California Department of Education

Specialized Secondary Programs

REQUEST FOR APPLICATION

Application Due Date: Friday, October 18, 2013

Administered by the High School Innovations and Initiatives Office Career and College Transition Division California Department of Education 1430 N Street, Suite 4202 Sacramento, CA 95814-5901 Main Phone: 916-319-0893 FAX: 916-319-0168

2013 REQUEST FOR APPLICATION Specialized Secondary Program Table of Contents

OVERVIEW.......................................................................................................................3 A. Purpose ........................................................................................................................3 B. Background ..................................................................................................................3 C. Eligibility Requirements ................................................................................................3 D. Funding Levels .............................................................................................................4 E. Allowable Uses of Funds ..............................................................................................4 F. Administrative Indirect Cost Limits ...............................................................................4 G. Program Requirements ................................................................................................4 H. Application Review .......................................................................................................5 I. Inclusion of Remote, Smaller Local Education Agencies, and Consortia ....................5 J. Notification of Funding ..................................................................................................5 K. Appeals Process ...........................................................................................................5 L. Program and Fiscal Contacts .......................................................................................6 APPLICATION FORMAT REQUIREMENTS....................................................................6 APPLICATION PACKAGE INSTRUCTIONS...................................................................7 QUESTIONS AND TECHNICAL ASSISTANCE...............................................................7 PROGRAM APPLICATION: SECTIONS FOR SUBMISSION.........................................7 SPECIALIZED SECONDARY PROGRAM APPLICATION.............................................9 Signature Page (Form A)...........................................................................................9 School Information and Community Description (Form B).......................................10 Community Description Narrative Page (Blank).......................................................11 Overview of the Proposed Specialized Secondary Program Page (Blank)..............12 PROGRAM NARRATIVE................................................................................................13 Section I: Background of the High School............................................................13 Section II: Description of the New, Advanced Program and Goals on the Program..........................................................................13 Section III: Curriculum Development......................................................................13 Section IV: Instructional Strategies, Partnerships and Community Involvement, and Support Services......................................................14 Section V: Professional Development....................................................................15 Section VI: Marketing the Program and Student Recruitment................................15 1

Section VII: Evaluation.............................................................................................16 Section VIII: Project Management............................................................................16 Section IX: Timeline................................................................................................17 Section X: Budget Page and Budget Narrative......................................................17 Grant Budget (Form C).....................................................................19 Budget Narrative (Sample)...............................................................20 APPENDICES..................................................................................................................22 Appendix A: Scoring Criteria.....................................................................................22 Appendix B: Career Technical Education Model Curriculum Standards..................23 Appendix C: Industry Sector Contacts......................................................................24 Appendix D: Budget Categories................................................................................26 Appendix E: California Education Code Sections 5880058806..............................28

OVERVIEW
A. Purpose Specialized Secondary Programs (SSP), authorized by California Education Code (EC) sections 5880058806, provide startup funds for the establishment of a new, advanced specialized program or school for pupils in grades nine through twelve in high schools. The SSP is expected to develop new standards-based model curriculum and provide varied instructional methodologies or organizational structures that promote advanced, in-depth study of a targeted content area. The primary purpose of SSP has expanded from a focus only on technology and the visual and performing arts to include programs that feature all content areas, such as English-language arts, mathematics, science, history and social science, foreign language, or a career technical education (CTE) sector. The expanded focus provides opportunity for the development and implementation of new Linked Learning pathways, career academies, arts integrated models, and other integrated approaches. The acquisition and use of technology skills as a tool for instruction and learning are also emphasized in SSPs. The SSP funds must be spent for a new program or school rather than for maintenance of an existing program at a high school. Programs selected for funding are structured so that participating students explore areas of study in a deeper way while developing knowledge and skills that will prepare them for postsecondary education and careers. As a result, the California Department of Education (CDE) expects there will be high-quality, innovative approaches to curriculum and instruction, assessment, staffing, and scheduling. Not only does the SSP approach often lead to recognizable benefits for the entire school, school district, and local community, this approach can also serve as a model for effective educational practices for other schools in the state. B. Background Since its inception in fiscal year 198485, the SSP has funded over 200 programs. In the past, the typical funding cycle was four years, which included a planning year followed by three years of program implementation. As SSP funds were taken out of Tier 3 of the Categorical Flexibility for the year 201314, funding for planning grants are now available. Following the planning year, schools may apply for an implementation grant as money becomes available. C. Eligibility Requirements All comprehensive public high schools, continuation high schools, county offices of education, consortium of school districts, and theme-based public high schools are eligible to apply. Charter schools that receive the categorical block grant are not eligible to apply because these schools already receive SSP funds through the categorical block grant. High schools that currently have a California Partnership Academy (CPA) grant may apply for a SSP grant if the focus of the SSP is clearly different from that of 3

the CPA. The SSP funding cannot be used to supplement an existing CPA or Linked Learning pathway. The SSP funding is for new and innovative approaches. D. Funding Levels This SSP planning grant is a one-year grant. The funding period is July 1, 2013, to June 30, 2014. Selected programs will receive grants up to $50,000. E. Allowable Uses of Funds Funds are to be used in accordance with the California School Accounting Manual. The expenditure of funds must be clearly tied to the planning activities described in your application. Expenditures may include, but are not limited to, ongoing curriculum development, student support services, professional development, and the purchase of equipment and capital outlay. Additional examples are included in the sample Budget Narrative (see pp. 2021). These funds are not intended to supplant current fixed costs. F. Administrative Indirect Cost Limits The grantee must limit administrative indirect costs to the rate approved by the CDE for the applicable fiscal year in which the funds are spent. G. Program Requirements Each grant recipient is expected to fulfill the following requirements: (1) (2) Planning for a new, specialized program as described in Section A. Planning for new, standards-based model curriculum and a clearly articulated plan to make the curriculum available to other school districts in the public school system. Utilizing innovative approaches to curriculum and instruction, assessment, staffing, and/or scheduling. Collect appropriate data of the type and amount necessary to submit an End of Year Report that provides baseline data for the effective evaluation of the SSP once it is implemented. An implemented program will be evaluated on an assessment of factors including, but not limited to, the following: a. Increased pupil, parent, community, professional and business community, and school employee satisfaction with pupil learning, school organization, and school governance and management. b. Counseling and other support services that enhance the program and the success of the pupils. 4

(3)

(4)

c. Improvement in the academic performance of pupils as measured by grade point average or other appropriate standards of achievement. H. Application Review The CDE will not review applications received after 5 p.m. on Friday, October 18, 2013. The CDE reserves the right to disqualify applications that are not complete, do not follow the formatting requirements, or do not include complete budget information. Applications will be scored against a scoring rubric as a common standard. The scoring rubric puts forth the possible scale points for describing how well an application reflects the narrative sections described in the Request for Application (RFA) guidelines. The CDE staff will review all SSP applications using the rubric descriptions located in Appendix A. Scoring will focus on content and substance of the narrative rather than writing style and presentation. Key goals, measurable objectives, and the ability to plan a new program must be evident. An application should follow the RFA guidelines and be presented with clarity so that a reviewer can easily understand what the proposed program will achieve. I. Inclusion of Remote, Smaller Local Education Agencies, and Consortia In order to include Local Education Agencies (LEAs) of different sizes and from more regions of California, selection of participating LEAs will include consideration of factors related to the geographic diversity, type (urban/rural), and size of a school district, as well as curricular area addressed. J. Notification of Funding Applicants approved for funding will be notified by November 15, 2013. K. Appeals Process Should a district not receiving a grant wish to file an appeal, it must do so within 10 calendar days following notification of awards by submitting a letter explaining specifically why the district believes their application should be reconsidered for funding. Letters of appeal should be sent to: Russell Weikle, Director Career and College Transition Division California Department of Education 1430 N Street, Suite 4202 Sacramento, CA 95814-5901 Attention: Appeal of Specialized Secondary Programs Application 5

The CDE staff will review the appeal and render a decision within 30 calendar days of the receipt of the appeal. The decision of the CDE is final. There is no further appeal process. L. Program and Fiscal Contacts Program questions should be directed to Tony Quirarte, Education Programs Consultant (EPC), High School Innovations and Initiatives Office (HSIIO), by phone at 916-319-0388 or by e-mail at tquirarte@cde.ca.gov. Fiscal questions should be directed to Jeanne Geiser, Staff Services Analyst, HSIIO, by phone at 916-319-0474 or by e-mail at jgeiser@cde.ca.gov.

APPLICATION FORMAT REQUIREMENTS

The program narrative section of the grant application contains various components that must be clearly addressed. The length of the narrative response for each component is flexible; however, the total length of the narrative section must not exceed 20 singlesided pages. One point five (1.5) line spacing Twelve (12) point font size Arial font 8 x 11 white paper One (1) inch margins on sides, top, and bottom (except appendix) Include the school name as a footer in eight point font on each page and clearly number all pages Each copy of the application package must be stapled in the upper left hand corner. Special bindings, report covers, or separators will result in a reduction of the application score Applicants must keep the program narrative section of the grant application to 20 single-sided pages. The program timeline counts as one of the 20 pages. The 20 page limit does not include the one-page 150-word description of the proposed program or items included in Section X

One original with original signatures, three copies, and a copy of the application on a CD or DVD in Microsoft Word and/or Excel format where applicable. The supporting letters and documents may be submitted in PDF format as needed An appendix, with supporting letters and other documentation, of no more than 12 pages, may be included to strengthen the application

APPLICATION PACKAGE INSTRUCTIONS

Applications must be received by the CDE, Career and College Transition Division, HSIIO, 1430 N Street, Suite 4202, Sacramento, CA, 95814 no later than 5:00 p.m., on Friday, October 18, 2013. Applicants are urged to use express, certified, or registered mail. Transmissions by e-mail or fax will not be accepted.

