) Master teachers will also host visiting teachers for shadowing experiences in their classrooms. The Master PBL Teacher role will be open to SC21 and other advanced PBL teachers in the District. External Partners: To implement this roll out effectively to all District teachers, NVUSD aims to develop the District's sustainability through its Master PBL teachers. The District will tap key external partners including the New Tech Network (NTN) and the Buck Institute of Education (BIE) to help train teachers and to develop NVUSD's cadre of Master PBL teachers as trainers and coaches. Former NVUSD teachers are currently serving as key trainers and coaches for NTN (Paul Curtis, Megan Pacheco) and BIE (David Ross, Director of Professional Development). Externals partners such as BIE will also be tapped to provide leadership training in PBL to principals, administrators, and cabinet. Other partners like the Cowell Foundation, NapaLearns, Pactin or WestEd's K-12 Alliance will partner with the District to secure and implement grants. 6. PBL Curriculum and Tool Development NVUSD is committed to the effective implementation of the California State Standards and aims to adopt the 3 Cs -- Critical thinking, Communication, and Collaboration -- as districtwide learning outcomes. By the end of Year 4 of this roll out, all teachers in NVUSD will have had the opportunity to receive training and coaching in designing effective projects and integrating these into their curriculum. In addition, by the end of Year 4 teachers will assess students on the 3 Cs and integrate these assessments into grades, either composite course grades or disaggregated grades by content and skills. NVUSD will coordinate teacher curriculum groups to develop key District guides, including but not limited to:

Inclusion of 3 C’s into Essential Learnings

Standards and outcomes by grade and content area

Articulation of skills from grade to grade

Districtwide rubrics for content and 3 Cs


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Districtwide common assessments

Teacher lesson and project units

Development of standards-based and 21st Century Skills-based report cards NVUSD will stipend participating teachers for work on curriculum committees to develop exemplary lesson and project units. Besides providing teachers with training and coaching, NVUSD will additionally provide extensive opportunities for teachers to learn more about effective 21st Century Teaching and Learning and network with other practitioners through the following:

Tools and Supports --Online tools for sharing projects and assessments across schools. NVUSD will deploy NTN's ECHO Learning Platform and other tools to support districtwide sharing of exemplar projects and assessments.

Professional Learning Communities -- both in-school and across District for sharing of best practices

Annual Conference or Professional Day on 21st Century Learning -- Teachers across the District will share project exemplars and best practices. This could be modeled on the Annual 21st Century Learning & Leading Conference in Newport News, VA.

7. Budget Significant resources are needed to support the district's K-12 PBL and Technology roll out over the next four years. These resources will support PD events, professional stipends, full-time and part-time coaches, and other systemic instructional supports. K-12, 4-Year Roll Out:

Wireless Infrastructure at all campuses

Student Equipment Focus: One-to-One in all Grades K-12.

PD Focus: See Appendix 1, School Roll Out

PD Ratio: 1 coach for 50 teachers in years 1-4. Unless special funds, like SC21, are secured, the budget assumes that schools focus on PBL PD in the first year of implementation, and then implement One-to-One in the second year. Schools that wish to accelerate their technology roll out into grades K-3 or 11-12 may initiate their own local fundraising effort as the wireless infrastructure will be in place at all schools by year 3, 2013-2014. However, all 1-to-1 plans must ensure that all students are provided equipment if they are unable to bring their own. The budget (see Appendix 4) for each year, 2011-12 to 1014-15, supports all 29 NVUSD schools. Professional development services include summer and inservice training costs, stipends for summer training, coaching, PD and IT support, and release time.

http://sbo.nn.k12.va.us/21stCentury/2009/index.html


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Technology costs include network upgrades, Internet connectivity, Wireless networks and infrastructure, cloud software, learning platform licenses, and student netbooks. The budget assumes that 95% of high school students and middle school students, and 50% of elementary students, will bring their own mobile devices. The district, or the school, will provide mobile devices to those students unable to bring their own.

The NVUSD 2015: 21st Century Learning Plan will cost $9.9 m. for the four-year roll out through 2015. Of that, $5.3 m. supports extensive professional development for more than 500 NVUSD teachers and supports new learning experiences at all 29 NVUSD schools and for more than 15,000 NVUSD students. In year one, total costs are $1.1 m., offset by $1.1 m. in current grants, for a fully funded Year One. Years 2 to 4 are contingent on fund development. 8. Funding the Plan The projected funding needs for Years 2 to 4 are nearly $5 m. NVUSD is aggressive in seeking federal, state, and private grants to support its key initiatives including NVUSD 2015. The District is blessed with great community support led by NapaLearns. Still the District will need to work intensively, in a time of great fiscal stress, to capture adequate funding to fully implement this plan. Ultimately the plan will be financed through assembling funds from a number of sources, including:

District Contribution -- This includes targeted re-allocation of District operating funds and Federal and State entitlement grants

Federal and State Competitive Grants -- The District has been successful in winning competitive federal and state grants that could be targeted to support its 21st Century Learning Plan (Magnet, EETT, SLC, etc. ). The District competed unsuccessfully this year for the i3 Innovation Grant, but could be highly competitive in the i3 Round Two projected for Summer 2011. Also District schools are competing for the Pactin T-Bar grants.


