HomeMy WebLinkAbout2014 06-25 CC SA ADJ AGENDA PKTRON MORRISON
Mayor
L UIS NATIVIDAD
Vice Mayor
JERRY CANO
Councilmember
MONA RIOS
Councilmember
ALEJANDRA SOTELO-SOLIS
Councilmember
1243 National City Blvd.
National City, CA 91950
619-336-4300
Meeting agendas and
minutes available on web
WWW.NATIONALCITYCA. GOV
AGENDA OF AN ADJOURNED REGULAR MEETING — NATIONAL CITY
CITY COUNCIL/ SUCCESSOR AGENCY TO THE
COMMUNITY DEVELOPMENT COMMISSION AS THE NATIONAL CITY
REDEVELOPMENT AGENCY
MEETING IN JOINT SESSION WITH THE GOVERNING BOARD OF
THE NATIONAL SCHOOL DISTRICT
NATIONAL SCHOOL DISTRICT, ADMINISTRATIVE CENTER
1500 "N" AVENUE
NATIONAL CITY, CALIFORNIA
WEDNESDAY JUNE 25, 2014 — 6:30 PM
ORDER OF BUSINESS: Public sessions of all Regular Meetings of the
City Council / Community Development Commission - Housing
Authority (hereafter referred to as Elected Body) begin at 6:00 p.m. on
the first and third Tuesday of each month. Public Hearings begin at
6:00 p.m. unless otherwise noted. Closed Sessions begin at 5:00 p.m.
or such other time as noted. If a workshop is scheduled, the subject
and time of the workshop will appear on the agenda. The Mayor and
Council members also sit as the Chairperson and Members of the
Board of the Community Development Commission (CDC).
REPORTS: All open session agenda items and reports as well as all
documents and writings distributed to the Elected Body less than 72
hours prior to the meeting, are available for review at the entry to the
Council Chambers. Regular Meetings of the Elected Body are webcast
and archived on the City's website www.nationalcityca.gov.
PUBLIC COMMENTS: Prior to the Business portion of the agenda, the
Elected Body will receive public comments regarding any matters
within the jurisdiction of the City and/or the Community Development
Commission. Members of the public may also address any item on the
agenda at the time the item is considered by the Elected Body.
Persons who wish to address the Elected Body are requested to fill out
a "Request to Speak" form available at the entrance to the City Council
Chambers, and turn in the completed form to the City Clerk. The Mayor
or Chairperson will separately call for testimony of those persons who
have turned in a "Request to Speak" form. If you wish to speak, please
step to the podium at the appropriate time and state your name and
address (optional) for the record. The time limit established for public
testimony is three minutes per speaker unless a different time limit is
announced. Speakers are encouraged to be brief. The Mayor or
Chairperson may limit the length of comments due to the number of
persons wishing to speak or if comments become repetitious or
irrelevant.
WRITTEN AGENDA: With limited exceptions, the Elected Body may
take action only upon items appearing on the written agenda. Items
not appearing on the agenda must be brought back on a subsequent
agenda unless they are of a demonstrated emergency or urgent
nature, and the need to take action on such items arose after the
agenda was posted.
National City City Council/Successor Agency to the Community Development Commission
as the National City Redevelopment Agency Meeting in Joint Session
with the Governing Board of the National School District
6/25/14
Page 2
Upon request, this agenda can be made available in appropriate alternative formats to persons with a
disability in compliance with the Americans with Disabilities Act. Please contact the City Clerk's Office at
(619) 336-4228 to request a disability -related modification or accommodation. Notification 24-hours prior
to the meeting will enable the City to make reasonable arrangements to ensure accessibility to this
meeting.
Spanish audio interpretation is provided during Elected Body Meetings. Audio headphones are available
in the lobby at the beginning of the meeting.
Audio interpretacion en espanol se proporciona durante sesiones del Consejo Municipal. Los audiofonos
estan disponibles en el pasillo al principio de la junta.
COUNCIL REQUESTS THAT ALL CELL PHONES AND PAGERS BE TURNED OFF DURING CITY
COUNCIL MEETINGS.
National City City Council/Successor Agency to the Community Development Commission
as the National City Redevelopment Agency Meeting in Joint Session
with the Governing Board of the National School District
6/25/14
Page 3
OPEN TO THE PUBLIC
CALL TO ORDER
ROLL CALL
PLEDGE OF ALLEGIANCE TO THE FLAG
PUBLIC ORAL COMMUNICATIONS
JOINT MEETING WITH CITY COUNCIL/COMMUNITY DEVELOPMENT
COMMISSION OF THE CITY OF NATIONAL CITY AND NATIONAL SCHOOL
DISTRICT
1. Overview of the City and District Strategic Plans, including upcoming
ballot measures, Capital Improvement Programs (CIP), and Deferred
Maintenance.