QUESTIONS AND TECHNICAL ASSISTANCE

Specific questions regarding the application can be addressed to Tony Quirarte, EPC, HSIIO, by phone at 916-319-0388 or by e-mail at tquirarte@cde.ca.gov.

PROGRAM APPLICATION: SECTIONS FOR SUBMISSION

All applications must adhere to the required format and, in order to be competitive, must include all of the requested information and completed forms. To be considered a complete application, the packet must include the following components in the order listed: Form A: Signature Page. This is the application cover page. The form should be signed by the district superintendent and the high school principal. Form A must appear as the first page of the application. Form B: School Demographics and Geographic Information plus a one-page narrative about the community. This form provides information about the schools demographics, geographic location, and one-page narrative about the community served by the high school. Form B and the one-page narrative must be the second and third pages of the application. 150-word overview of the proposed SSP. Program Narrative section (must not exceed 20 pages including the timeline): The Questions to Answer that follow each component should guide the development of the application and must be addressed in the narrative. The SSP application has been inserted into the RFA in the required order for your 7

convenience. It is suggested that grant writers replace the directions for each section of the Program Narrative with the responses to the guiding questions. Timeline: A timeline of activities will summarize the processes for accomplishing the years work. The timeline is the last page of the program narrative. Form C: Budget Page and a Budget Narrative of up to three pages. The Budget Page should be signed by the site principal, the SSP site contact, and a district fiscal person who has reviewed the proposed grant budget. A Budget Narrative of up to three pages describing the year expenditures must be attached behind Form C. Use the budget narrative description format provided in the sample Budget Narrative on pp. 20-21. The Budget Page (Form C) and Budget Narrative should appear after the Timeline. General Assurances 201314: The district superintendent or an authorized representative of the district must review the General Assurances 201314. This document is available on the CDE Web site at http://www.cde.ca.gov/fg/fo/fm/generalassur2013.asp. The signed grant application submitted to the CDE is a commitment to comply with the assurances, certifications, terms, and conditions associated with the grant.

Optional Attachments: Up to 12 pages of optional material may be included with the application. Only the following attachments will be accepted: Letters of Collaboration, including letters from program partners or supporters and persons in the school district. The Letters of Collaboration should be original, not form letters. The letters should appear in the appendix before any optional printed material. Optional printed material (charts, newspaper articles, or other evidence) may be included. These pages should appear after the Letters of Collaboration in the appendix.

SPECIALIZED SECONDARY PROGRAM APPLICATION Signature Page (Form A)

Please complete all requested information. Original signatures must appear on the signature lines. School Information

Rancho Buena Vista High School

School Name

RobotC for Tetrix and Legos Mindstorms

Curriculum or Focus Area

Robotics
Proposed Specialized Secondary Program Name

Chuck Schindler
Principal's Name

charlesschindler@vistausd.org
Principals E-mail

1601 Longhorn Dr.

School Mailing Address

760-727-7284
School Phone

760-630-9738
School FAX

Vista
City

92081
Zip

37-68452-3730728
County/District/School (CDS) Code

Shannon Garcia
SSP Site Contact

Assistant Principal 760-727-7284

Title Contact Phone

760-630-9738
Contact FAX

shannongarcia@vistausd.org
Contact E-mail

http://rbvhs.vusd.k12.ca.us/
School Web Site

District Information

Vista Unified School District

School District Name

San Diego
County

Devin Vodicka
District Superintendent/Designee Name

760-726-2170
District Telephone

1234 Arcadia Ave

District Mailing Address

Vista
City

92084
Zip

Donna Caperton
District Contact Person for SSP Grant

Assistant Superintendent
Title

760-726-2170
Telephone

donnacaperton@vistausd.org
E-mail

I support this application for a SSP at the school listed above. I assure that the district and school applying for a SSP Grant will adhere to the intent and letter of California Education Code sections 58800-58806. The school and its administration will work to plan a program that will provide advanced learning opportunities for all students in the school. Any curriculum developed for the SSP will be shared with other schools in California.

Signature of District Superintendent or Designee

Date

Signature of Site Principal

Date

School Information and Community Description (Form B)

In order for the SSP application to be complete, please supply all of the information requested below. School Information Rancho Buena Vista High School
School Name

Robotics
Proposed SSP Program Name

School Demographics
Total School Enrollment: 2625 Total Number of Students Identified as Limited-English Proficient: Percent of Total School Enrollment for Students Identified as Limited-English Proficient: Total Number of Students Identified as Economically Disadvantaged: Percent of Total School Enrollment for Students Identified as Economically Disadvantaged: 301 11% 1284 49%

Race/Ethnicity American Indian or Alaska Native Asian Pacific Islander Filipino Hispanic or Latino African American, not Hispanic White, not Hispanic Other Multiple, or No Response School Geography (check only one)

Number 13 66 41 55 1504 111 821 1

Percent of Total Enrollment <.01 .03 .02 .02 .57 .04 .31 <.01

Urban, Inner City Urban Suburban

Rural Rural, Geographically Remote Other

Community Description (complete on separate page per the following instructions) On a separate sheet of paper, provide a one-page description about the geographic area in which the school is located. Include information about the community, businesses/industries, and local colleges/universities; discuss the economic goals, opportunities, and challenges of your community. This narrative is for clarification purposes and will not be scored when considering your application. Do not describe the school.

10

The City of Vista is located just seven miles from the Pacific Ocean in northern San Diego County, and is made up of a thriving, diverse community. Vista residents live in a mild Mediterranean climate made up of gentle rolling hills and rural surroundings, and the city itself is approximately 19 square miles with a population of 95,264. Vista has a large Hispanic community representing 48% of the citys population, while the white non-Hispanic population represents 40.8%. 43.36% of households earn $49,999 or less, while 9.6% of households have a family income below the poverty line. 28.9% of the citys residents are 17 or under, and the citys residents have a median age of 31.83. Vista has a rich history and progressive future. The City's mission is to provide outstanding services to improve the quality of life of all Vista residents and to enhance the uniqueness of the community, reflecting its core values: respect, fairness, teamwork, integrity, compassion and stewardship. The Vista area was originally inhabited the Luiseo Indians, who lived on the land until the founding of the San Luis Rey Mission in 1798. The prosperity of the mission-era declined by the 1830s with the independence of Mexico from Spain. The Mexican government began to grant land ownerships to a variety of people, thus beginning the Rancho era of California. By 1963, the city had incorporated, and its population had reached over 19,000. By 2006, the population of Vista grew to over 94,000, and on June 13, 2007, the city became a charter. The city handles its own sewer utilities and contracts with Vista Irrigation District, operates its own Fire Departments, and contracts with the San Diego Sheriffs Department for law enforcement services. The city has a business park that is home to over 800 companies, and it Chamber of Commerce has great networking events, educational workshops, and promotional opportunities for local businesses. To celebrate and promote the countrys fastest microbrewery community, the Vista Chamber is holding the tenth Annual Vista Business Expo on Wednesday, October 9th; there will be over 100 vendors displaying their products and services. The Chamber has influenced many things over the years that have helped shape the Vista community: the Tri-City Medical Center, the Vista Christmas Parade, and the Vista Strawberry Festival, which now boasts a 10k, a 5k, Kids Runs, 11 different contests and draws over 55,000 people to downtown Vista each year. Additionally, business continues to expand. Vista has 6,147 businesses, and 800+ local, national, and global companies, and is now known as the microbrewery capital of the United States on a percapita basis. The majority of these brewers have set up their craft beer manufacturing operations in the Vista Business Park, which has helped drive down the vacancy rate to historic lows. With more than 800 businesses that employ between 20,000 and 23,000 employees daily, the Vista Business Park is the economic lifeblood of the Vista community. Vista is now a thriving center of global commerce. Lastly, with more than 25 educational institutions for Vista youth and nearby colleges and universities providing education training and opportunities for its citizens (Palomar, Mira Costa, and CSUSM), Vista provides top educational opportunities for families and youth. Vista, however, still has its challenges. Unemployment continues to hover around 10%, there is ongoing, documented gang activity, which brings with it the associated crime (including drug sales, shootings, and human trafficking), which ostensibly warrants the large public safety expense; this continues to be the citys biggest expenditure at 63% (for a total of $35,431,167 per year). Additionally, many residents continue to live in poverty; the percentage of residents living in poverty is 20.3% (16.4% for White Non-Hispanic residents, 26.0% for Hispanic or Latino residents). A richer education, we feel, can lift our children from these circumstances into a college-bound mindset and culture; as J.F. Kennedy once stated, A rising tide lifts all ships. We believe a stronger robotics program can offer activities that teach high-value STEM content as well as opportunities to powerfully address ELA

