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Innovate Educate Empower

Annual Report 2011 September 1, 2010 — August 31, 2011

MERIT Summer Institute 2011

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Krause Center for Innovation

Annual Report 2011 September 1, 2010 — August 31, 2011

EXECUTIVE SUMMARY

Innovate – Educate – Empower Since 2000, the Krause Center for Innovation (KCI) has provided critical resources for

educators, utilizing applied technologies to enhance teaching and learning. The KCI’s classes and programs employ cutting-‐edge tools and modalities to advance subject matter knowledge, technological expertise, and professional development so that students are more engaged and better equipped to learn. Its programs focus on 21st-‐century learning skills—creativity and innovation, critical thinking and problem solving, communication and collaboration—with the goal of transforming teaching practices and integrating technology into every level of curriculum.

In 2010−11, the KCI designed, developed, and enhanced a number of programs and events to

motivate, challenge, and inspire diverse learners and future leaders. Highlights of the year include: MERIT (Making Education Relevant and Interactive through Technology) The yearlong, donor-‐funded, technology-‐focused education program featured an intensive

Summer Institute attended by 48 educators from California, Michigan, Ireland, Italy, and El Salvador. Teacher participants were exposed to digital media technologies, online tools, and open educational resources as potential classroom tools, and developed ongoing collaborative projects. Based on participant feedback, Institute goals were met or exceeded.

FAME (Faculty Academy for Mathematics Excellence) Thanks to philanthropic support, KCI offered this professional development program for middle

school mathematics teachers for the second year. Thirty-‐one mathematics teachers took part in an intensive summer program designed to increase content knowledge and promote technology to enhance the teaching and learning of mathematics. Participants rated their teaching skills at 99 percent after the summer session.

FASTtech Classes Over 800 people took FASTtech courses throughout the 2010−11 academic year. For the first

time, the KCI launched an entire summer series of FASTtech classes, and more than 140 teachers, students, and community members enrolled.

Adobe Youth Voices Training Center (AYV) The KCI trained more than 370 teachers to use Adobe software during the final year of its grant,

and more than 250 educators, students, and community members attended two Adobe Days in January and May.

Replication of KCI Programs A unique partnership between the KCI and San Bruno Park School District resulted in the Tech

Savvy Teacher Program, which extends the MERIT program concept to the Danford Center for

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Innovation. Twenty-‐three participants took part in the first collaborative session in June, and the goal is to extend this outreach approach to other sites.

Educational Technology for Administrative Leadership Certificate For the second year, this collaboration with the Silicon Valley Education Foundation focuses on

helping school administrators incorporate educational technologies to improve student outcomes and enhance teacher effectiveness.

Final Thoughts Overall more than 445 educators from 27 regional school districts took part in donor funded

programs during 2010−11 year, with an immeasurable impact on well over 8,675 students in elementary, middle, and high school, particularly English learners, underrepresented minorities, and from low-‐income families. The goal of the KCI is to identify and help educators incorporate the technological tools that will allow their students to learn, thrive, and succeed.

If you have questions or comments about the 2010−11 KCI annual report, please contact any

member of the KCI Leadership Team:

Gay Krause Steven McGriff, Ph.D. Liane Freeman Executive Director Professor-‐in-‐Residence Director, Strategy and Marketing 650-‐949-‐7113 650-‐949-‐7681 650-‐949-‐7180 [email protected] [email protected] [email protected]

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TABLE OF CONTENTS

Krause Center for Innovation Annual Report 2011

Executive Summary ii

Introduction 1

Overview of Key KCI Programs and Events 1

Program Descriptions & Outcomes 1

MERIT (Making Education Relevant and Interactive through Technology) 1

MERIT 2011 Program

MERIT 2011 Program Goals and Outcomes

FAME (Faculty Academy for Mathematics Excellence) 7

FAME 2011 Program Goals and Outcomes

FASTtech Classes 10

Adobe Youth Voices Training Center (AYV) 10

Replication of KCI Programs at the Danford Center, San Bruno Park School District 10

Educational Technology for Administrative Leadership Certificate 11

Microsoft Innovative Educator Forum 12

Community Education Program 12

Recognition of Innovative Teachers 12

KCI Leadership Highlights 15

KCI Operations 15

Contact 17

Krause Center for Innovation Annual Report 2011 1

INTRODUCTION

Innovate, Educate, Empower The Krause Center for Innovation at Foothill College (KCI) has served the professional

development needs of K-‐14 teachers, administrators, and educational leaders since 2000. The vision of the KCI is to be the premier educational technology professional development center for educators working in every role at any level. Through its college-‐level classes, training workshops, educational courses, certificate programs, and special events, the KCI provides practical experience in integrating multimedia, Web, audio-‐visual, and computer-‐based technologies into the curriculum. By applying its three core values—innovate, educate, and empower—the KCI prepares educators to pass their enhanced knowledge and abilities onto their students to improve student engagement and learning outcomes.