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Local Fundraising -- NapaLearns and other local supporters. NapaLearns supported SC21 in its first two years at approximately $700K annually for professional development and student equipment.

Private Foundation Competitive Grants – including the Cowell Foundation

Public Bonds such as a Parcel Tax, although this is difficult in the current cutback climate. Changing conditions over the next few years may make this a viable option.

NVUSD will be aggressive in identifying District funds or grants that may be re-allocated to this plan and in seeking competitive grants and public support to finance this plan. The potential of both local fundraising and a public bond initiative could improve greatly over the life of the plan if the economic climate improves. Having a board-adopted plan in place and partially implemented positions the District to capture emerging opportunities. Current NVUSD grants and grant opportunities that support this roll out include:

Enhancing Education Through Technology (EETT) -- NVUSD has a current grant that supports PBL at the high school level

Small Learning Communities Program (SLCP) -- The current federal grant is active for two more years.

Magnet Grant -- $6 m. for four elementary schools " that includes PBL as an instructional strategy" is active for two more years with opportunity to renew for an additional three years

Title II Eisenhower – Federal funds to support innovation in math and science; targets grades 3-8 at $10K per teacher, 30 teachers, total $300K for 3 years; NVUSD has already met with the K-12 Alliance at West Ed to partner in this PBL initative once the grant is release; K-12 Alliance attended Spring 2011 training with the Buck Institute.

Pacific Coast Teacher Innovation Network (PacTIN) T-BAR Grants Program – Successful applicants include both McPherson and Snow to implement “a more integrated and innovative PBL” curriculum

NapaLearns -- Currently supports PBL coaches and SC21 classrooms. NapaLearns has also proposed to Auction Napa Valley a multi-year plan to support a special K-8 PBL and 1-to-1 Initiative in NVUSD and other Napa Valley school districts. This grant will be reviewed by October and if successful, implementation will begin in January, 2012. NVUSD is poised to move forward immediately.

NVUSD will monitor additional grant opportunities over the next four years and aggresively seek federal, state, and private competitive grants. Some potential opportunities may develop through the new California Superintendent of Public Instruction, Tom Torlakson. Torlakson has spoken, in Napa and elsewhere, of supporting Regions of Innovations regarding flexibility and resources2 and may soon announce a statewide student technology and learning initiative. Other potential funders include private foundations supporting innovation, such as the William & Flora Hewlett Foundation, whose new initiative supports Deeper Learning. 2 See Chamber E3 Summit Links Education Innovation w/Business Success, Napa Learns, October 28, 2010.

http://teachergrants.ucdavis.edu/about

http://www.hewlett.org/programs/education-program/deeper-learning

http://napalearns.org/2010/10/e3-summit-links-education-innovation-wbusiness-success/


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9. NVUSD Strategic Planning Next year NVUSD will embark on developing a multi-year Strategic Plan for the District. The process will involve multiple stakeholders from the District and the community. NVUSD 2015: 21st Century Learning Plan will serve as a critical component of the strategic plan and will be refined as needed. Refinements may include a communications plan and a plan for community partnerships. In addition the Strategic Plan will address key issues for the long-term success of NVUSD 2015 such as enhancing the future teacher pipeline to the District. NVUSD 2015: 21st Century Learning Plan is an ambitious undertaking for a District during extremely difficult budget times. However, NVUSD has a long history of willingness to stay ahead of the curve and maintain a leading edge in educational innovation, and deeply understands the moral imperative to prepare all students to participate fully in the global economy that will define their future and the future of our nation.

APPENDIX 1:

Napa Valley 2015 NAPA VALLEY UNIFIED SCHOOL DISTRICT

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Appendix 1: Project-Based Learning Implementation Roll Out

PBL Implementation Roll Out: 29 NVUSD schools will participate in a four-year roll out of PBL training, coaching and implementation. Schools will move from one level to the next each year.

Level 1 - Beginning: initial BUCK Institute “101” PBL Training or SC21 Training (PBL “201” Training for Administrators)

Level 2 - Refining: PBL “301” with ongoing coaching

Level 3 - Sustaining: refinement of practices; training for new staff members

By Year 4, 100% of District schools (29/29) will have some or all staff members at Level 3/3+.