11

Common Core Standards, is a great way to foster essential work skills like collaboration, problem solving and project management, and will work to keep kids motivated and engaged.
Sources: http://www.city-data.com/city/Vista-California.html#ixzz2gR7p3012 file:///C:/Users/shannongarcia/Desktop/Blueprint%20for%20Educational%20Excellence%20and%20Innovation%20%20Board%20Presentations %20%20%20Vista%20Unified%20School%20District.htm http://www.city-data.com/city/Vista-California.html http://issuu.com/awodigitaledition/docs/vistamagazine_de?e=2076238/2280928

12

[Insert: Overview of the Proposed Specialized Secondary Program]

Provide a 150-word overview of the SSP proposed in this application. Present information about how the SSP will provide students with a new advanced program not already available at the school or through extra-curricular activities. This overview should be on a separate page and double spaced and does not count as one page of the 20-page narrative

This SSP will provide students an exhilarating opportunity in the industry of Robotics that is unlike any other program on the campus of RBV. Students would be participate in a sequenced Robotics CTE Pathway that includes RobotC Curriculum for Tetrix and Lego Mindstorms robots. This SSP will allow students to articulate into postsecondary institutions with a clear industry and career focus, delve into the most cutting edge technologically advanced computer systems, operate highly technical software programs, and learn basic programming skills. This program will link local businesses with our school and would impact hundreds of students on a yearly basis. Students will see the relevance of this highly technical program and begin to understand the importance of project-based-learning. This SSP will challenge our students and provide opportunities for underserved and disadvantaged students to participate in one of the most innovative programs on campus.

13

Program Narrative Section I: Background of the High School (5 points)

Provide a clear yet concise description of the current conditions evident in the high school. It will help reviewers to determine the basis for the development of the SSP. Do not restate the demographic information already provided on Form B. 1. What is the history of this school? Present brief information about the high school and any unique features that demonstrate the potential for success if the school receives this funding (past grants, community support, local foundations). What state, federal (e.g., include Tech Prep, CPA, and Smaller Learning Communities grants), and locally funded programs/grants (e.g. linked learning pathways) currently exist at the school site? How do these programs impact students? Identify the name, theme, pathway, and/or targeted area of instruction of the programs.

2.

Rancho Buena Vista High School or "RBV" is a California Distinguished School and International Baccalaureate Organization World School. Opened in 1987, RBV was purpose built for a population of approximately 1800 students, though the school now houses roughly 800 students over that number. In 2012, RBV celebrated its 25th anniversary, and has achieved much in its time. The school has been recognized as a National Blue Ribbon School (1990-91 and 199`4-1996) and as a California Distinguished School (1994 and 2003). RBV was also the first public high school in California to be affiliated with the International Baccalaureate Diploma program beginning in 1982, and continues to award IB diplomas to students to this day. RBV is committed to preparing its students for college and career readiness. In support of its diverse student body and students success, the school offers rigorous college and career preparatory programs such as Advancement Via Individual Determination (AVID), Advance Placement (AP), International Baccalaureate (IB) and Regional Occupation Program (ROP) coursework. In November 2012, the City of Vista recognized RBV for its innovative prevention and intervention efforts in order to keep more students in school. Included in these new creative intervention efforts are Pet Encounter Therapy (from the award-winning Helen Woodward Animal Center), Project AWARE (an intensive emotional literacy course for at-risk students), and the Natural High Program, which promotes healthy, drug-free lifestyles. Additionally, Breaking Down the Walls has been a popular character building program at RBV since 2003,and the Every Fifteen Minutes Program sees students partnering with the police and fire department to orchestrate a simulated drunk-driving collision and its consequences. These character education programs and therapies help remind students why choice and empathy is so important in their everyday lives and contributes to RBVs positive culture. Additionally, parental involvement is a critical component of RBVs positive culture. The Parent-Teacher-Student Association (PTSA) plays a large role in providing students with both academic and non-academic opportunities throughout their high school experience. The PTSA provides support for registration, the yearly on-site Grad Night, clubs, sporting events, and the 14

visual and performing arts. The Longhorn Foundation has grown significantly in recent years, helping to provide a variety of clubs and sports on campus with corporate sponsorships. In addition, The Patrons of Students Striving for Academic Challenge also provide support to our Honors and International Baccalaureate programs. Finally, The English Learner Advisory Committee (ELAC) is a group of parents and faculty who work together to support our English Learner students on campus. Our partnerships are not limited just to our stakeholders; they extend to our community as well. In 2011, we joined forces with our local Albertsons, who sponsor our monthly staff and student appreciation events (Rancho Recognition and Albertsons Student of the Month), and in September 2013, we landed corporate sponsorship via First Investors, who now sponsor staff lunches, holiday meals, educator and secretary appreciation weeks. Lastly, Revolution Prep (an SAT Boot Camp Company) is now hosting Faculty Lunches on campus to provide information about their company and the services they provide to our students. The students themselves are currently served by 112 certificated teachers, 59 classified staff members, 7 academic counselors and 5 administrators. Due to the recent financial collapse and subsequent state budget cuts, certificated staffing positions have reduced from 133 in 2009 to 112 in 2013 equating to a 15.8% decrease. The attrition has occurred by retirement, transfers to the new Mission Vista High School, and teachers who have left the district. The reductions in staff have resulted in a positive consequence with most teachers having their own room and no longer have to travel between classrooms. However, our site has experienced an increase in class sizes which has placed some limitations on teachers and their instructional practices. The primary languages spoken by students at RBV are Spanish and English. Out of 718 students who state their primary language as Spanish, 96 were fluent upon entry. In addition, 727 students have been redesignated and 289 are still considered language learners. Student achievement on the ACT college entrance exam continues to be above average and continues to improve. In addition, more students are now taking the ACT allowing them to demonstrate achievement in a different testing format. Student achievement on the SAT exam continues to be slightly above average with more students taking the SAT than ACT. Focus on student achievement within department Professional Learning Communities (PLCs) has led to an increase in teacher collaboration time, alignment of curriculum with standards, and the development and implementation of common formative and summative assessments with a new focus on the Common Core, which is leading to more and more innovations within our curriculum on campus. Our students and staff at Rancho are true innovators. New ideas are welcomed, appreciated, and supported by multiple stakeholders who understand the STEM crisis now facing our nation. Our interest in growing our Career Technical Education options by way of Robotics stems from a desire not only to continue our tradition of innovation, but to meet our nations need for STEM-trained students, who will hit the ground running once they reach university due to their technical engineering experience from their classes in high school and we know for a fact that the students want this experience themselves. On a recent survey conducted to gauge interest from our students in technical courses, 94 students out of 339 expressed an interest in taking a robotics course, which we believe could inspire students to take an even more active interest in school, and capture those who are more deemed to be at risk. Our students want robotics, as do our parents and community. We have a huge untapped engineering potential in our students and robotics is the most perfect instructional approach currently available. 15

It offers classroom activities that teach high-value STEM content as well as opportunities to powerfully address ELA Common Core Standards. Using robotics to focus and enable descriptive, explanatory language can work in all grade levels with and without robotics kits. The Common Core ELA standards indicate that students should be able to effectively present knowledge and ideas verbally. Robotics with or without kits have great value. Those without kits have great value in having students focus on how they would design a robot, and then explain and illustrate their ideas and design decisions. Students can apply science concepts they've learned, such as identifying the simple machines integrated into their robots. Students can then explain their ideas about what their robot will do, how it will work, and why they designed it as they did. Because of the dynamics and true intricacies of a course like robotics, students are able to draw from their experiences across the curriculum and make connections across the full spectrum of their classes and prior experience. Robotics is also a highly effective way to foster essential work skills like collaboration, problem-solving, and project management. It does all this while keeping kids so motivated and engaged that getting them to stop working and move on to the rest of the school day can be a challenge, as reported by other sites we have visited -- a good problem to have. Our goal in seeking this grant is to make student robotics a central part of the regular, daytime classroom experience so as to inspire and impact all students, which also tends to tremendously increase teacher satisfaction.

3.

What state, federal (e.g., include Tech Prep, CPA, and Smaller Learning Communities grants), and locally funded programs/grants (e.g. linked learning pathways) currently exist at the school site? How do these programs impact students? Identify the name, theme, pathway, and/or targeted area of instruction of the programs.

Currently, the school is the recipient of several local mini-grants, which are awarded through the Vista Unified District Office Medical Committee. The grants were submitted by Shannon Garcia in conjunction with other staff members, who assisted on the grants. Grants were as follows: $15,000 this year for Project A.W.A.R.E. (Attitude When Angry and Resolving Emotional Issues Non Violently), an emotional literacy class offered on Fridays. The purpose of Project AWARE is to reduce referrals, suspensions, expulsions and drop outs. The vision of Project AWARE is to develop a community on campus where young people are leaders, are addressing issues or concerns, and are in a place that encourages youth-led action. Since the introduction of Project AWARE last year, expulsions have decreased 78.8% and suspensions have decreased by 34.3% (over the course of a year). Instead of being expelled and/or suspended, at-risk students are being provided other means of correction. Pet Encounter Therapy was introduced last year and RBV received $15,000 this year for animal-assisted therapy. Since the introduction of the program to the schools special education program, none of the students enrolled who have previously demonstrated extreme disciplinary issues have been in the office for a disciplinary issue other than for soft issues (tardies, etc.)