OVERVIEW OF KEY KCI PROGRAMS AND EVENTS

In the report period September 1, 2010 − August 31, 2011, KCI used donations from individuals and foundations, along with support from Foothill College, to design, develop, and implement the following professional development programs and events:

MERIT (Making Education Relevant and Interactive through Technology) FAME (Faculty Academy for Mathematics Excellence) FASTtech classes Adobe Youth Voices Training Center (AYV) Replication of KCI program at the Danford Center, San Bruno Park School District Educational Technology for Administrative Leadership Certificate Microsoft Innovative Educator Forum Community Education program

PROGRAM DESCRIPTIONS & OUTCOMES

MERIT (Making Education Relevant and Interactive through Technology) “This has been the best professional development I've attended. I am a different educator now than when I started two weeks ago. Thank you to all of those who made this possible.” MERIT is the KCI’s premier research-‐based, educator development program. It is designed

to help teachers bolster their curriculum with technology-‐enhanced learning activities to motivate, challenge, and inspire diverse learners and future leaders. The MERIT program uses qualitative and quantitative measures to determine if a well-‐trained teacher using engaging technology can improve student learning. Participants have the opportunity to learn to use and contribute to a variety of resources for collaboration and are required to design projects that not only provide dynamic learning experiences for their students but also create resources that will be of value to other teachers and students near and far. MERIT is a year-‐long program that starts each spring quarter, includes a two-‐week intensive summer institute, and continues with follow-‐up classes in the fall and winter quarters.


MERIT 2011 Program “Thank you for giving me the confidence that I can use technology in my class and at my school.” MERIT 2011 is designed to create a technology-‐focused professional development

experience for educators to transform teaching and learning in the classroom and school site. The two-‐week intensive Summer Institute was held July 18–29 on the Foothill campus.

The MERIT 2011 cohort comprises 48 teachers: 43 from California, one from Michigan, and

four international teachers (two from Italy, one from Ireland, and one from El Salvador). The data in this report is based on the California teachers only (43).

MERIT Teachers by Grade Level 9 High School

14 Middle School 17 Elementary School 3 Other

43 Total

Frequency of Middle and High School Subject Areas Taught by MERIT Teachers

7 English 1 Library Science 5 Math 7 Science 7 Social Studies 1 Technology 2 World Languages

MERIT Teachers by County 22 Santa Clara 10 San Mateo 7 Alameda 1 San Francisco 3 Other

43 Total

“This was the best use of my professional development time ever. I am feeling reinvented, renewed, and ready to do something different.”

Number of MERIT Teachers Participating as a Team from Same School Site School District

3 Garden Gate Elementary Cupertino Union 3 Peterson Middle School Santa Clara Unified 2 Junipero Serra High School Archdiocese of San Francisco 2 Sedgwick Elementary Cupertino Union 2 Fallon Middle School Dublin Unified 2 Easterbrook Discovery Moreland 2 Graham Middle School Mountain View−Whisman 2 Jordan Middle School Palo Alto Unified 2 El Crystal Elementary San Bruno Park 2 Burlingame High School San Mateo Union 2 Hillsdale High School San Mateo Union 2 Creekside Elementary San Ramon Valley


Beyond Borders: MERIT Reaches Teachers Outside California Expanding the geographic reach of the KCI allows the primary audience of California

teachers to see what teaching and learning looks like in a global context. Last year was the first time MERIT selected teachers outside Silicon Valley to participate. This year, five non-‐California teachers joined MERIT 2011: one high school teacher from Byron Center, Michigan; one middle

school and one high school teacher from Milano, Italy; a college professor from Limerick, Ireland; and one elementary teacher from San Salvador, El Salvador. The mix of international teachers has generated plans for activities that will have students in Silicon Valley working with their peers around the world. The non-‐California teachers provided their own financial support to participate in MERIT and were not awarded college credit or stipends paid by donations to the KCI.

MERIT 2011 Program Goals and Outcomes “You have really transformed how I think about education. I want to find a way to weave tech into the heart of my entire into my curriculum ... one step at a time.” MERIT teachers are responsible for producing multiple projects to ensure that what they

learn is integrated into their curriculum planning and courses throughout the school year. Teachers are required to report on their progress and continue to receive feedback from KCI instructors, peers, and even students on how to continue to improve. The MERIT leadership team provides explicit training on how teachers can share their new expertise with colleagues at their schools, districts, and conferences.

The MERIT 2011 goals are listed below followed by a brief analysis of the results of

evaluation data collected from 46 of the 48 participants before and after the Summer Institute.