29 District schools are numbered in the following charts by first year participating. (Subsequent years identify schools with bullets only):

Year 1: (2011-12) Level 1 Participation

Beginning with Ongoing Coaching Level 2 Participation

Refining with Ongoing Coaching

Level 3+ Sustaining with Ongoing Coaching

K-5: Special Programs K-5: Science & SS K-5

1. Vista 360: Magnet School of

Environmental Education 2. Alta Heights: Math, Arts,

Science, Technology (MAST) Magnet

3. Salvador: Arts Magnet 4. Bel Aire: International

Baccalaureate* Magnet 5. Mt. George: International

Baccalaureate* 6. Yountville (K-5 Sci/SS)

12. McPherson Elementary 13. Phillips Elementary

None

4-12 AC, Snow 4/5 Secondary Secondary

7. American Canyon Middle 8. Cyn Oaks Elem. (Sci & SS) 9. Napa Jct Elem. (Sci & SS) 10. Don. Way Elem. (Sci & SS) 11. Snow Elem. (Sci & SS)

None

14. Napa High – SC21 15. Vintage High – SC21 16. Valley Oak – SC21 17. River Charter 18. New Technology 19. American Canyon High

*PBL training through IB

APPENDIX 1:


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Year 2 (2012-13)

Level 1 Participation Beginning with Ongoing Coaching

Level 2 Participation Refining with Ongoing Coaching


Gr. 4-5: Science & SS Gr. K-5: Special Programs Gr. K-5: Science & SS

20. Vichy Elementary 21. NVLA Charter 22. Northwood Elementary 23. West Park Elementary 24. El Centro Elementary 25. Browns Valley Elementary 26. Shearer Charter

Vista 360: Magnet School of Environmental Education

Alta Heights: Math, Arts, Science, Technology (MAST) Magnet

Salvador: Arts Magnet

Bel Aire: International Baccalaureate* Magnet

Mt. George: International Baccalaureate*

Cyn Oaks Elem. (S/SS - 4/5)

Napa Jct Elem. (S/SS - 4/5)

Don. Way Elem. (S/SS - 4/5)

Snow Elem. (S/SS - 4/5)

Yountville Elem. (S/SS – K-5)

McPherson Elementary

Phillips Elementary

Secondary Secondary Secondary

Science & Social Studies:

27. Harvest Middle 28. Silverado Middle 29. Redwood Middle


Napa High – SC21

Vintage High – SC21

Valley Oak – SC21

River Charter

New Technology

American Canyon High

APPENDIX 1:


16

Year 3 (2013-14)




Gr. K-1: Science & SS Gr. 4-5: Science & SS Gr. 4-5: S & SS/K-5 Spec Prog.

Vichy Elementary

NVLA Charter

Northwood Elementary

West Park Elementary

Shearer Charter

Snow Elementary

El Centro Elementary

Browns Valley Elem

Cyn Oaks Elementary

Napa Jct Elementary

Don. Way Elementary New Teachers (4/5)

Vichy Elementary

NVLA Charter




Browns Valley Elementary

Shearer Charter

McPherson Elementary

Phillips Elementary

Vista 360: Magnet School of Environmental Education

Alta Heights: Math, Arts, Science, Technology (MAST) Magnet

Salvador: Arts Magnet

Bel Aire: International Baccalaureate* Magnet

Mt. George: International Baccalaureate*

Yountville (K-5)

Canyon Oaks (4/5)

Napa Junction (4/5)

Donaldson Way (4/5)

Snow (4/5)

Secondary Secondary Secondary

English and Math:

Harvest Middle

Silverado Middle

Redwood Middle

Science & Social Studies:

Harvest Middle

Silverado Middle

Redwood Middle

Napa High – SC21

Vintage High – SC21

Valley Oak – SC21

River Charter

New Technology

American Canyon High


APPENDIX 1:


17

Year 4 (2014-15)




Gr. 2-3: Science & SS Gr. K-1: Science & SS Gr. 4-5: S & SS/K-5 Spec Prog.

Vichy Elementary

NVLA Charter



Shearer Charter

Snow Elementary


Browns Valley Elem

Cyn Oaks Elementary

Napa Jct Elementary

Don. Way Elementary

New Teachers (K, 1, 4, 5)

Vichy Elementary

NVLA Charter



Shearer Charter

Snow Elementary


Browns Valley Elem

Cyn Oaks Elementary

Napa Jct Elementary

Don. Way Elementary

1. McPherson Elementary 2. Phillips Elementary 3. Vista 360: Magnet School of

Environmental Education 4. Alta Heights: Math, Arts, Science,

Technology (MAST) Magnet 5. Salvador: Arts Magnet 6. Bel Aire: International

Baccalaureate* Magnet 7. Mt. George: International

Baccalaureate* 8. Canyon Oaks (4/5) 9. Napa Junction (4/5) 10. Donaldson Way (4/5) 11. Snow (4/5) 12. Yountville (4/5) 13. Vichy Elementary (4/5) 14. NVLA Charter (4/5) 15. Northwood Elementary (4/5) 16. West Park Elementary (4/5) 17. Shearer Charter (4/5) 18. El Centro Elementary (4/5) 19. Browns Valley Elementary (4/5)

Secondary Secondary 4-12 American Canyon & Secondary

New Teachers

English and Math:

Harvest Middle

Silverado Middle

Redwood Middle

20. Napa High – SC21 21. Vintage High – SC21 22. Valley Oak – SC21 23. River Charter 24. New Technology 25. American Canyon High 26. American Canyon Middle

Science & Social Studies: 27. Harvest Middle 28. Silverado Middle 29. Redwood Middle

APPENDIX 2:

Napa Valley Unified NVUSD INITIATIVE SELF-ASSESSMENT RUBRIC

18

Rationale: This Initiative Self-Assessment is to be used by NVUSD schools to review progress toward the implementation of districtwide initiatives. Site administrators with school leadership teams are asked to use this rubric to determine their current level of implementation, establish goals, and develop action steps for improvement. Progress on these initiatives should be evidenced-based and reflected in the Single Plan for Student Achievement (SPSA). It is not expected that all sites will be at the SUSTAINING level for all initiatives; however, it is expected that sites seek to reach at least a DEEPENING level for each initiative. Because a high-functioning Professional Learning Community as defined by the DuFour model is at the heart of implementing any initiative well, it is considered the most critical area to implement and evaluate. Therefore, it is listed first on this Self-Assessment and sites should work to reach DEEPENING in this area as a priority. PLC work supports the guaranteed and viable core content, informs instruction and the design of project-based learning.

Established Professional Learning Community (PLC) Practices

[Initial Training: Fall 2006]

Starting Gate Developing Deepening Sustaining Staff has had no

discussions or information provided about PLC development

Teachers have not had training in how to operate as a PLC

Teachers have had training, but no grade level or content area PLC’s in place

Teachers have had some PLC training

PLC’s in place in few grade levels or content areas

Beginning to discuss the DuFour’s questions What do we want students to learn? How will we know they’ve learned it?

PLC’s meet regularly and consistently (e.g., at least bimonthly) in all grade levels or content areas

PLC’s identify and use essential standards to plan instruction

PLC’s review data, plan together, and adjust instruction in response to DuFour’s questions: What do we want students to learn? How will we know they’ve learned it? What will we do when they haven’t learned it? What do we do when students have learned it?

Make active use of interventions and supports

Majority of teachers at this level; some at “Sustaining;” very few at “Developing”

PLC’s are high functioning: meet at least bimonthly, establish SMART goals, plan together, create and agree to use frequent high quality formative assessments, review data and share best practices

Capacity at the school site to sustain the model

Staff can train new members

APPENDIX 2:


19

English Language Development [Initial District Implementation: 2006-2007]

Starting Gate Developing Deepening Sustaining Site is not teaching

ELD to targeted students

Instruction is not leveled

Teachers do not provide instruction (Instructional Aides provide instruction)

ELD is not scheduled daily

ELD is schedule for less than 30 minutes

Supplemental materials used for ELD instead of the following: Treasures/ELD, Avenues, Rd 180+LBook, Language! + ELD, Holt/ELD, Edge, Inside)

Instruction is Leveled

Teachers provide instruction

ELD Scheduled daily for 30 minutes

Adopted materials in use: Treasures/ELD, Avenues, Rd 180+LBook, Language! + ELD, Holt/ELD, Edge, Inside)

Address all items in Deepening

Instruction is adjusted throughout the year to meet the changing needs of ELs

All instruction addresses EL needs through sheltered strategies*

Students at risk are progress monitored and results recorded; one document to record is the English Learner Progress Report (ELPR)

Response to Intervention Implementation

(Using the NVUSD Pyramid of Instruction and Placement Guidelines)

[Initial District Implementation: 2007-2008]

Starting Gate Developing Deepening Sustaining

Site has no articulated process for applying interventions at Level 1 or Level 2

Site is not monitoring student progress every 2-3 weeks for identified students

Intervention opportunities are not offered during school day

SST process does not include data when informing retention and other high-stakes decision

Student’s level of intervention and support not adjusted based on data/student learning

Level 2 Interventions not offered or not systematic.

Level 3 interventions offered, but site has not clearly identified Level 1 interventions.

Retentions & referrals to SPED occur without referencing student progress in intervention.

Site Demonstrates the following:

Intervention scheduled during the school day

Site has defined specific strategies & interventions in Level 1 (within general ed. classroom)

Students are progress monitored

Students needing intervention are provided intervention

Level 2 interventions are defined on the placement matrices – and are implemented for ALL eligible students

Level 3 Interventions are defined.