16

A mental health part-time employee was funded this year for $15,000 to help students who have no health insurance or medical and who suffer from psychological stress or ailments. The entire school community booster clubs, staff, students, and local businesses all promoted and voted for RBV in a national Clorox Technology Grant. RBV came in second in the nation, and were thus awarded $25,000 to upgrade its performing arts center and other arts-related technologies. The entire student body is benefiting from the Performance Art Center upgrade, as every student participates or is in the center for one activity or another throughout the course of the year. 21st Century Grant an after school enrichment program, which allows students to pursue personal interests (Clubs) or get assistance with academics (various tutoring offerings in core subjects is available). Students who are engaged in after school activities, from math tutoring to Ballet Folklorico, are given a safe place where they can pursue their interests while being supervised and coach by RBV staff members; budget for this year is approximately $200,000.

Section II: Description of the New, Advanced Program and Goals of the Program (15 points)
The SSP grant funds can be used to design a new, advanced program or a specialized high school. Programs selected for funding should be structured so that participating students explore targeted areas of study while developing knowledge and skills in preparation for postsecondary education/careers. The proposed program must be rigorous and rich in standards-based curriculum content and provide varied instructional methodologies or organizational structures that emphasize advanced, in-depth study of one or more targeted content area(s). Key overarching goals specific to the proposed SSP must be identified in this section. 1. Describe the proposed program for which you are requesting the SSP funding. How was the focus of the new program determined? Who, including outside experts, were involved in the selection?

The proposed program is to establish a comprehensive Robotics program at Rancho Buena Vista (RBV) High School. The focus for this program was established by seeking student, teacher and community input about course/program wants and needs for RBV. Toward the end of the 2012-13 school year, an online survey was sent to all students and teachers at RBV and was also advertised on the schools website. The contents of the survey was an inquiry into the types of programs/courses that the students, teachers and the community felt that RBV was lacking. The survey had over 1000 respondents who provided input on what courses/programs should be offered at RBV. An overwhelming majority of students, teachers and community members felt that Robotics would be an excellent addition to the needs of the RBV community. With the 17

results of the study complete, key stakeholders began devising a plan to design this program throughout the 2013-14 school year with a launch date at the start of the 201415 school year. 2. What are the key goals that will specifically be achieved by the SSP?

The key goals to establishing this SSP are: Increase highly technical courses that are relevant and rigorous Provide students an opportunity to articulate into postsecondary institutions with a clear industry/career focus Increase project-based-learning opportunities for students to support the development and implementation of the common core Provide students more opportunities with an additional sequenced CTE Program of Study Develop courses that truly integrate hands-on learning with strenuous academic rigor Provide an opportunity to increase numbers of non-traditional students (such as female students) entering into a career field they normally wouldnt pursue Be the leaders of educational innovation Inspire students to be persevere as critical thinking individuals who work interdependently to solve real world problems. Prepare students for an interconnected global labor market Become the model for robotics across the state and serve as a support for school districts interested in pursuing such programs.

3.

How many students do you anticipate the program or specialized high school will serve each year?

We anticipate have classes exceptionally full. We anticipate 30 computer work stations with students occupying each available station. With a 6 period day, we anticipate serving 180 students during school hours. The possibility to offer a period 7 or 8 may add an additional 30 students. Furthermore, we anticipate the development of a Robotics club with nearly 60-90 students and competitive robotics teams with approximately 20 students. The overall impact of a robotics program at RBV could potentially impact 320 students on a yearly basis. We feel this program would be extremely popular and could grow into the leading option for all students at RBV.

Section III: Curriculum Development

(15 points)

The development of new and rigorous advanced curriculum is the essential component of the SSP. The proposed SSP must design at least two new specific courses that provide a definite sequence of study to a cohort of students in at least two consecutive grade levels. 18

This section should outline the standards-aligned curriculum for at least two new proposed courses that will be planned during the SSP grant period and describe how the new courses fit into the currently available course offerings at the high school. The persons who will be developing new curriculum should be identified. The use of technology as a tool for both teaching and learning should be highlighted. Focusing an SSP around only technology will not meet the application criteria. All curriculum that is developed with these grant funds will be used as models for other high schools in the state, as prescribed in EC Section 58802: faculty members providing instruction in specialized secondary programs shall develop model curricula ... 1. Describe the proposed two or more new courses to be planned. How might the proposed courses go beyond a standard, high-quality instructional program at the school to provide students with opportunities for advanced preparation for postsecondary education and/or careers? The initial proposed CTE pathway would be Pre-Engineering (already developed and UC approved), Robotics 1 and Advanced Robotics. The curriculum design will RobotC curriculum for Tetrix and Lego Mindstorms robots. The entire curriculum for the two proposed courses can be viewed at http://www.education.rec.ri.cmu.edu/previews/robot_c_products/teaching_rc_tetrix_prev iew/index/prodindex.htm. An snapshot of the larger concepts covered can be viewed at: http://www.education.rec.ri.cmu.edu/previews/robot_c_products/teaching_rc_tetrix_prev iew/index.html The curriculum is very detailed and has been developed by educators, businesses and postsecondary institutions. This curriculum is extremely complex and will offer students a high quality instructional program that will allow students to articulate into postsecondary institutions offering robotics training courses for interested students. Vista-ROP/CTE will require that both courses be articulated with our local community colleges and will eventually seek A-G eligibility in the G category for Robotics 1. Students will discover an emerging and highly technical industry and will pursue their career goals in their chosen postsecondary institution. 2. Who will design the new advanced curriculum? Describe any professional resources and experts who have been, or will be, consulted to ensure that what is proposed in the SSP represents advanced practices and theory in the area of study. The curriculum for this program has been designed and comes highly recommended by robotics instructors in the field. The comprehensive curriculum is the product of Carnegie Mellon Robotics Academy and is available for educators across the United States. The robotics instructor will work with local businesses as required by our CTE model program, and will seek advice on updating curriculum, meeting the needs of our local labor market, and adding or deleting relevant curriculum for students. These businesses will meet at least once a year as a function of our CTE Business Advisory Members to discuss curriculum with the instructor and devise a plan to purchase 19

equipment, retire old or outdated materials, and continue to teach cutting edge 21 st century robotics curriculum. 3. How will technology be used to enhance teaching and learning in the SSP? The nature of this particular SSP is indicative of the technology present today. The technology will not only enhance teaching and learning but be the foundation of teaching and learning. State of the art software such as SolidWorks, Tetrix Robot programming software, Legos Mindstorm Robot hardware along with computer based learning will surround this SSP. Students will be learning from the most technologically advanced systems and apply them to real world relevance and concepts. Students will use software and theory to design their robots followed by collaborative project based learning to build out their design. The next steps will be to program their design using the latest robotics programming software. Once finished, students will control their robots with joysticks and external devices that bring life to the curriculum. Students will see how professional robotics industry utilizes technology to build products that add to our daily conveniences, help defend our country, or even replace a human heart during a robotic surgery.

Section IV: Instructional Strategies, Partnerships and Community Involvement, and Support Services (20 points)
In addition to rigorous curriculum, successful SSPs typically use innovative instructional strategies and/or organizational designs that engage young people in learning and help pupils understand the relevance of what they are studying. Examples of such strategies and designs are team teaching, blocking classes together, looping, and flexible scheduling altering the six-period day, service-learning, project-based learning, mentoring, internships, and an academy model. The SSPs also partner with feeder middle schools, local industry and businesses, community organizations, institutions of higher education (IHEs) and other resources, including family members, to enhance the curriculum and instructional delivery. Letters of collaboration from individuals, representatives of schools, IHEs, businesses, or community agencies that will be working with the school on the SSP should support any references made in this section. Letters stating the specific support to be provided should be addressed to a contact person at the school site, not to CDE. The Letters of Collaboration should be original, not form letters. 1. Identify at least one innovative instructional strategy or organizational design that will be explored for use in the SSP. This particular program lends itself to a strategy that is being used in many of our CTE classrooms called Flipped Teaching (or commonly referred to as Flipped Classroom). In a flipped robotics classroom, students would view classroom curriculum online via the web, videos, youtube, ted talks etc. at their own leisure. Students would receive detailed instruction on the workings of robotics parts, theory revolving robotics, how 20