Goal 1. Integrate technology into the learning environment that enhances student engagement

One key measure of the MERIT Summer Institute’s success is the confidence level of the participants to choose and use technology in the classroom. The post-‐Institute survey indicates that teachers feel they are better able to integrate technology into the learning environment. Participants were asked to rate statements about their knowledge or ability to use educational technology before and after the Summer Institute using a 5-‐degree scale from “strongly disagree” to “strongly agree.”

Among the many survey items, the two following

statements elicited very positive responses: I know how to choose technologies that

enhance the teaching approaches for a lesson or unit of study

I can choose technologies that enhance student learning for a lesson or unit of study

The results show a 22 percentage point positive


change: 42 percent chose “neutral” before the Summer Institute and 64 percent chose “strongly agree” after the Summer Institute. In addition, 100 percent of the participants chose either “agree” or “strongly agree” to the statements after completing the Summer Institute.

Participants were also asked to share their comments about their Summer Institute

experiences using digital media—a new technology for the vast majority.

“Now that I've done it, I plan to incorporate more videos—both with students teaching or demonstrating their knowledge, and with me providing additional instruction or documenting classroom events.” “I was absolutely terrified of making a video. I NEVER would have attempted to make one or use them for my classroom before but having to do the 90-second video showed me that not only is it possible, it is an AWESOME learning/teaching tool.” “MERIT has encouraged me to let the

students explore even though I am not an expert in the use of each tool.”

These responses illustrate the high level of interest in integrating video as a new tool for teaching and learning that encouraged by MERIT participation.

Another survey question asked, What are one or two ideas you learned from the MERIT

Summer Institute that you feel you will most likely apply or use in the next school year? The following responses are typical:

“Using collaboration tools to augment student learning. More emphasis on video as a tool to support learning.” “I think the main idea I am taking away is the overall use of technology and thinking about ways to make some of the everyday things more interesting and easy through technology. I'm excited to try more Google tools and change the workflow in the classroom and work on some more online discussion practices with my students.” Goal 2. Create technology-‐enriched, student-‐centered learning projects that improve

learning outcomes Video making was a novel technology for the majority of MERIT participants, who each

received a Flip MinoHD video camera to create projects as part of the professional development curriculum. They were encouraged to create a project for their students using video as part of the lesson. In response to the post-‐Institute survey question, Can you think of several activities, lessons, or units where students could use video devices to enhance learning? 81 percent strongly agreed and 17 percent agreed with the statement.


MERIT participants will continue to develop student-‐centered learning projects throughout the academic year in order to complete the program requirements. Updates on their projects will be documented in the mid-‐year report.

Goal 3. Evaluate the effectiveness of educational technology projects on teaching practice and learning outcomes

Data will be collected over the duration of the yearlong MERIT program as the teachers implement their projects and will be included in the mid-‐year report.

Goal 4. Analyze the efficacy of innovative technologies, such as open educational resources and emerging technologies, for teaching and learning

Evidence of achieving this goal is derived from the survey question, What are one or two ideas you learned from the MERIT Summer Institute that you feel you will most likely apply or use in the next school year? Responses clearly indicate a high comfort level in using open education resources (OERs):

“OERs! This is the solution to hardware/software problems between home and school. Don't have iMovie or Keynote? Forgot your USB? We can edit the video online. Or create things IN THE CLOUD! This solves many problems, and I love how much the arts are infused into these online tools—colors, backgrounds, design elements, music, and singing. I love it!” “The program makes these digital tools accessible to me. They are mostly free tools, and I don't have to be an expert to start using them.”

Critical thinking is essential to effectively analyze, select, and use open educational

resources. When participants were asked to rate their ability to think critically about how to use technology in the classroom, the majority of responses rated critical thinking ability as either “neutral” (40 percent) or “agree” (43 percent) before the Summer Institute. After the Institute the responses shifted up the scale approximately one level to 32 percent “agree” and 68 percent “strongly agree.”

Goal 5. Foster collaboration within the MERIT cohort, the teacher’s school site, and other academic venues in the nation and world

Participants and instructors used a social collaboration website created using the Ning platform to chat, blog, post, respond, download, and share resources to build a strong professional learning network beyond the borders of their school sites. Building this network within Ning allows participants to continue direct dialogue and to share resources with one another after MERIT. The majority of respondents rated the quality of the Ning resource as “very good” (49 percent) or “excellent” (38 percent).

In terms of helping other teachers within their school site or district to combine content,

technologies, and teaching approaches, most (53 percent) rated their ability before MERIT as “neutral” or lower. The responses after the Summer Institute show significant positive change,


in which 32 percent “agree” and 64 percent “strongly agree” that they possess the ability to help their peers.

Further evidence of achieving this goal is derived from participant responses to the survey

question, What did you like most about the MERIT Summer Institute?