Some progress monitoring data available

Address all items in Deepening and:

Instruction is differentiated at Level 1

Site Leadership Team and grade level PLC’s routinely review student progress and make adjustments to instructional Tier

Progress monitoring data are used to move students fluidly in and out of intervention based on progress and need

District SST process is followed systematically

APPENDIX 2:


20

BEST/PBIS Implementation


Starting Gate Developing Deepening Sustaining Site has not developed an

implementation plan for BEST/PBIS and Social Emotional Learning curriculum (e.g. Second Step, Life Skills Training)

PHASE 1 (1 – 3 Years)

Site has BEST Team meetings monthly

BEST Team has active representation from most key stakeholders (admin, gen ed, special ed, parent, aide, student)

BEST Team has received PHASE 1 Training and attends district BEST Trainings on PD Wednesdays

Site has 3-5 Behavioral Expectations Defined (Be Safe, Be Respectful, Be Responsible) and has created a Behavior Matrix and posted it in most areas around school

BEST team has created lesson plans based upon Matrix and taught them 10 – 20 times per year

Schoolwide system to reinforce appropriate behavior is defined and used consistently by all staff

Site has clearly defined consistent consequences for problem behaviors and has begun placing an emphasis on reteaching and restorative practices

All staff are trained in systematic supervision for all common areas

Classroom Management Training is implemented for teachers at each school

PHASE 2 (2 – 5 Years) Address all items in PHASE 1 and:

BEST Team has received PHASE 2 Training, attends BEST/PBIS PD Wednesdays

BEST is on the agenda at a majority of staff meetings to share plans, summaries, data

Site implements a schoolwide research based Social Emotional Learning curriculum (e.g. Second Step, Life Skills Training)

Site uses an RtI model to address behavioral and emotional needs (e.g. SST model with universal screening/multiple gating)

Site gathers, summarizes, and reports discipline data monthly to staff (e.g. SWIS)

BEST Team documents and maintains a PBIS Plan for the site including Matrix, lesson plans, pacing calendar, office referrals, rewards process, restorative practices, and data collections

Site has clearly defined consistent consequences for problem behaviors with emphasis on reteaching and restorative practices

PHASE 3 (3 + Years) Address all items in PHASE 1 & PHASE 2 and:

BEST Team has received PHASE 3 Training and attend BEST/PBIS PD Wednesdays

All faculty and classified staff are trained in BEST/PBIS

Site has plan to support individual at-risk and high-risk students

Site implements behavior support plans (BSP) to support individual students

Parents and Community members are partnered with in teaching behavioral expectations and using a positive approach with children

Site fully implements a sustainable schoolwide BEST/PBIS Program

Restorative practices fully in place

APPENDIX 2:


21

ELA, ELD, Math Core Curriculum Implementation (Includes K-1 focus on numeracy and literacy)

[Initial District Implementation] ELA: Treasures/Holt: 2010-2011 and Houghton Mifflin, Read 180, Language! Prentice Hall: 2006-2007

Envision Math, Holt, UCLA, and McDougal-Littell: 2008-2009

Starting Gate Developing Deepening Sustaining Site is not using adopted materials: Elementary:

K-1 MM-Treasures (ELA)

2-5 Treasures or Houghton Mifflin (ELA)

Read 180

Envision Math (Math)

ELD: Treasures, Avenues or Rd 180 L

Secondary (6-10 or Alg 1):

ELA: Holt, Prentice Hall, or Rd 180

ELD: Holt, Inside, Edge, Rd. 180 L, Lang.!

Math: Holt, McDougal-Littell, UCLA

Required number of instructional minutes not demonstrated (schedules/observation)

Teachers are not trained in the use of adopted instructional materials.

Site Demonstrates the following:

Instructional minutes are met

Teachers have received instructional materials training

Principals have participated in individual materials training

Teachers unpack and map standards to performance levels (Basic, Pro & Adv)

Teachers use materials for core instruction

Teachers participate in coaching if available

Address all items in Proficient and:

Site grade level teams work with district trained Instructional Coach to align instructional strategies.

Implementation of Highly Effective Student Engagement Strategies


Starting Gate Developing Deepening Sustaining Teachers have not had

training in student engagement strategies

Schoolwide engagement strategies have not been identified

Some teachers have had training or have been provided information

Some teachers are implementing strategies; strategies vary from teacher to teacher

No schoolwide monitoring, coaching, feedback or follow up

Teachers have received training on student engagement strategies

School has identified particular strategies that will be in place schoolwide in all classrooms

Leadership team is monitoring and providing feedback on level of implementation

Staff discusses at staff or grade level meetings

Teachers are coaching each other and sharing best practices

School has implemented agreed strategies school-wide

Student engagement is an intentional part of every lesson throughout the day

Students understand engagement strategies and are comfortable participating in them

APPENDIX 2:


22

Effective Leadership Teams [Initial District Implementation: 2006-2007]

Starting Gate Developing Deepening Sustaining No Leadership Team

in place

Leadership Team identified, but does not meet regularly

Instructional decisions generally made by Principal

Leadership Team in place, meets at least monthly

Leadership Team focuses on best practices; participates in monitoring/providing feedback on the implementation of programs

Leadership Team provides input to Principal on decisions or decisions made through consensus

Leadership Team in place; meets often with schedule

Leadership Team functions as a PLC reviewing data and making decisions based on data

Members of Leadership Team facilitate staff meetings, conduct regular walkthroughs, provide feedback

Demonstrated Interest by Teachers for PBL training and coaching [Initial District Implementation: 2010-2011]

Starting Gate Developing Deepening Sustaining Staff has had no formal

discussion or information about the role of project-based learning (PBL) in NVUSD.