robots work, controls, programming etc. The students would then attend the class and apply what they have learned on their own at home. The instructor would have more time to help individual student groups create projects and master small steps of programming, building, designing etc. A flipped classroom design would allow maximized student learning, increased project collaboration time amongst student teams and more hands-on learning experiences facilitated by the instructor. 2. What partnerships/alliances have been formed or are being explored with feeder schools, IHEs, business and industry, community organizations, and other local resources? How will these partners provide expertise, staffing, or other types of assistance to enhance the SSP? How will experts in the area of specialty be involved in providing instruction and direct support to students? How will parents and family members of the students be involved in the SSP? Washington Middle School is currently a main feeder school for RBV within the Vista Unified School District. Washington Middle School recently began a robotics program utilizing the Lego robotics products. RBV will foster this relationship with Washington Middle School to allow students more technical and advanced robotics coursework that may lead into a future industry related career. The RBV robotics program will utilize an existing partnership held by Vista-ROP/CTE at CH Products in Vista, CA. CH Products is a leading manufacturer of Industrial joysticks and Hall effect control devices including fingertip joysticks, industrial trackballs and handgrip controllers. Joysticks from CH Products are used around the globe in many applications including: camera controls, medical instrumentation, agricultural vehicles, mining machinery, military robots, industrial automation, electric wheelchairs, material handling equipment, military simulation and consumer entertainment. CH products will provide our students with real-hands on experience, internship possibilities, classroom guest speaking appearances, field trip opportunities and industry knowledge. Parents and family members will be invited to the robotics competitions held regionally, statewide and nationally. Parents and family members all require notification of any internship possibilities that are sponsored through Vista-ROP and CH Products. Other local companies will be sought after for opportunities to offer internships. Vista-ROP/CTE is currently exploring partnerships with sponsors of the 7 th annual San Diego Regional: First Robotics completion. Sponsors include companies such as Abbot, ViaSat, National Defense Education Program (NDEP), Teradata, SAIC, and Space Grant Enterprise and Education Institution (SGEEI). These companies will be invited to tour, provide input, assist and help design our robotics program. In addition they will be asked to guest speak in our classes, provide internship possibilities for students and sit on our robotics CTE Business Advisory Board. They will be asked for input on curriculum design, equipment, current software, business practices, etc.

21

3. Describe the student academic, career, and personal/social support strategies and other support services that will be incorporated into the SSP to ensure that all students are successful in the program. Support strategies will be in place by design of the CTE Pathway. Students will begin in the robotics program by taking entry-level pre-engineering in order to familiarize themselves with the software programs. Interested students will move into more technical robotics programs starting with a Robotics 1 class following a technical Robotics 2 capstone class. The last class in the sequence will be tied to industry internships and possible apprenticeships. Counselors will track student progress and ensure that students are being successful in their endeavors. Students will have periodic grade checks every 12 weeks that are sent home to all parents. Parent conferences will be held for each student who is struggling with the robotics course. Students will be given opportunities during an advisory period to meet with their robotics teacher in order to catch up on missing assignments, projects, etc. Students will interact and work in collaborative teams of 3 in the robotics courses as most of the curriculum will be project based learning. Students will serve as supports to each other with team leads, team technicians and team tutors. The robotics instructor will organize and keep track of student competencies. Students who are not completing competencies within the allotted time will be given additional help outside of normal school hours. Vista-ROP/CTE is exploring establishing an after school robotics club that will assist our students and support struggling students. The robotics instructor will work to recruit other staff members to be a part of the robotics club and mentor aspiring robotics students in order to receive additional support needed for students struggling with course content.

Section V: Professional Development

(15 points)

The creation of an SSP presupposes that the faculty at the school site, who will be key to the success of the SSP, are committed to designing and implementing the program. The professional needs of staff should be identified, and strategies to meet those needs should be described. Issues such as adequate planning time, opportunities to observe other programs with a similar focus, externships, opportunities to explore innovative instructional or organizational strategies, and staff development, both on site and off, should be thoroughly considered and addressed in this section. 1. What are the major professional developmental needs to ensure that staff members are adequately prepared to implement the SSP and achieve the key goals and outcomes? The major professional development needs is identified as time for the instructor. The selected instructor will need adequate time to set up software, computer labs, robotics hardware, order supplies, order equipment, visit neighboring robotics programs, learn 22

the necessary programs, establish a course outline, explore curriculum, determine submission process of A-G criteria, work with current faculty, recruit, market program and build necessary testing platforms for competition. We propose this happens in the following way: In February 2014, we will begin recruiting for the candidate to teach Robotics In March 2014, we will hire the instructor utilizing CTE (district money) and employ the instructor to begin the robotics program (without students). Actual program launch date with students would be 2014-15 school year. March 2014, the instructor will be paid as a regular bargaining member / teacher to travel to neighboring districts, visit other programs, establish equipment lists, explore curriculum etc. Instructor will attend the Educating for Careers Conference to network with other robotics instructors Instructor will collaborate with local robotics businesses such as CH Products in Vista, CA. Instructor will attend the 7th annual San Diego Regional: First Robotics Competition Instructor along with district personnel will establish relationships with the Lego corporation in order to capitalize on any additional industry related professional development.

2. What professional development strategies are proposed to meet the staffs needs? Once the instructor is hired to begin the Robotics program at RBV, the following professional development strategies are proposed to meet the staff needs: Participation and professional development within the ROP/CTE PLC team. Participation and professional development within the Physics / Science PLC team. Robotics instructor will work with the TV film instructor to host regular webcasts through the school-wide news organization making staff aware of the robotics programs and the benefit to students. Robotics instructor will regularly use social media such as Twitter and Facebook to communicate and train teachers on the nuances of the robotics program launching at RBV. The principal and assistant principal in charge of the program will establish full faculty trainings that incorporate information on the robotics program at RBV

23

Staff members will be invited to competitions and asked to be mentor advisors for robotics teams. Staff members would be trained by instructor and other CTE instructors as to their role with the robotics program.

Section VI: Marketing the Program and Student Recruitment (10 points)
The marketing and student recruitment processes must be fair and likely to result in a group of students who represent the ethnic and socioeconomic demographics of the school. The State Superintendent of Public Instruction is particularly interested in reaching students who demonstrate potential but have been "turned off" to the traditional education program and would respond to a creative specialized approach with innovative instructional and organizational strategies. This group includes students at risk for school failure, low-achieving students with potential or interest in a particular area, average students, high achievers, special education pupils, and especially those students traditionally underrepresented in IHEs. If the proposed program is more likely to attract one gender, then targeted recruitment strategies must be identified that will ensure a more balanced enrollment in the program or school of males and females. In addition to students being made aware of the program, parents and community members should also be informed. 1. What marketing/recruitment strategies will be planned to make students, parents, and the community aware of the program and its potential benefits?
The fields of science, technology, engineering and mathematics (STEM) are widely regarded as critical to the state and national economy, but women remain significantly underrepresented within these disciplines. Despite decades of progress in higher education and the workplace, gender bias in STEM fields inhibits many talented women and girls from entering STEM careers, and in the end, this keeps the United States from meeting the technical-skills demand of the future and from remaining economically competitive in the world. Women now receive only one in four subbaccalaureate awards in STEM fields, down from one in three in 1997. Often unconsciously, gender bias reinforces the idea that men "naturally" excel in disciplines using spatial and quantitative skills and that women conversely "naturally" excel in fields utilizing language skills. As a result, women are discouraged, whether explicitly or implicitly, from entering STEM careers What weve learned by investigating this issue is: More women earning STEM credentials is one of the best ways to move women and families out of poverty. STEM (Science, Technology, Engineering, Math) careers enable women to earn higher wages and gain upward mobility.

A recent report from the U.S. Department of Commerce found that women with STEM jobs earned one-third more than comparable women in non-STEM jobs.

24

In 2009 women's median annual earnings in selected STEM occupations ranged from $71,944 for electrical and electronics engineers to $41,091 for engineering technicians; this is considerably higher than the median annual earnings of $35,633 for women workers overall. Bringing more women into STEM careers is essential to the future of technological innovation and economic competitiveness. Growth in STEM jobs over the last decade has been three times that of non-STEM jobs (7.9 percent versus 2.6 percent, respectively). The Bureau of Labor Statistics estimates that between 2008 and 2018 STEM occupations will grow by 17 percent, while non-STEM occupations will grow by 9.8 percent.

The growing demand for qualified engineers will soon reach a critical level. U.S. jobs are growing most rapidly in areas that require science, engineering, and technology knowledge and skills. There are not enough Americans to fill all engineering and technology positions, The median annual earnings of an engineer with a bachelor's degree are $75,000.