“The ability to collaborate with peers. Have them give me feedback on how to improve my project. They also helped me troubleshoot. I really feel like I have made some great contacts that will continue throughout the year.” “The collaboration with others. I made some great friends here at MERIT, and it’s wonderful to have a group of people to call on when I get stuck or need inspiration or just encouragement.” “Working in grade-level groups was extremely helpful both for information and connecting with my tribe.” “Collaboration. I'm now highly motivated to teach in a new way, influenced much by technology.”

MERIT is a yearlong program that includes ongoing professional development beyond the Summer Institute through the academic year. Teacher participants will continue to develop their skills while creating student-‐centered classroom projects that use digital media. For example, five MERIT Teachers from the previous cohort (MERIT 2010) presented seven sessions at a local teacher professional development conference, Silicon Valley Computer Using Educators (SVCUE), in March. Those presentations comprised one-‐fourth of all presentations at SVCUE and are further evidence of the MERIT program’s success and ability to spread the ideas and techniques of MERIT beyond the program participants. Continuing the professional development theme during the Summer Institute, five MERIT 2010 graduates returned to present the classroom projects they had implemented in the academic year in order to inspire and encourage the current cohort to see themselves as teacher leaders.


FAME (Faculty Academy for Mathematics Excellence) The Faculty Academy for Mathematics

Excellence (FAME) is a yearlong professional development program for middle school mathematics teachers designed to increase student achievement in pre-‐algebra and algebra courses, reduce the achievement gap, and promote the use of technology to enhance the teaching and learning of mathematics. Teachers are recruited from San Mateo and Santa Clara county schools with significant numbers of English language learners (ELL) and low-‐income families to help their students be better prepared to take algebra in the eighth or ninth grade.

FAME 2011 is the second time the KCI has

presented this program, thanks to a generous grant from the Silicon Valley Community Foundation and support from private family foundations. The FAME Leadership Team is made up of Professor-‐in-‐Residence Steven McGriff, Ph.D.; KCI Executive Director Gay Krause; and an instructional team led by Jivan Dhaliwal and Melissa Christie, math program coordinators from the Santa Clara County Office of Education, Steve Matusow, professor emeritus of mathematics at Evergreen Valley College, and Joe Chee, a KCI instructor.

The FAME instructional team selected 31 mathematics teachers to participate in the two-‐

week, intensive summer professional development program in July. FAME was designed to deepen teacher participants’ math knowledge, expand their repertoire of mathematics instruction strategies, and help them integrate technology into their teaching practice. Topics included how to use computer and Internet technologies (e.g., GeoGebra, spreadsheet software, and virtual manipulatives) to support the challenging math topics covered in the program. In the 2011−12 academic year, FAME will include four follow-‐up sessions to support the teachers as they implement new math teaching strategies.

FAME 2011 included teachers representing school districts in Santa Clara and San Mateo

counties with high populations of students who are underrepresented in college math courses.

FAME Teachers by County 25 Santa Clara 6 San Mateo 31 Total

Number of Teacher Teams from Same School Site School District 4 Morrill Middle School Berryessa Union 3 Monroe Middle School Campbell Union 3 LeyVa Middle School Evergreen 3 Bernal Intermediate Oak Grove 3 Orchard Elementary Orchard 2 Abbott Middle School San Mateo−Foster City


FAME 2011 Program Goals and Outcomes

Goal 1. To increase teachers’ content knowledge and teaching skills in key pre-‐algebra and algebra concepts, such as proportional reasoning, linear relationships, functions and graphs, and problem solving

Responses in the post-‐Summer Institute survey show positive change in teachers’ self-‐reported confidence level for adapting mathematics instruction based upon student understanding. The majority of teachers (55 percent) reported a moderate degree of adaptability and 12 percent reported a strong degree before the Institute training. Afterwards, 64 percent reported a strong degree of adaptability and 33 percent a moderate degree.

One FAME participant described new

strategies to help motivate students to succeed in math:

“I believe these tools were the most beneficial for me and ones that I think will be most beneficial for students: algebra tiles, percent strips, fraction tiles, area models for multiplication. Sharing and using the virtual manipulatives, Excel, and GeoGebra would all help motivate students as well.” Goal 2. Promote and encourage the use of technology in instruction to support and

enhance mathematics teaching and learning Based on self-‐reported, post-‐Summer Institute data, participants greatly increased their

skill in using spreadsheet applications, GeoGebra, and virtual manipulatives. Teachers expressed greater confidence and knowledge about how to integrate technology into math instruction.

A FAME participant wrote, “All of the technology parts will be brand new for my students, and it will all work in some form—I just need to play with them first. The arrays are my new best friend. I will use more pictures and visuals.” Another FAME teacher wrote, “I liked the Internet resources provided, such as the places to find rich problems, virtual manipulatives, and other non-Internet manipulatives.”