2. Update and discussion on City Grants, including Safe Routes to School,
Paradise Creek Education Park, and Westside Infill Transit Oriented
Development (WI-TOD) Project.
3. Discussion on alternative energy resources, opportunity for enhanced
traffic measures at District Schools, and access to soccer field from upper
lot at El Toyon Park.
4. Update and discussion on City and District Emergency and Wellness
Plans.
5. Update and discussion on community partnerships, including the YMCA,
ARTS — A Reason to Survive, Olivewood Gardens, REACH and Summer
Matters Programs.
6. Update and discussion on City and District Technology and
Communication Plans.
7. Update and discussion on Student Government Days.
Nationa► City City Council/Successor Agency to the Community Development Commission
as the National City Redevelopment Agency Meeting in Joint Session
with the Governing Board of the National School District
6/25/14
Page 4
CITY COUNCIL AND NATIONAL SCHOOL DISTRICT BOARD/CABINET
COMMUNICATIONS
ADJOURNMENT
Regular City Council/Community Development/Housing Authority of the
City of National City Meeting - Tuesday — August 5, 2014 - 5:00 p.m. -
Council Chambers - National City, California
ITEM#1
NATIONAL CITY
STRATEGIC PLAN
•
•
2013-2018
Strategic Plan
APPROVED BY CITY COUNCIL ON JUNE 18, 2013
5 Objectives
Provide Quality Services
Achieve Fiscal Sustainability
Improve Quality of Life
Enhance Housing and Community Assets
Promote a Healthy Community
2013 Objective #1- Provide Quality Services
a) Practice the five core values (Commitment, Customer Service, Courtesy,
Communication, and Collaboration) with our diverse customer base.
b) Align workforce with City's objectives and provide training and support necessary to
fully develop employees.
c) Expand public access to City services and information, including Legislative platform
consistent with City Council policy.
d) Pursue public safety goals and objectives and enhance disaster preparedness (Police,
Fire, Emergency Medical Services, Homeland Security).
e) Analyze internal processes for efficiency and implement technology solutions where
feasible.
2013 Objective #2- Achieve Fiscal Sustainability
a) Prepare effective budget, accurately forecast funding sources, manage investments
wisely, provide consistent financial reports, maintain clean audits, resolve
findings/deficiencies in a timely manner, and update finance and budget policies.
b) Prepare a 3 year operating plan that prioritizes service and staffing levels in
preparation for sunset of district tax.
c) Establish economic development programs to retain existing businesses and stimulate
new investments.
d) Fund replacement reserves, or create financing plans, for fleet, facilities and other City
assets.
e) Build cooperative partnerships with community organizations, schools, and other
public agencies in the efficient and cost effective delivery of services.
2013 Objective #3- Improve Quality of Life
a) Implement Neighborhood Action Plans and continue amortization efforts by working
with residents to prioritize projects.
b) Pursue green initiatives and build a sustainable city.
c) Help organize community events and support social gatherings that benefit the total
community.
d) Update sign ordinance to improve community character and draw attention to
important gateways, corridors and intersections.
e) Support Pier 32 (GB Capital Holdings) expansion plans and work with San Diego
Unified Port District and its tenants to fund public process and public improvements.
2013 Objective #4- Enhance Housing and Community Assets
a) Continue providing housing opportunities at all income levels and develop programs to
improve existing conditions.
b) Relocate the public works yard to utilize the existing site for a neighborhood park and
affordable family housing (Westside Infill Transit Oriented Development: WI-TOD or
Paradise Creek Project).
c) Maintain and improve City's infrastructure and find alternative funding to construct
public facilities, park improvements, and other capital needs.
d) Preserve and promote historic resources and cultural assets.
e) Administer real property assets to achieve the City's long term goals.
2013 Objective #5- Promote a Healthy Community
a) Expand opportunities for walking and biking through the development of Community
Corridors and Safe Routes to Schools consistent with the National City General Plan
and Bicycle Master Plan.
b) Continue to provide affordable City programs, activities and services that are
accessible for all users, including individuals with disabilities (Americans with
Disabilities Act).
c) Enhance neighborhood services programs such as graffiti abatement, parking
enforcement, and code enforcement.
d) Create an Environmental Compliance division that serves as a single point of contact
for environmental issues and inform the public about new programs and policies.
e) Advance National City wellness programs for youth, families, seniors and City
employees that encourage a healthy lifestyle.