Almost all of the 30 fastest-growing occupations in the next decade will require at least some background in STEM. STEM learning is an economic imperative. Experts say that technological innovation accounted for almost half of U.S. economic growth over the past 50 years, and almost all of the 30 fastest-growing occupations in the next decade will require at least some background in STEM. Our plan is as follows: Market the robotics program to girls aggressively to help raise awareness of the power of females in the STEM fields. We will blast the Animoto video we created specifically for this purpose, which specifically targets girls and empowers them to feel strong, smart, and cool. This film represents all kinds of girls academic, punk, black, Asian, white, Latina and the film will be shown on the schools rapidly growing social media, shared by the superintendent on social media (its already been sent out on his Twitter feed), sent to local news organizations (who are active on Twitter), and played on RBVTV (the schools media broadcast) every week, once a week, for an entire semester prior to the course launch; additionally, the principal will send the link out in his weekly Principal communication via parent/student portal to all parents and students. Boys will sign up automatically (as evidenced by robotics classes observed at local schools, Canyon Crest Academy and San Dieguito Academy), but males are still referenced and welcomed to join in the film, which can be viewed here (set to Queens powerful We Will Rock You song). o http://animoto.com/play/fOT06LT1QC417t9l5f0lAg Sources:
http://www.iwpr.org/publications/pubs/increasing-opportunities-for-low-income-women-and-student-parents-in-science-technology-engineeringand-math-at-community-colleges/ http://www.huffingtonpost.com/wendy-pollack/stem_b_1397968.html http://changetheequation.org/stemtistic-engineering-pays-0

25

2. How will recruitment strategies ensure the participation of students who reflect the ethnic and socioeconomic demographics of the school? If the proposed program is more likely to attract one gender, what targeted recruitment strategies will be developed to ensure a more balanced enrollment in the program of males and females? Although the recruiting strategies have already been covered, there are other recruiting ideas that will be used throughout the year to ensure girls sign up. Example: Another film asking the question What do these people have in common? Then the following will be shown with sliding photos and music featuring the following scientists set to music: Polish-born French physicist and chemist best known for contributions to radioactivity. (Marie Curie) British primatologist and ethologist, widely considered to be the worlds foremost expert on chimpanzees. (Jane Goodall) German-born American physicist who received Nobel Prize for suggesting the nuclear shell model of the atomic nucleus. (Maria Mayer) American marine biologist and conservationist whose work revolutionzied the global environmental movement. (Rachel Carson) British biophysicist best known for work on the molecular structures of coal and graphite, and X-ray diffraction. (Rosalind Franklin) American scientist and cytogeneticist who received Nobel Prize in 1983 for the discovery of genetic transposition. (Barbara McClintock) Italian neurologist who received Nobel Prize in 1986 for the discovery of Nerve growth factor (NGF) (Rita Levi-Montalcini) American biochemist and pharmacologist who received the 1988 Nobel Prize in Physiology or Medicine. (Gertrude Elion) German biologist who received the Albert Lasker Award for Basic Medical Research in 1991. (Christiane Nusslein-Volhard) Answer: They are among the best scientific minds of our time. Sign up for robotics and join the ranks!Other female luminaries that will be used Other female luminaries to be used for marketing campaign to girls include: Helen Augusta Blanchard - one of the greatest inventors of the industrial era Martha J. Coston - developed signal flares that are still used today by the U.S. Navy Edith Clarke - the first woman to earn an electrical engineering degree from MIT Olive Dennis - the first female member of the American Railway Engineering Association Elsie Eaves - the first woman to be a full member of the American Society of Civil Engineers Irmgard Flugge-Lotz - Stanford Universitys first female full professor in engineering Lillian Gilbreth - the first female to be elected to the National Academy of Engineering 26


Sources:

Grace Murray Hopper - a remarkable woman, rear admiral and PhD who grandly rose to the challenges of programming the first computers Emily W. Roebling - considered to be in charge of day-to-day construction of the Brooklyn Bridge Nora Stanton - the first female member of the American Society of Civil Engineers Mary Walton - a pioneer in reducing air pollution during the Industrial Revolution

http://www.famousscientists.org/10-famous-women-scientists/

Section VII: Evaluation

(10 points)

In this section the methods that will be used to collect baseline data for tracking stakeholders satisfaction should be identified. Actual collection of baseline data for all stakeholder groups (pupils, parents, community, professional and business community, and school employees) should occur during the planning year and therefore be included in the planning year timeline. Methods of collecting data can be surveys (in particular surveys the district already administers that provide pertinent information), focus groups, standardized test results, attendance data, and the like. 1. What data will be collected to establish an evaluation baseline for the SSP? What methods will be used to collect baseline data for each stakeholder group (e.g., pupils, parents, community, professional and business community, and school employees)? Just having a program is not enough; neither are good intentions. One study found that having "special programs for women" did not mean there would be more women engineering students. Nor did it mean that women would be more apt to stay in engineering. It is the quality of a program, not just its existence, that counts. Evaluation is necessary to see what is working, what isn't, and why. To evaluate this program, we will: 1. Use interviews and rating forms to find out what students liked, didnt like, and why. 2. At the beginning and end of the program, we will ask students about such things as: o their math-and science-course-taking plans. o their math and science likes and dislikes. o their career interests. o their ideas about what people who are good in math and science are like. o their knowledge of the usefulness of math. 27

3. Following up with students at least a year later to see if any changes have "stuck." 4. Breaking down the information by race so we can look at the responses of girls from different ethnic groups as well as girls as a whole. 5. Using all the information collected to refine and make changes in the program. 2. How will you evaluate the impact the SSP has on various stakeholders satisfaction with pupil learning, school organization, and school governance and management as the program is implemented?

To evaluate the impact the SSP has had on various stakeholders satisfaction, we will use interviews, Google Forms (surveys) to create and distribute rating forms to find out what stakeholders liked, didnt like, and why. 3. How will the results of the data be used to improve or make changes to the SSP? Studies show that people who solicit and accept feedback are more effective leaders and more successful at work. Learning relies in large part on recognizing (then analyzing and fixing) our mistakes. When we view feedback as valuable data for selfimprovement, we start to seek it out, not just endure it. Feedback is necessary it is one more point of data to assimilate, to analyze, to allow the team to make a better decision As social animals, people need to work collaboratively, and feedback helps sustain the flow of our interactions. So once we set our goals with this program in terms of its impact on students enrolling in STEM courses in college and following STEM career pathways, we will measure these enrollments and outcomes, and course-correct (revise) our curriculum and support systems where necessary, so we can ensure a sustainable program that helps head off the engineering crisis (and lack of STEM-savvy professionals) our country is currently facing. The goals we set will be measureable and actionable and coupled with the feedback we receive from other stakeholders, we will conduct a 360 degree yearly analysis to ensure we are on the right path with our students future. Sources:
http://www.fastcompany.com/3002460/thick-skin-thinking-how-use-negative-feedback-your-advantage-work

Section VIII: Project Management

(5 points)

The proposed project management structure should be outlined and should clearly demonstrate support from site and district administration. It must be evident that the decision to apply for an SSP grant has been a collaborative one and not just the desire of one or two persons seeking grant funds. Letters of collaboration may be included to provide evidence of administrative support for the program. 1. How will the SSP be managed? Who will be responsible for executing the goals and outcomes established in this application? 28

The SSP will be managed with the collaboration of the school site management team, the director of Career Technical Education in Vista Unified School District, and the district management team. The school site team will ensure that courses are placed correctly in the master schedule, students are registered in the proper sequence of courses and the teacher is getting frequent feedback regarding pedagogical practices. The director of Career Technical Education will ensure that the instructor has the necessary tools, equipment, curriculum, supplies and professional development opportunities. The district office management team will ensure that the processing of each function is smooth and that the site and CTE director is supported in the daily operations of the SSP. Each member of the team plays a role in the success of the SSP and the overall success of our students enrolled in this SSP. 2. Who will the CDE contact for program questions and fiscal issues? How will the SSP team work with existing site groups (e.g., school site council, curriculum leadership) to ensure the success of the new, advanced program?

The CDE will contact the CTE director regarding questions and fiscal issues. The CTE director will work alongside the districts businesses services department to facilitate fiscal issues. The school site curriculum council and the shared governance team will share issues and ideas with the schools administrative team regarding the SSP and the school administrative team will communicate with the CTE director who will report to the district management team. Decisions will be collaborative for the good of the school, the district and the students.

Section IX: Timeline

(5 points)

A timeline for the planning year's projected activities through June 30, 2014, must be presented in the application. Specific dates for when each activity will be accomplished should be indicated. The timeline must be complete enough to provide guidance to planners on the project management team. The timeline, which can be single spaced, should be the final page of the narrative and reflect the activities that have been described throughout the narrative. For example, key professional development activities should be listed on the timeline but described in Section VI, Professional Development. 1. Does the timeline include the activities (curriculum development, professional development, site visits, conferences, recruitment) with links to program goals and planning year outcomes? Have the persons responsible been identified?

TIMELINESAMPLE (Template)

29

PLANNING ACTIVITIES Hire SSP Robotics instructor as a CTE instructor Robotics instructor attends Educating for Careers Conference Robotics instructor tours San Diegito Robotics Programs. Robotics instructor travels to Carnegie Mellon and visits with robotics professors, programs, etc. Robotics instructor begins deconstructing robotics curriculum and working on course outline Robotics instructor and CTE director seek local businesses to assist with equipment, curriculum, become members of the CTE Business Advisory Committee, provide mentorship, explore internships for Robotics program etc. Robotics instructor begins setting up classroom, building competition mockups, constructs program without students Robotics Instructor attends the 7th annual San Deigo: First Robots competition Robotics instructor begins marketing class to students and staff utilizing RBV social media Robotics instructor orders equipment and supplies for the Legos Mindstorm robots

TIMELINE February 15, 2014 March 24, 2014 April 10, 2014

RESPONSIBLE PERSON(S) CTE Director CTE Director CTE Director / Robotics instructor

April April May MarchJune March 7-9

Robotics instructor CTE Director Robotics instructor Robotics Instructor Robotics instru ctor

May

Robotics instru ctor

May

Robotics instru ctor / CTE Direct or CTE Director CTE Director

Furniture is ordered, lab is networked, lab tables built Computers are ordered and set up, software installed, projector installed lab becomes functional

MarchMay May

Section X: Budget Page and Budget Narrative

Each applicant must submit a signed Budget Page, Form C, accompanied by a Budget Narrative not to exceed three pages. The expenditure of funds must be clearly tied to 30

the activities described in the narrative. Budget priorities must be centered on curriculum development, professional development, and other planning activities. The Budget Narrative must include a brief description that justifies each expense. Use the format for the budget category narrative descriptions provided in the sample Budget Narrative on pp. 2021. Expenditures should include the SSP grant funds requested. Income from other sources, including in-kind support from district or the community that may demonstrate long-term sustainability, should be indicated even though not mandated. Please note that the grant funding is not to supplant current fixed costs. Budget Issues to Consider: Does the budget reflect appropriate use of the SSP funds? Are grant funds requested for costs such as curriculum development, professional development, and marketing and recruitment? Are items included in the budget clearly linked to the application narrative? Are financial and in-kind supports from the school district and other sources identified? Though not mandated, this support indicates a commitment to the program and the schools/districts plan for long-term program sustainability after the SSP funding ends.