Goal 3. Increase the use of technology for visualization and multiple representations

of pre-‐algebra and algebra concepts The FAME Summer Institute used a number of visualization technologies and multiple

representations of mathematical concepts as models to emulate in the classroom. A FAME teacher provided the feedback that “FAME has reinforced the importance of making math conceptual for students and that technology is an important part of our students’ lives that they need to be skilled in.” Another FAME teacher described a favorite aspect

of the Summer Institute as “…using a document camera and using the math manipulatives.” Goal 4. Guide teachers to make connections between school mathematics, the

California Mathematics Content Standards, the California Common Core State Standards, and the ELD standards

The FAME program will continue to collect data on this goal and analyze the ability of teacher participants to connect the standards with their own curriculum. Results will be reported in the mid-‐year annual report.

Goal 5. Enable teachers to utilize effective mathematical instructional strategies to

meet the needs of all students Based on self-‐report data, the great majority of teachers (91 percent) initially indicated

their ability to use a variety of mathematics teaching approaches in a classroom setting as weak-‐to-‐moderate. Following FAME, 99 percent indicated their ability as strong to very strong.

Based on qualitative data and

observations, teacher participants better understood the importance of developing students’ understanding of mathematical ideas. They increased their skill and knowledge of using mathematically rich problems in instruction.


FASTtech Classes FASTtech classes are Foothill College courses designed and developed by the KCI to meet

the technology training needs of the general local community, but more specifically those of elementary, middle, secondary, and community college educators. FASTtech classes feature a series of short, affordable, and conveniently timed courses for K-‐14 educators that address the California Technology Proficiencies and provide teachers with an opportunity to discover ways to incorporate technology into their curriculum. Course topics include Google applications, Adobe applications, blogs and wikis, websites, ePortfolios, 21st-‐century teaching and learning, and general integration strategies.

Nearly 800 people took FASTtech courses throughout the 2010−11 academic year. For the

first time, the KCI launched an entire summer series of FASTtech classes, and more than 140 teachers, students, and community members enrolled.

Adobe Youth Voices Training Center (AYV) The KCI completed its grant with Adobe as an AYV teacher training center in June. The goal

of the program was to train teachers of underserved youth to create an educational venue for creative expression while improving students’ technology literacy and academic achievement. During the 2010−11 grant period, the KCI trained more than 370 teachers to use Adobe software to implement meaningful projects with their students.

Adobe Day at the KCI To further expand the partnership between the KCI and Adobe, and to provide additional

opportunities to potential users, the KCI hosted two Adobe Days in January and May. More than 250 educators, students, and community members attended sessions given by Adobe engineers that focused on the features and functionality of the latest Adobe products. The trainers were able to address audience skill levels that ranged from novice to advanced. Using Adobe Contribute, the KCI was able to set up overflow rooms for additional participants to watch the presentations live. One attendee described the day as “compelling and mind-expanding!” Another participant wrote, “I have been anxious to learn more about desktop publishing, and now that I have seen what [Adobe] InDesign can do, I'm really excited about using it. I can't wait to take the InDesign class that I signed up for!”

Replication of KCI Programs at the Danford Center, San Bruno Park School District The KCI and the San Bruno Park School District created a partnership at the beginning of

the 2010−11 school year to replicate a MERIT-‐like program at the new Danford Center for Innovation. The Tech Savvy Teacher Program is the first project of this partnership. Steven McGriff, Ph.D., Professor-‐in-‐Residence at the KCI, worked closely with Skip Johnson, principal of El Crystal Elementary School, who originally inspired this collaborative program.

The Tech Savvy Teacher Program began in June with 23 participants and will conclude

November. The goal is to prepare teachers to implement 21st-‐century technology skills into daily instructional practice through an intensive process of learning how to implement interactive whiteboards, document cameras, related software, and a LCD projector. Those who complete the program will earn six units of college credit and a certificate.


The San Bruno Park School District has invested more than $100,000 in equipment for the graduates of this program. KCI instructors Chris Heumann and Gayle Britt are teaching the courses and guiding the San Bruno Park teachers through technology integration. This approach to replication—the network model—reflects a fundamental direction of the KCI, which seeks to encourage qualified organizations to host programs at their own facilities and to enable our instructional team to help shape a curriculum based on the partner’s needs. Ultimately the goal is to have the newly trained teachers take on the broader role of training their colleagues within the district.