No specific PBL methodology is encouraged or pursued at the site.

Staff members have different definitions of PBL.

Some staff members are implementing “projects”, but they have not been formally trained in an NVUSD-adopted methodology (IB, BIE PBL 101, NTN, or SC21).

Site administration/ leadership have facilitated whole staff discussions around the role of PBL in NVUSD.

Staff has received information about NVUSD-adopted PBL methodologies (i.e. a BIE “Splash” overview, SC21 Principals and Practices, NTN Shadowing,etc.)

Staff has an agreed upon methodology for PBL implementation

A timeline for PBL implementation and training is developed

Some early adopters have begun to research/experiment in PBL methodology, and expressed interest in training

Staff has a common understanding of the PBL methodology to be implemented at their site.

Staff has revised their SPSA to include a timeline for PBL implementation and training.

Some staff members have been IB, BIE, NTN, or SC21 trained.

Staff members are implementing projects according to the site adopted model.

The site has identified early-implementers as possible site coaches and trainers in the model

Staff members are being trained according to NVUSD’s 4-year PBL Implementation plan

Staff has revised SPSA to include a Train-the-Trainer plan

Staff is working with a coach to deepen PBL instruction

Site shows an active interest and pursues follow-up training and professional development related to PBL

Site has set funding aside for ongoing PD and coaching related to PBL

APPENDIX 2:


23

Established Sheltered Instructional (SI) Practices [Initial District Implementation: 2006-2007]

Starting Gate Developing Deepening Sustaining EL students at

beginning/early intermediate levels not scheduled for/do not receive sheltered content instruction

Limited use of sheltered/SDAIEstrategies

Limited opportunities for students to paraphrase, repeat

Lesson does not make connections to or build on background knowledge

Language/content objectives are stated/written

SI strategies are observed

SI strategies target some levels of English proficiency

Key vocabulary is pre-taught

Frequent opportunities for students to paraphrase/repeat

Students speak/respond in complete sentences

Student background knowledge is assessed and instruction adjusted when appropriate

Addresses all items in Deepening Implementation

Observable across content areas and levels of instruction

Students perform tasks related to content and vocabulary objectives

Flexible student grouping promotes collaboration, communication in English, and critical thinking

All instruction addresses EL needs

SDAIE Strategies include:

The content area objective of the lesson is clearly stated, or written

Key vocabulary is presented prior to the new content area material.

Teacher makes use of some kind of graphic organizer.

Students use district-adopted core materials during the lesson.

The teacher deliberately slows his/her rate of speech.

Students work in pairs or other small groups at some time.

Students perform tasks related to the content and the vocabulary.

Students are placed in structures that require them to talk, use English

24

Appendix 3: Technology Plan 2011-2015

The Vision NVUSD is committed to becoming a 21st Century Teaching and Learning district where every student graduates with mastery of state standards and 21st Century Skills: Critical Thinking, Communication, and Collaboration. The District PBL initiative to transform all of our schools into environments where project-based learning is the norm is heavily dependent on high performing technology systems. By upgrading the existing infrastructure and systems to enable the adoption of useful and innovative technology tools quickly, efficiently and in a cost effective way we will support student learning and contribute to a high-quality learning community.

The build-out of the campus LANs and Opteman, and the addition of wireless networks on each campus are necessary to ensure the success of the PBL project. We envision learning environments where students and staff are using many types of technology in every space at any time to communicate, collaborate and conduct research and investigations. A high capacity high performing network is fundamental.

To ensure that the network is operating at its highest capacity, that the demand for speed and bandwidth are continuously met, and that the infrastructure is flexible enough to accommodate the variable and expanding needs of our users, the following upgrades are critical.

Complete the Upgrade of School Internal Connections (LANs) The District network was constructed in 1997-98 with a bandwidth capacity of 10/100Mbps. In 2006 we began a process of campus backbone upgrades to increase capacity to 100 Mbps/1Gbps. Decreases in funding have delayed our original plans for District-wide upgrades. Schools needing upgraded internal capacity (backbones) are listed below. The highlighted schools are participating in the first phases of the PBL project. Others will need upgrades also.

Network Upgrades FY 2012 FY 2013 FY2014 FY2015

Backbone

Napa HS Backbone/wireless ** TBD

Harvest/River $60,000

American Canyon Middle $60,000

Redwood Middle $60,000

Bel Aire $45,000

McPherson $45,000

Mt George $30,000

NVLA $53,000

Northwood $30,000

Pueblo Vista $35,000

Shearer $53,000

Snow $30,000

Yountville $20,000

Subtotal $268,000 $193,000.00 $60,000.00 $0.00

Note: **Measure M funds will be used to modernize portions of the Napa High School campus in summer, 2011. We will work with the Office of Construction to upgrade some network segments and add wireless wherever possible.