31

Grant Budget (Form C)

Each SSP applicant must submit this form and a Budget Narrative (not to exceed three pages) that explains all proposed expenditures under each expenditure code. Indicate cash or in-kind contributions that are provided by the district and community/business partners as sources of match. General Information Vista Unified School District District Name Rancho Buena Vista High School School Name Robotics Proposed SSP Program Name 50,000 Amount Requested Budget District Local Match (cash or in-kind) 24,444 Private, Public, Non-Profit Sectors Match (cash or inkind)

37684520000000
County/District/School (CDS) Code Charles Schindler Principals Name Shannon Garcia SSP Site Contact Donna Caperton District Fiscal Contact

Expenditure Codes

SSP Grant Funds

Budget Item Totals

1000 Certificated Salaries Teacher salary for the 2014-15 school year. Salary will be matched using ROP/CTE funds. Hourly Salary of $33.95 X 8 hours each day = $271.60 per day X 180 days = $48,888. 2000 Classified Salaries 3000 Employee Benefits Cost of District employee benefits package paid out of ROP/CTE funds 4000 Books and Supplies Computers, networking lab costs, Tetrix robotics kits, equipment, supplies, etc. Cost will be absorbed by ROP/CTE funds. A portion of the grant money will go to offset the district cost. 30 Dell Optiplex 7010 X $862 each = $25,860 1 Dell I7 Optiplex (teacher) = $1132 1 Projector $546 1 Dell I7 Alienware Gaming Laptop (teacher) $1,844

24,444

48,888

6,800

6,800

24,456

30,466.65

54,922.65

32

35 Tetrix Education Base Robot Kits X $599.95 = $20,998.25 32 Office 2013 Licenses X$62=$1,984 32 Mindstorm NXT Robotics Software $79.95 X 32 = $2,558.40 1,100 1,100 2,200

5000 Services and Other Operating Expenditures (other than Travel) 5200 Travel and Conferences Attend the Educating for Careers Conference $950 Attend the Robots First Regional Competition $150 Travel to San Diegito / CCA and SDA tours of robotics facilities $100 Travel to Carnegie Mellon to tour Robotics College and visit with robotics professors $1,100 6000 Capital Outlay Build lab tables in robotics room $3,000 Network computer lab drops throughout the room for computer lab $4,500 Furniture $2,500 7000 Indirect Charges (California Department of Education approved rates apply) Totals

10,000

10,000

50,000

72,810.65

122,810.65

Signature of Principal Signature of SSP Site Contact Signature of District Fiscal Contact

Date Date Date

33

Budget Narrative
(Sample) The examples are purely fictitious and may or may not apply to your specific SSP program or grant funding level.

Expenditure Codes

Narrative Explanation Certificated Salaries: Coordinator. Responsible for all aspects of program, curriculum development and grant administration (.1 FTE) Substitute Teacher Pay : 38 days, calculated at $100 per day = $6,800 1. 8 days for site visits to other innovative programs (2 visits x 2 people x 2 days) 2. 10 days for conferences (3 people to CPA/SSP for 1 day; 2 people to CAEA for 2 days; and 3 to SSP Regional Meeting for 1 days) 3. 20 days for collaborationTo be used for developing new curriculum in English and Art, and to collaborate on art courses, program and curriculum development, and monitoring students progress.

SSP Budget $10,000

1000

$ 3,800

2000

Classified Salaries Clerical support personnel to assist program staff with record keeping and general office support for the project. (15 weeks, 15 hours per week @ $15 per hour $3,375)

$ 3,375

3000

Employee Benefits Benefit package on certificated salary and classified salaries.

$ 4,500

4000

Books and Supplies Three laptop computers to be used by teachers for web design and graphic design(3 X $3,500 = $10,500) LCD Projector for student/teacher presentations (1 x $700) 1 color inkjet printer Materials and supplies for professional development and program creation, including professional books related to instructional strategies to be implemented, software, etc. Supplies and materials to develop promotional materials, including brochures, posters, academic planners, etc. Supplemental texts for web design and graphic courses. Services and Other Operating Expenses Copy Costs for promotional supplies including brochures and flyers promoting program ($400Kinkospostcards) $ 10,500 $ 700 $ 295 $ 2,000 $ 500

$ 1,000

5000

400

34

5200

Travel and Conferences: Linked Learning Pathway and/or Technology Training : 2 staff ($500) Educating for Careers Conference: 3 staff ($3,350) Linked Learning Alliance Convening: 3 staff ($942) Site visits/related expenses for 2 SSP staff: - to Coronado: ($1033) - to Windsor ($605) $ 6,430

6000 7000

Capital Outlay CNC Router Table for sign making, 3D embossing, and acrylic cutting Indirect Costs [Total of line items 1000 5000 x indirect cost rate percentage (3.45%)] Total

$ 5,000 $ 1,500 $50,000

35

APPENDICES
Appendix A: Scoring Criteria The information provided in the SSP application will be scored using the criteria below. Each application section will be scored based on clarity, cohesiveness of the overall vision, the degree to which all questions and items are addressed, the level of innovation, how realistic the provided solutions are, and the value of the application in establishing a new, advanced specialized program. Applications will be rated on a 100point scale. 80100 points Excellent. The application is clear, comprehensive, and persuasive regarding how the SSP will be designed and implemented. It clearly demonstrates familiarity with the purpose of the program, how each section of the application fits in, and how to develop and/or expand each aspect of the program. The application is realistic, complete, detailed, and convincing. The application follows the format requirements and is easy to understand. 6079 points Good. Areas of strength outnumber areas of weakness within the application regarding program design and implementation clarity, comprehensiveness, and persuasiveness. Weaknesses are not likely to adversely impact the potential success of the program. Based on the response to each application section, it is likely the applicant will be able to meet the program goals. The application follows nearly all the format requirements and is relatively easy to understand. 4059 points Fair. Strengths are balanced by weaknesses. Weaknesses may adversely impact the development and implementation of the program. The application follows some of the format requirements and is relatively difficult to understand. 2039 points Poor. Major weaknesses exist in the applicants responses to each application section. Responses indicate a lack of clarity or confusion regarding the RFA requirements as they relate to the SSP. The application follows few of the format requirements and is difficult to understand. 019 points Inadequate. The responses to the application sections are so weak that further consideration of the application is not warranted. 36

Appendix B: Career Technical Education Model Curriculum Standards The CTE Model Curriculum Standards were adopted by the California State Board of Education in January 2013. Organized into Californias 15 high-employing industry sectors, the CTE standards are designed to assist schools in developing curriculum and measuring student achievement. Each standard is aligned with one or more Common Core English language arts and mathematics standards, Next Generation Science Core Ideas, and history/social studies standards. This alignment identification will give teachers guidance for integrating instruction, adding application and performance to academic content, engaging more students, and improving outcomes. A prepublication version of the Standards is available on the CDE Web site at http://www.cde.ca.gov/ci/ct/sf/ctemcstandards.asp.