A summary of the Tech Savvy Teacher participants’ responses to a survey completed at the

start of the program follows: 45% identified their technology use as “developing” and 50% as “proficient” on a four-‐

item scale of early, developing, proficient, and advanced categories. The majority of respondents agree that teaching 21st century skills is important. The majority of respondents have designed lessons that include digital learning tools. The three most significant obstacles to integrating digital daily are time, class size, and

teacher training. 41% of teachers had up to 8 hours of professional development within their district in

the past 12 months and 36% reported they had no district training. 27% of teachers had up to 8 hours of professional development outside their district in

the past 12 months and 50% reported they had no outside training. The most often repeated themes to the open-‐ended question,

“what would you like to learn most…,” are epitomized by the following quotes: “…ways to actually get kids using technology to improve confidence and intelligence.”

“I would like to be able to provide interactive opportunities to my students to enhance learning, skill building, with the ultimate goal to increase student productivity and test scores.”

“How to incorporate technology more frequently in my lessons, and specifically, how to use the tools that will be installed in my classroom.”

More results of the FAME 2011 program will be published in the KCI mid-‐year report.

Educational Technology for Administrative Leadership Certificate The KCI continues to develop Educational Technology for Administrative Leadership in

collaboration with the Silicon Valley Education Foundation (SVEF), a six-‐unit certificate program that was initiated in fall 2010. The goal is to prepare school leaders (i.e., lead teachers, principals, directors of curriculum, district administrators, superintendents) to guide their school or district to improving student learning through strategic application of educational technologies.


KCI Professor-‐in-‐Residence Steven McGriff, Ph.D., in collaboration with Michael Simkins, Ed.D., of the SVEF developed and led courses for local school administrators who want to be on the forefront of emerging educational technologies. The program is designed for educational leaders who want to be more efficient and effective in using technology tools to:

improve their workflow; implement effective educational technologies that improve student success; enhance teacher effectiveness with integrating technology in instruction; create school conditions that support the effective use of technology in instruction.

This certificate program marked a new direction for the KCI, which has traditionally offered

professional development courses targeted to teachers. The first year of the program served as a useful pilot, providing feedback on how to modify and improve the program. A number of administrators from throughout the Bay Area have volunteered to work on and teach the next series of program courses. In the coming year, the development team will focus on refining the program based on the pilot experience.

Microsoft Innovative Educator Forum The KCI seeks to recognize outstanding achievements of teachers in the Silicon Valley. In a

unique partnership with the Silicon Valley Education Foundation, the KCI was able to coordinate the selection of three local teachers to present their innovative education projects at the national Microsoft Innovative Educator Forum held in Redmond, Washington, in July. The three outstanding teachers were:

Corinne Takara of Horace Cureton Elementary school in San Jose, presented “You are Here,” a street banner design project with fifth-‐grade students;

Angela Sveda of Ralston Middle School in Belmont, who created the project ECOPoetry;

Meg Omainsky of Gunn High School in Palo Alto, presented STEM Slam, a showcase of videos produced by students to show their knowledge of science, technology, engineering, or math (STEM) concepts.

Community Education Program This year the KCI formed a partnership with the Foothill–De

Anza Community College District’s Community Education organization. Community Education offers short, non-‐credit courses that are fee based and do not require participants to enroll in the college. These courses are advertised primarily in Santa Clara County. The KCI has scheduled courses on topics using Adobe software, Google applications, and video production that have a broad audience appeal for the fall quarter as a pilot to determine whether this is a good approach to create a revenue stream for the KCI. Revenue from this effort will go to support KCI staffing.

RECOGNITION OF INNOVATIVE TEACHERS

One of the goals of KCI programs is to encourage teacher participants to broaden their influence beyond their immediate classrooms and to have a wider impact on their schools, districts, and

Meg Omainsky and Corinne Takara at the Microsoft IEF Event


beyond. Participants are up to the challenge, and their achievements over the last year are impressive.

Three MERIT graduates—Corrine Takara, Meg Omainsky, and Angela Sveda—were selected to represent Silicon Valley at the Innovative Education Forum, a national competition sponsored by the Microsoft Corporation (see section above).

Meg Omainsky (Librarian, Gunn High School, Palo Alto) was one of five winners at the annual STEMposium, which is sponsored by the California Academy of Sciences, for her project STEM Slam.

Due to the effort of MERIT graduate Cindy Ginther (Math Teacher) to implement innovative methods of teaching math, Valley Christian Junior High School was awarded the Intel School of Distinction Star Innovator Award 2011 and the Intel School of Distinction Middle School Mathematics Award 2011.

Nicole Dalesio (5th Grade Teacher, Fairlands Elementary School, Pleasanton) was named a member of the 2011 cohort for the Apple Distinguished Educator team, a program that occurs once every two years.

Joe Donahue (Math Teacher, Santa Ynez Middle School, Santa Ynez) was selected as one of the new Google Certified Teachers for the April 2011 Google Teacher Academy in Sydney, Australia.