25

Internet Connectivity Implementation of AT&T optical Ethernet, Opt-e-Man is critical to the instructional program and operations. This technology permits NVUSD to scale bandwidth on demand and reduce overall costs for Internet connectivity. Some sites are still served by T1 lines, and these are no longer adequate to support the schools. The following estimates include NVUSD installation costs only. Maintenance & Operations expense may be involved as AT&T surveys each site. Also, some listed sites are not included in the PBL roll out short term but they will have to be completed in the timeframe below.

ATT OpteMan Upgrade FY 2012 FY 2013 FY2014 FY2015

Alta Heights $2,500

Bel Aire $2,500

Browns Valley $2,500

El Centro $2,500

Mt George $2,500

Northwood $2,500

Snow $2,500

Vichy $2,500

West Park $2,500

Yountville $2,500

Subtotal $25,000 $0 $0 $0

26

Wireless Networks The pace of implementation should be thoughtfully planned to coordinate with a change in instructional practice and ongoing investment in staff development to make fullest use of the upgraded services as they are ready. Premature installation of expensive technology is not cost effective without strong staff support and a demonstrated need.

The following costs for wireless networks at each campus may be significantly reduced if the installation occurs at the same time as the network upgrade. The HP access points ($540) are the most recent 802.11n devices and are backwards compatible with the 802.11a/b/g wireless cards found in older equipment. Wireless management modules are located in the District MDF. With a centrally located management module we’ll have seamless wireless coverage at each site and the ability to separate public and private access to the wireless networks.

Wireless Only FY 2012 FY 2013 FY2014 FY2015

Alta Heights $20,000

BelAire $22,000

Browns Valley $20,000

Canyon Oaks $22,000

Donaldson Way $20,000

McPherson $22,000

Phillips $22,000

Salvador $15,000

Vichy $15,000

Yountville $10,000

Silverado $22,000

Valley Oak $15,000

Subtotal $143,000 $82,000 $0 $0

Implement Private Cloud The emergence of virtualization technologies has allowed us to:

Migrate from rigid structured access to learning resources to an “anytime, anywhere” access

Provide high quality, safe, reliable, secure resources from any location while ensuring network security/safety/confidentiality.

Mitigate budget problems by supporting any device, allowing personally‐owned, non‐standard equipment for students or staff.

Achieving a 1:1 ratio by leveraging outside resources without harmful consequences

Anytime/anywhere access for staff and students to information and resources will be enabled by the expansion of our “private cloud” solution, Stoneware, in combination with the infrastructure upgrades and installation of wireless access points on every campus. This system will require management and support beyond the capacity of our current staff. NVUSD is proposing funding an additional network support specialist.

27

Operations FY2012 FY2013 FY2014 FY2015

Stoneware Licensing & Support $25,000 $25,000 $25,000 $25,000

Additional Network Tech $72,000 $72,000 $72,000 $72,000

Subtotal $97,000 $97,000 $97,000 $97,000

Facilitate 1-to-1 computing Our experience at Napa New Tech High School and American Canyon High School with the private cloud solution, high capacity wired/wireless networks, and policies permitting students to bring their own laptop has shown that we can expect approximately 70% - 90% of students to bring and use personal laptops. This has significantly increased our chances of realizing an affordable 1-to-1 learning environment. This proposal recommends a District investment in netbooks for the estimated 10%-30% of students who will need a mobile device at the middle and high schools. As student patterns are assessed, the percentages may need to be adjusted. In the elementary environments students are expected to utilize a variety of technologies in each classroom as in secondary. These will range from handhelds to mobile netbooks and laptops to multimedia workstations. It is anticipated that fewer students will bring their own laptop in the elementary grades and NVUSD projects 50% investment in netbooks for grades 3-5. As the PBL project expands to Grade 2 in Year 2 at each elementary classroom sets of netbooks for 100% of the students are proposed. Funding requests for classroom technology other than netbooks are included elsewhere in this proposal.