ITEM #1
NATIONAL SCHOOL DISTRICT
STRATEGIC PLAN
ATIONAL
CHOOL
TSTRICT
The Systems Thinking ApproachTM
Part of a
Yearly Strategic Management System Cycle
(Planning —Leadership —Change)
National School District
1500 N Avenue
National City CA 91950
619-336-7500
http://nsd.us
Table of Contents
Table of Contents 3
Introduction 5
A Yearly Strategic Management System 6
Future Environmental Scan 7
Critical Issues List 8
Student Vision 9
Vision Elements: 2017 10
Our Mission 11
Our Core Values 12
Our Strategic Parameters 13
Key Success Measures 14
Current State Assessment (SWOT) 15
Current State Assessment (SWOT) 16
Business Excellence Architecture 17
Core Strategies 18
Core Strategy # 1 19
Core Strategy #2 20
Core Strategy #3 21
Core Strategy #4 22
Core Strategy #5 23
Major Change Summary 24
Yearly Comprehensive Plan 25
3
Introduction
ATIONAL
CHOOLCT
Welcome to our Strategic Plan. This document is the dynamic blueprint for the growth of the
National School District through the 21 st century. It is the product of six months of intensive
discussions by the Planning Team members and members of the National City community. Dr.
Sheridan Barker of the Centre for Strategic Management TM in San Diego was our planning
consultant and facilitator.
We now have a vision of where we want to be, an assessment of where we are now, and a set of
criteria to measure our progress. We have defined the values that describe how we do business
and developed a list of strategies and priorities to move us from where we are to where we want
to be.
The future is uncertain. We will always be faced with change, so we need to manage change
rather than react to it. This planning process has provided us with a system to lead, manage, and
change the National School District in a well -planned, integrated manner based on our strategies.
This systems approach also provides a management process that will change the way we do
business day-to-day. The priorities from the plan become the priorities for our annual budgets,
assuring that we focus our resources in those areas that move us toward our vision.
The Planning Committee is to be commended for their imagination, dedication, and perseverance
throughout this process. I appreciate the vision and dedication that each person who worked on
this project brought to this process.
A plan is of little value by itself. This document is the first step toward creating a high-
performance, customer -focused organization that will benefit all stakeholders — our parents and
students, our employees, the Governing Board, and all those with whom we do business. Our
work in implementing this plan over the next few years will support our efforts to Create
Successful Learners, Now!
Christopher Oram, Ed.D.
District Superintendent
NATIONAL SCHOOL DISTRICT
1500 'N' Avenue • National City, CA 91950 • (619) 336-7500 • Fax (619) 336-7505 • http://nsd.us
Creating Successful Learners... Now
5
A Yearly Strategic Management System
(Planning —Change —Leadership)
Topic Five Phases
Environmental Scan [ET
Creating Our Ideal Future
Measurements of Success
Iv!
Ivy
STRATEGIC MANAGEMENT SYSTEM
r:3
Current
Year
CURRENT
STATE
ASSESSMENT
41 • POSITIONING
• VISION
• MISSION
• VALUES
• RALLYING CRY
IL�F
6
Future Environmental Scan
(SKEPTIC)
These are our projections of trends we anticipate out to the Year 2017 and beyond. We
have asked ourselves, "What will or may change during the next 5 years that could
impact the success of our strategic plan?"
S Socio-Demographic Changes:
• Aging population
• Gentrification of National City
• High percentage of teacher retirement
K Competition:
• Charter schools, online schooling, and home schooling
■ Loss of student enrollment
E Economic Conditions:
• Retirement reform
• Recession continuing
■ Global economics impacting local economics
E Environmental Issues:
• Poor air quality
• Increasing "green" awareness
• Rising cost of fuel
• Push for healthier families & food
P Political and Legislative Climate:
• NCLB moving toward growth targets
• Expansion of charter schools
• PERS/STRS changes
T Technology Projections:
• 1 -1 computing
• All assessments online
• Teacher lessons shared district -wide
• Importance of computers and internet
Industry of Education Changes:
• Less content instruction and more problem solving
• Less direct instruction and more self -directed learning
• More focus on critical thinking skills
• Flexible learning settings
C Customer Changes:
• Business & society needs critical thinkers
• Strong work ethic
• College and career ready
• Real world focus
7
Critical Issues List
This is a brainstormed list by district leadership, including the Board of Trustees, Spring 2011.
It is not ranked, nor detailed; it simply lists concerns facing the District in the near future.
• Common Core standards
• Economically disadvantaged families
■ National reauthorization of No Child Left Behind (NCLB) legislation
• Increased class size
• Ongoing professional development
• Educational funding
• Facilities upgrade
• Preparing students for the real world, global society
■ Technology integration
■ Changing organizational and community culture
• Divide between the four generations in the workforce: Traditionalists (born 1900-45),
Baby Boomers (1946-64), Gen-X (1965-80, and Millennials (1981-1999)
• Divide between "haves" and "have-nots"
• Public education under attack
• Family support systems
• Finance challenges - dwindling resources
• Staffing and morale
• Community demographics
• Critical thinking
• Building better relationships
■ Keeping up - technology changes and staff training
• 2024 - how to reinvent teaching and learning to prepare students for a different world
• Tolerance - accepting differences
• Assessment and data related to Common Core Standards
8
A
Student Vision
Our student vision describes the kind of mental skills and dispositions we intentionally help our
students develop through the design of our school day and instructional processes.