Lisa Highfill (5th Grade Teacher, Fairlands Elementary School, Pleasanton) won an award at the California Student Media Festival for her class project, Outdoor Education at Pigeon Point Lighthouse.

NUMBER OF PARTICIPANTS SERVED

The table below shows the number of educators who participated in the primary KCI programs in 2010-‐11 and the number of students these educators could affect in the 2011-‐12 school year.

Estimated Number of Students Affected by KCI Teacher Participants

Total applicants

Enrollments or participants accepted into program

Estimated1 numbers of students taught by participant educators in 2011-‐12

MERIT 130 43 3,875 FAME 40 32 4,800 FASTtech classes n/a 866 Unknown† Adobe Youth Voices* n/a 370* Unknown† Totals 170 941 8,675

TABLE NOTES: 1. Total estimates for students who are affected by a program participant-‐teacher are based on the average number of students taught per teacher by grade levels per year: Elementary K−5 (25), Middle school 6−8 (150), High school (150) † Estimates of students affected by Adobe Youth Voices and FASTtech classes are unknown because the number of teachers and the grade levels taught are not tracked. * Adobe Youth Voices classes are a subset of enrollments included in the total for FASTtech classes.


CALIFORNIA PUBLIC SCHOOL DISTRICTS REPRESENTED BY SELECTED PROGRAM PARTICIPANTS

The table below shows the California public school districts organized by county that were represented by teachers in the MERIT and FAME programs. Six MERIT teachers work in private schools, so the total number shown is 38. Additional data on student demographics is presented to show the percentages of underserved students in the district. Districts with 50 percent or more of low-‐income students are noted in bold.

MERIT 2011 Teachers

FAME 2011 Teachers

Percentage of reported English Learners / students of color / low-‐income families (Source: Ed-‐Data, 2009−10)

Santa Clara County Alum Rock Union — 3 57% / 87% / 82% Berryessa Elementary — 6 35% / 45% / 36% Campbell Union Elementary — 3 31% / 9% / 38% Cupertino Union 5 — 10% / 8% / 6% Eastside Union High 1 — 22% / 61% / 39% Evergreen Elementary — 3 27% / 43% / 31% Franklin McKinley 1 — 53% / 68% / 79% Gilroy Unified — 2 32% / 79% / 63% Los Altos Elementary 1 — 7% / 21% / 3% Los Gatos Saratoga Joint High 1 — 1% / 14% / 1% Moreland Elementary 2 — 27% / 45% / 34% Mountain View-‐Whisman 2 — 44% / 55% / 45% Oak Grove Elementary — 4 33% / 61% / 50% Orchard Elementary — 3 32% / 49% / 49% Palo Alto Unified 2 1 9% / 24% / 8% Santa Clara Unified 4 — 32% / 52% / 44%

San Mateo County San Bruno Park 2 1 36% / 65% / 42% San Carlos Elementary — 1 7% / 18% / 5% San Mateo Foster City 1 5 29% / 46% / 30% San Mateo Union High 5 — 11% /41% / 17%

Alameda County Alameda Unified 1 — 22% / 38% / 33% Dublin Unified 2 — 10% / 33% / 15% Pleasanton Unified 3 — 7% / 17% / 6%

Other Elk Grove Unified 1 — 16% / 55% / 51% Salinas Union High 1 — 33% / 89% / 62% San Francisco Unified 1 — 24% / 49% / 57% San Ramon Valley Unified 2 — 4% / 21% / 3%

Total Public School Teachers 38 31


KCI LEADERSHIP HIGHLIGHTS

Professor-‐in-‐Residence In addition to program development and implementation, Professor-‐in-‐Residence Steven

McGriff, Ph.D., participated in three conferences. He presented at the Silicon Valley Computer Using Educators (SVCUE) annual teacher technology conference in March on the topic of visual literacy and communication principles and served as co-‐presenter about the MERIT program. Also in March, he presented on visual literacy at the annual Computer Using Educators (CUE) conference in Palm Springs and co-‐presented on educational technology for administrative leadership. At Foothill College, he led three professional development workshops for faculty and staff on educational technology integration in the college curriculum.

New Strategy and Marketing Leader After spending a year as an Encore Fellow at the KCI, focused primarily on strategic

planning, Liane Freeman has joined the KCI management team on a full-‐time basis to head up strategy and marketing efforts. Liane has more than 20 years of corporate experience in the energy and software industries, as well as a background in teaching at the college level. She is using this experience to work with the KCI team on strategic planning, organizational planning, marketing, and development.

KCI OPERATIONS

Strategic Plan Review and Program Replication Planning. A key operational strategy for the KCI is to have a robust 3-‐year strategic plan—which is reviewed annually—and to organize operations to better serve the needs of its expanding client population. The focus of 2010-‐2011 was to conduct program replication planning. We now have a framework for replicating our programs inside and outside of the Bay Area. We will be employing a network model that relies on partners as program operators. At this point, we have identified a couple of potential partners and replication sites.

