Introduction
This Digital High School Grant (DHS) was implemented as a phase of the California Department of Education (CDE) Enhancing Education Through Technology program in cooperation with the United States Department of Education (Enhancing Education Through Technology Act of 2001). The main goal of the DHS program was to increase student achievement by adding access and implementing new technology for high school students.
Background
I was assigned the coordination of the grant for Horizon Charter in the early Spring of 2002 after a year of the inauguration. I joined the program with very little direction or support - only the original grant proposal (written by a former staff no longer with the school) and some advice from the previous coordinator. At this time, Horizon had no plan and it just had very little vision or goal-driven data to implement a program. Students were able to purchase iMacs (a brand new type of computer) for home use and other than some basic programs (Word, Excel, Paint, etc). The computershad no specific use or goal for student support or integration related to student achievement.
During the first year of the program, very little had been accomplished. Some new laptops (Window based machines) had been purchased, but not deployed. Since Horizon was not a traditional brick and mortar school many of the ideas or program goals didn't fit for Horizon.
During this time, the state testing system (STAR) was used to assess students' achievement. Various assessments were used during the STAR program, including the Stanford 9 assessment and the California Standards Test, with grades 4 and 7 being assessed in writing, grades 2 through 11 assess ing ELA, Math and grades 9 through 11 assessed in various History and Science content. During the 2001 STAR program (STAR was authorized 1998 through 2014) Horizon (then Horizon was Horizon Instructional Systems or HIS) scored mostly in mathematics in the high school grades.
As I took over the program and grant administration, I worked to develop some realistic goals for the school. Firstly, I met with several teacher groups (during that time the school had 6 regional groups) as well as different administrators. Also, parents were involved through the school learning centers (LC) in Elk Grove, Placerville, Grass Valley, Roseville and Sacramento. The consensus moving forward with the second year of the grant was to develop and install computer labs with internet access through Ethernet networks at each LC so students had access to the internet as well as other online resources. It was decided that the focus for the LC computer labs would be math and ELA support (mainly writing). During the 2001 STAR assessment, 95% of 4th and 7th graders received a 5 or below (out of 8) on their writing samples.
The first step in getting learning centers equipped was setting aside space (always at a premium) as well as ensuring that there was enough electricity and access to the school's Ethernet network. I coordinated with the LC leaders and parent volunteers to set these in place and then cooperated with the Information Technology department (IT) to ensure that the network access was established. The first lab was a traveling lab with 10 computers which I transported from LC to LC on a schedule to allow for open work time and for specific writing and math support classes using online tools. I taught students and teachers how to use Netscape and then how to use Microsoft Internet Explorer to conduct research. Also, the DHS funds allowed the school to purchase a school site license to Criterion writing evaluation tools, an online writing tutor developed by Educational Testing Service.
Once the supply of laptops increased, we developed computer labs in the LC's. When space was an issue, laptops were set up to be moved and stored safely. Also, traditional computer labs with Windows-based machines were set up when space was not an issue.
Evaluation
The two year program of grant money helped the school begin the first wave of new technology into the school. The infusion of grant funds (approx. $250,000) awarded, allowed Horizon to take the first deliberate steps toward more programmatic technology integration. The implementation of the DHS Grant was the first step of Horizon towards using the Internet as an educational resource. The other important outcome was specific which was directed professional development for teachers to help students to use the internet. For the first time, Supervising Teachers were exposed to various educational websites that helped them support student learning. Till this time most teachers had little to no experience using the internet or other online tools for instruction or educational supports.
My involvement began in the second year and the lack of consistency in the coordination was a limiting factor in success. Some of the initiatives started during the first year of the grant did not continue due to program changes or decisions made without stakeholder input. The program was a "shot in the arm" for the school that became the impetus for many other initiatives to begin. Many teachers and administrators experienced the program training and realized the potential of using technology to support students.
The school has always covered six counties and the student population is mostly spread out and not able to attend learning centers. As a consequence, a low percentage of students overall had access to computer labs. However, the teachers who participated in professional development did have more tools and ideas for students with access at home.
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