37

Appendix C: Industry Sector Contacts The following list is the list of CDE industry sector leads. These individuals can provide a broad array of expertise and resources for each respective industry sector they represent. Please feel free to contact them for any guidance you may need. 201314 CTE Industry Sector Leads Cindy Beck 916-319-0470 cbeck@cde.ca.gov Clay Mitchell 916-445-5568 cmitchel@cde.ca.gov Dara Dubois 916-445-7754 ddubois@cde.ca.gov Kay Ferrier 916-323-4747 kferrier@cde.ca.gov Mindi Yates 916-319-0458 myates@cde.ca.gov Michelle Oliveira 916-319-0675 moliveira@cde.ca.gov Gary Page 916-319-0499 gpage@cde.ca.gov Jack Mitchell 916-319-0504 jmitchell@cde.ca.gov Health Science and Medical Technology + Public Services Building and Construction Trades

Transportation

Marketing, Sales, and Services

Energy, Environment, and Utilities + Business and Finance Manufacturing and Product Development + Engineering and Architecture Information and Communication Technologies

Arts, Media, and Entertainment

38

Bob Heuvel 916-319-0673 bheuvel@cde.ca.gov Melissa Webb 916-319-0773 mwebb@cde.ca.gov Angie Ford 916-319-0448 afford@cde.ca.gov Tanya Wright 916-319-0465 twright@cde.ca.gov

Agriculture and Natural Resources

Fashion and Interior Design

Education, Child Development, and Family Services

Hospitality, Tourism, and Recreation

39

Appendix D: Budget Categories

Each budget category is described below. Object Code 1000

Description Certificated Salaries Certificated salaries are salaries that require a credential or permit issued by the Commission on Teacher Credentialing. List all certificated project employees, including percentage or fraction of full time equivalent (FTE) and rate of pay per day, month, and/or annual salary. Note: Funds in this category are not intended to supplant current fixed costs. Classified Salaries Classified salaries are salaries for services that do not require a credential or permit issued by the Commission on Teacher Credentialing. List all classified project employees, including percentage of FTE, and rate of pay per day, month, and/or year. Note: Funds in this category are not intended to supplant current fixed costs. Employee Benefits Record employers contributions to retirement plans and health and welfare benefits. List and include the percentage and dollar amount for each employee benefit being claimed. Books and Supplies Record expenditures for books, supplies, and other non-capitalized property/equipment (movable personal property of a relatively permanent nature that has an estimated useful life greater than one year and an acquisition cost less than the local educational agency (LEA) capitalization threshold but greater than the LEAs inventory threshold). This category includes expenditures for books and supplies (e.g., textbooks, other books, instructional materials). This category also includes supplies used in support services and auxiliary programs, publications, and subscriptions necessary to operate a project office. A listing of all equipment, including the serial and model numbers, purchased with any portion of these grant funds, must be recorded and maintained in the file. Services and Other Operating Expenditures Record expenditures for services, rents, leases, maintenance contracts, dues, travel, insurance, utilities, legal, and other operating expenditures. Travel and Conference: Include expenditures incurred by and/or for employees and other representatives of the LEA for travel and conferences, including lodging, mileage, parking, bridge tolls, shuttles, and taxis and conference registration expenses necessary to meet the objectives of the program. Receipts are required to be kept on file by your agency for audit purposes. Bus transportation for students should be listed here. Contracting Services: Services provided to the school by outside contractors appear under this category. Identify what, when, and where services(s) will be provided. Appropriate activities include conducting workshops, training, and technical assistance activities.

2000

3000

4000

5000

40

Object Code 6000

Description Capital Outlay Record expenditures for sites, buildings, and equipment, including leases with option to purchase that meet the LEAs threshold for capitalization. (Equipment is movable personal property that has both an estimated useful life over one year and an acquisition cost that meets the LEAs threshold for capitalization. Refer to the districts threshold amount for capitalization, anything less than this amount should be posted in Object Code 4000). A listing of all equipment, including the serial and model numbers, purchased with any portion of these grant funds, must be recorded and maintained in the file. This category also covers sites, improvement of sites, buildings, and improvement of buildings. Indirect if applicable (not to exceed CDE approved rate). Indirect costs are not assessed on expenditures for capital outlay. For more information go to http://www.cde.ca.gov/fg/ac/ic/ for a listing of indirect rates.

7000

41

Appendix E: California Education Code Section 5880058806 58800. It is the intent of the Legislature in enacting this chapter to assist in the establishment of specialized high schools in the state to provide advanced instruction and training in high technology fields and in the performing arts. The Legislature recognizes that the establishment of these specialized high schools will benefit the state economy by providing opportunities to talented pupils to obtain enhanced learning opportunities in high technology fields and in the performing arts while enrolled in schools located in school districts in close proximity to areas in which these industries are located. The Legislature also recognizes that the high technology specialized high schools established under this chapter will enable the faculty providing instruction in these schools to develop model curricula of general application in the fields of mathematics, science, performing arts, and computer technology to be made available to other school districts in the public school system. 58801. Any school district operating one or more high schools, or any consortium of school districts that operate one or more high schools, or any county superintendent of schools, or any county board of education, may submit a proposal to the Superintendent of Public Instruction to establish a school or schools with specialized curricula in high technology, performing arts, or other special curricular areas, for pupils in grades 9 through 12. School districts that submit proposals as a consortium shall agree to accept pupils from each district in the consortium at the specialized school. The Superintendent of Public Instruction shall, commencing with the 1984 -85 fiscal year, allocate funds for startup costs of these specialized secondary schools or programs. 58801.5. Entities eligible for funding of startup costs pursuant to Section 58801 shall be eligible to compete for funding for startup costs regardless of funding in any prior year. Receipt of funds for additional startup costs shall be based upon the addition of new program offerings. Funds provided pursuant to this section shall supplement, and shall not supplant, funds provided pursuant to Section 58801. 58801.6. The Superintendent of Public Instruction shall apportion funds as available from the annual Budget Act for support of specialized secondary programs established prior to the 1991-92 fiscal year that operate in conjunction with the California State University. Funds apportioned pursuant to this section shall be distributed equally among eligible specialized secondary schools. 58802. Faculty members providing instruction in specialized secondary programs shall develop model curricula which the Superintendent of Public Instruction shall make available to other school districts in the state. 58803. Notwithstanding any other provision of law, specialized secondary programs may select as teachers noncredentialed persons who possess unique talents or skills from business, performing arts, or postsecondary institutions. No noncredentialed person shall be retained as a teacher in a specialized secondary program unless, within 60 days after the governing board has hired such a person, the Commission on Teacher Credentialing has issued a certificate of clearance for him or her, which the commission 42

shall issue when it has verified the person's personal identification and good moral character. Each school district governing board that employs noncredentialed persons to teach in specialized secondary programs shall annually report to the Superintendent of Public Instruction the number of those persons employed, the subjects they are employed to teach, and the unique talents and skills they possess. 58804. From the funds appropriated by the Legislature for the purposes of Section 42238, the Superintendent of Public Instruction shall make allocations for the purposes of this chapter to county superintendents of schools, and county boards of education, operating approved specialized secondary schools, as follows: (a) For the 1985-86 fiscal year, and for each fiscal year thereafter, in lieu of the funding calculation set forth in Section 42238, the revenue limit for each county superintendent of schools, or county board of education, operating one or more specialized secondary schools shall be calculated by multiplying the average daily attendance for the school or schools by the statewide average base revenue limit per unit of average daily attendance, for high school districts, as computed under paragraph (2) of subdivision (d) of Section 42238. (b) The school district of residence of any pupil enrolled in a specialized secondary school operated by a county superintendent of schools or county board of education shall not include the attendance of that pupil in any computation of average daily attendance for purposes of Section 42238. 58804.2. Commencing with the 1992-93 academic year, each specialized secondary school operated pursuant to Section 58801.6 shall annually evaluate the success of its program as follows: (a) The program shall be deemed successful if it meets all of the following: (1) Eighty percent of the pupils participating in the program pursue either postsecondary education or additional professional training in their chosen fields of study after graduation from high school. (2) Eighty percent of the pupils that remain in the program complete their high school education. (b) The program shall also be evaluated based on an assessment of other factors including, but not limited to, the following: (1) Increased pupil, parent, community, professional and business community, and school employee satisfaction with pupil learning, school organization, and school governance and management. (2) Counseling and other support services that enhance the program and the success of the pupils.

43

(3) Improvement in the academic performance of pupils as measured by grade point average or other appropriate standards of achievement. 58805. (a) The Superintendent of Public Instruction may enter into an interagency agreement with a consortium of two or more school districts to establish an academy of visual and performing arts to operate specialized secondary school programs in visual and performing arts that are conducted outside the regular school day, subject to this chapter. (b) The governing boards of any two or more school districts or county offices of education may enter into the consortium described in subdivision (a). The academy established by this section shall be governed, subject to the interagency agreement provided for by subdivision (a), by a five-member governing board which shall be made up of 3 members representing the consortium who shall be superintendents or their designees of school districts or county offices of education with the largest student participation; and two members appointed by the Foundation for the Academy of Performing and Visual Arts. The authority of the board to operate the academy shall include, but not be limited to, the following: (1) The appointment of a director to develop and administer the academy and the specialized secondary school programs operated by the academy. (2) The execution of an agreement with any urban campus of a college or university with a means for assisting in the development of similar programs at other campuses or universities on a statewide basis, for the use of the educational resources of that campus for the purposes of this section. (3) Responsibility over the fiscal accountability of the academy. (c) For the purposes of subdivision (e) of Section 46300, the off-campus participation, by a pupil in any of the grades 9 to 12, inclusive, in any program of visual or performing arts operated under this section may be authorized as an independent study program in accordance with Article 5.5 (commencing with Section 51745) of Chapter 5 of Part 28. In no event shall a pupil concurrently enrolled in an independent study program and in a regular comprehensive high school or junior high school generate, for the purposes of Section 46300, more than one unit of average daily attendance per school year. 58806. A specialized secondary school operated by a county superintendent of schools under this chapter shall be considered a school district by the Superintendent of Public Instruction for purposes of receiving funds pursuant to Sections 42239 and 42239.5 of the Education Code. If a specialized secondary school counts a pupil in its summer school enrollment, the school shall notify the pupil's school district of original attendance, and that school district shall not count that pupil in its summer school enrollment.

44