Fundraising and Grant Proposals. The KCI continues to seek funding to support its primary

programs. Although the KCI is part of Foothill College, it requires funds to support its staffing and programs, such as ongoing assistance for scholarships for educators and additional instructional and staffing needs. The KCI also seeks to raise funds for new positions to maintain existing programming levels and expand program offerings, to increase marketing for existing programs, to stabilize internal operations, and to position itself for solid program development in the future.

In 2010−11, the KCI expanded its grant proposal efforts and collaborated on a number of grants

seeking major funding to replicate its trademark teacher professional development that focuses on student-‐centered learning. The KCI has actively partnered with other nonprofit organizations and universities on proposals for the National Science Foundation (NSF), the U.S. Department of Education, Silicon Valley Community Foundation, National Semiconductor, and the California Math and Science Project.

Budget. Philanthropic contributions account for 73 percent of the KCI’s funding, with the

remaining 27 percent coming from Foothill College, primarily in facility support, hardware, software, and one staff position. Donations specified for operations also support the majority of the KCI staffing, with the exception of class instructors, who are paid by the State of California.


KCI Operating Budget

DESCRIPTION TOTAL KCI BUDGET

FUNDING SOURCE Personnel Salary Benefits Total

FHDA Donor

Includes: Professor-‐in-‐Residence, Program Coordinator, Strategy & Marketing Director, Senior Web Developer, Web Design and Support, Admin Assistance** $334,717 $76,384 $411,101

$131,606 $279,495 KCI Program Budget

MERIT Program – 48 Participant Teachers $226,000

$0 $226,000

FAME Program – 30 Participant Teachers $180,000

$0 $180,000

Detailed Budget for KCI Expenses

Supplies and Materials $14,333

$7,166 $7,166 Printing -‐ General $19,845

$9,923 $9,923 Postage and Mailings $8,820

$4,410 $4,410 Firewall Maintenance Agreement

$3,308

$3,308 $0

Cisco Wireless Maintenance $1,323

$0 $1,323 Software Replacement – Labs $30,000

$15,000 $15,000 Photocopy Rental/Lease $3,528

$3,528 $0 Photocopying $3,859

$1,929 $1,929 Adjunct Faculty Fees $47,000

$0 $47,000 Bldg. Maintenance – FHDA District Budget

$110,250

$110,250 $0

Grand Total $1,059,366

$287,120 $772,246

Distribution of Total Funding Sources

27% 73% **Note: all staff positions are part time with the exception of the Professor-‐in-‐Residence, Program Coordinator, and Strategy and Marketing Director

The KCI continues to work within the Foothill−De Anza Community College District to address

its current budget. To address the loss of staff in the multimedia lab, the KCI formed a creative partnership with the Foothill Entrepreneurs Club (FEC). Today FEC students manage and volunteer staff the multimedia lab, which gives them hands-‐on experience and allows the KCI to keep the lab open six days a week to serve students and community members.


CONTACT

For more information about this report or KCI programs, please contact:

KCI Leadership Team Gay Krause Steven McGriff, Ph.D. Liane Freeman Executive Director Professor-‐in-‐Residence Director, Strategy & Marketing 650-‐949-‐7113 650-‐949-‐7681 650-‐949-‐7180 [email protected] [email protected] [email protected]

KCI Staff Gayle Britt Kathy Fransham Rushton Hurley Instructional Leader FASTtech Program Coordinator MERIT Program Director 650-‐949-‐7680 650-‐949-‐7614 650-‐949-‐7680 [email protected] [email protected] [email protected]

Krause Center for Innovation

Foothill College

12345 El Monte Road

Los Altos Hills, CA 94022

www.krauseinnovationcenter.org

Foothill De Anza Community College District Board of Trustees

Joan Barram; Betsy Bechtel; Pearl Cheng; Laura Casas Frier; Bruce Swenson; Stephanie McGee, Foothill Student Trustee; Emily Kinner, De Anza Student Trustee. Foothill College does not discriminate against any person in the provision of its educational programs and services, and personnel practices on the basis of race, color, national or ethnic origin, age, gender, religion, sexual orientation, marital status, physical disability, or mental disability. Coordination of Title IX of the Education Amendments of 1972 prohibiting sex discrimination; Section 504 of the Rehabilitation Act of 1973; and the Americans with Disabilities Act of 1990 governing accessibility is the responsibility of acting Vice President of Instruction and Student Development Denise Swett, 650-‐949-‐7228.

PHOTO CREDITS: Front cover and page 7 group photo, Karim Mansouri; all other photos taken by KCI staff EDITOR: Ruth Schecter

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