Year 1

ELEMENTARY SCHOOLS

Students Gr K-1

Gr 2

Gr 3

Gr 4-5

50% Gr 4-5

30% Netbook

Netbook Expense

11-12 Alta Heights

358 98 60 58 142 71 $35,500 Gr 4-5

11-12 Bel Aire Park

522 192 79 73 180 90 $45,000 Gr 4-5

11-12 Canyon Oaks

618 212 96 104 206 103 $51,500 Gr 4-5

11-12 Donaldson Way

557 177 117 93 170 85 $42,500 Gr 4-5

11-12 Napa Junction

436 144 65 80 147 74 $36,750 Gr 4-5

11-12 Pueblo Vista

350 101 62 61 126 63 $31,500 Gr 4-5

11-12 Salvador

192 72 31 32 57 29 $14,250 Gr 4-5

50% Gr 3-5

11-12 McPherson

623 215 115 96 197 147 $73,250 Gr 3-5

11-12 Phillips*

586 183 84 80 162 121 $60,500 Gr 3-5

11-12

$390,750

MIDDLE SCHOOLS

HIGH SCHOOLS

11-12 Valley Oak

187 56 $28,050

FY12 Total $418,800

28

Year 2

ELEMENTARY SCHOOLS

Students Gr K-1

Gr 2

Gr 3

Gr 3-5

50% Gr 3

30% Netbook

Netbook Expense

12-13 McPherson

623 215 115 293 $57,500 Add Gr 2

12-13 Phillips*

586 183 84 319 $42,000 Add Gr 2

12-13 Alta Heights

358 98 60 58 142 29 $14,500 Add Gr 3

12-13 Bel Aire Park

522 192 79 73 180 37 $18,250 Add Gr 3

12-13 Canyon Oaks

618 212 96 104 206 52 $26,000 Add Gr 3

12-13 Donaldson Way

557 177 117 93 170 47 $23,250 Add Gr 3

12-13 Napa Junction

436 144 65 80 147 40 $20,000 Add Gr 3

12-13 Pueblo Vista

350 101 62 61 126 31 $15,250 Add Gr 3

12-13 Salvador

192 72 31 32 57 16 $8,000 Add Gr 3

12-13

50% Gr 3-5

12-13 Browns Valley 3-5

400 148 51 201 101 $50,250 Gr 3-5

12-13 Mount George

209 81 33 95 48 $23,750 Gr 3-5

12-13 NVLA*

688 239 109 340 170 $85,000 Gr 3-5

12-13 Shearer

553 195 84 274 137 $68,500 Gr 3-5

12-13 Vichy

353 116 61 176 88 $44,000 Gr 3-5

12-13 Yountville

169 57 28 84 42 $21,000 Gr 3-5

$517,250

Year 2 MIDDLE SCHOOLS

12-13 American Canyon

877 263 $131,550

12-13 Harvest Middle

830 249 $124,500

12-13 Redwood

1019 306 $152,850

12-13 River Charter

358 107 $53,700

12-13 Silverado

784 235 $117,600

$580,200

HIGH SCHOOLS

12-13

American Canyon High 500 12-13 $75,000

12-13 Vintage

2455 737 $368,250

12-13

Napa Valley Alternative 88 26 $13,200

$456,450

FY 13 Total $1,553,900

29

Year 3

ELEMENTARY SCHOOLS

Students Gr K-1

Gr 2

Gr 3-5

50% Gr 3-5

30% Netbook

Netbook Expense

13-14 Alta Heights

358 98 60 200 100 $30,000 Add Gr 2

13-14 Bel Aire Park

522 192 79 180 90 $39,500 Add Gr 2

13-14 Canyon Oaks

618 212 96 310 155 $48,000 Add Gr 2

13-14 Donaldson Way

557 177 117 263 132 $58,500 Add Gr 2

13-14 Napa Junction

436 144 65 227 114 $32,500 Add Gr 2

13-14 Pueblo Vista

350 101 62 187 94 $31,000 Add Gr 2

13-14 Salvador

192 72 31 89 45 $15,500 Add Gr 2

13-14 Browns Valley

400 148 51 201 101 $25,500 Add Gr 2

13-14 Mount George

209 81 33 95 48 $16,500 Add Gr 2

13-14 NVLA*

688 239 109 340 170 $54,500 Add Gr 2

13-14 Shearer

553 195 84 274 137 $42,000 Add Gr 2

13-14 Vichy

353 116 61 176 88 $30,500 Add Gr 2

13-14 Yountville

169 57 28 84 42 $14,000 Add Gr 2

13-14 El Centro

281 92 44 145 73 $36,250 Gr 3-5

13-14 Northwood

356 108 56 192 96 $48,000 Gr 3-5

13-14 Snow

327 129 55 143 72 $35,750 Gr 3-5

13-14 West Park

286 98 49 139 70 $34,750 Gr 3-5

13-14

$592,750

MIDDLE SCHOOLS

HIGH SCHOOLS

13-14 Napa High

2506 752 $375,900

FY14 Total $968,650

Year 4

ELEMENTARY SCHOOLS

Students Gr K-1

Gr 2

Gr 3-5

50% Gr 3-5

30% Netbook

Netbook Expense

14-15 El Centro

281 92 44 145 73 $22,000 Add Gr 2

14-15 Northwood

356 108 56 192 96 $28,000 Add Gr 2

14-15 Snow

327 129 55 143 72 $27,500 Add Gr 2

14-15 West Park

286 98 49 139 70 $24,500 Add Gr 2

14-15

$102,000 *Enrollments based on 2009-10 CBEDS

Total Expense (excluding classroom equipment other than netbooks)

Totals FY2012 FY2013 FY2014 FY2015

Network Upgrades $436,000 $275,000 $60,000

Operations $97,000 $97,000 $97,000 $97,000

Student Equipment $418,800 $1,553,900 $968,650 $102,000

Totals $951,800 $1,925,900 $1,125,650 $199,000

APPENDIX 4:


30

APPENDIX 4:


31

Documents

NVUSD K-12 PBL Roll-out