Our Expected Student Learning Results (ESLRs)
♦ Critical Thinker
♦ Problem Solver
♦ Technology and Media Literate
♦ Effective Communicator
♦ Academically Successful
♦ Healthy Individual
♦ Ethical Decision Maker
♦ Socially Responsible Global Citizen
♦ Flexible Collaborator
♦ Creative Innovator
9
Vision Elements: 2017
• Dedication to student success
• High expectations for all - Every child by name - No excuse
• Top Ranking Title I school district in the nation
• Healthy environment
• Cutting edge technology
• Renewed emphasis on visual and performing arts
• Lifelong learners with the intrinsic motivation to learn and thrive
• Developing social responsibility
• Integration of state-of-the-art learning tools
• Community pride in our schools and student achievement
• Strong commitment to collaboration and Best Practices
10
A
Our Mission
Our mission statement outlines the purpose towards which we commit our work life. These are
the reasons for the existence of National School District and it clearly describes who our
customers are and what we produce as outcome benefits for them.
Creating Successful Learners NOW...
Mission
Each student in the National School District
receives an exemplary, world -class education
in a safe, nurturing environment.
By collaborating with educators, staff, parents
and our diverse community,
all students attain the skills essential
to succeed and thrive in a competitive, global society.
11
A
Our Core Values
Our core values describe how we should act in order to accomplish the tasks leading to
achieving our mission. They create our desired culture, as they are the principles that guide the
behaviors of all members of the National School District.
WE BELIEVE: • All students will learn
■ Student success is everyone's
responsibility
■ Our community's cultural diversity
enriches learning opportunities
WE PROMISE: ■ A safe, nurturing learning
environment
■ An active partnership with parents
and community
■ A solid foundation in reading,
writing, and problem -solving
■ A focus on individual student
achievement
12
Our Strategic Parameters
Our strategic parameters define the operational principles that the Board uses to
govern the National School District. These serve as an early warning system to alert
the organization when it is about to do something either unwise or dangerous. These
are the imperatives that keep this organization true to itself.
• We will operate all programs, services and facility
needs within available resources whil
e maintaining taming
a prudent
t reserve.
• We will not initiate or retain any program or
service unless it contributes to achieving our
mission and goals, and benefits outweigh costs.
• We will make all decisions and take all actions
based strictly on the best interest of the students.
• We will identify and actively address the needs of
our diverse students, staff, parents and community.
13
B
Key Success Measures (KSM)
Our Key Success Measures are our outcome measures of success. They measure how effectively National
School District is achieving our vision, mission, and values on a year -by -year basis. It is our scoreboard for
continuous improvement of success.
THE QUADRUPLE BOTTOM LINE
Measurement Areas*
I. Financial:
1. District Solvency
2. Prudent Reserve maintained
II. Customer
3. Increase percentage of students achieving grade level proficiency in
reading, writing and mathematics
4. Increased percentage of students modeling 21' Century skills
5. Increased parent satisfaction with student learning and support,
customer service and home -school communication
III. Employee
6. All employees exhibit qualities of high quality, mission -driven
effectiveness
7. Increased percentage of employee satisfaction and commitment to the
mission
IV. Community/Society
8. Safe, healthy environment that supports learning and physical well-
being of students, staff and our community
9. Increased percentage of high school graduated among National School
District alumni
14
Current State Assessment (SWOT)
Current Internal Organizational Assessment (S-W)
• Staff/Students
• Trans/collaboration/communication
• Technology (Prom. Boards, Computers in
the classrooms, comp. labs)
• Diversity
• Safety/Security
• Great kids, staff, community
• All stakeholders have the same goal --kids
• Staff Commitment
• High Quality Staff
• Forethought for Strategic Planning
• All stakeholders involved
• Open Door Policy
• Staff
• Focus on data and student outcomes
• Commitment and dedication of all
stakeholders
• High quality and caring staff
• High expectations based on core values
(all students will learn)
• Sense of community
• Staff knows and appreciates the
community; understand needs
• Highly trained staff to meet the specific
needs of our students
• Motivation to succeed/excel
• Strong student, staff and community
engagement
• Collaboration and commitment
• Stability
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Not sufficient tech assets
Aging infrastructure (wiring, electrical
busses)
School to school communication
(highlight excellent practices)
7-11 Strategic Planning 65% or lower
(because of limited staffing)
NSD not fully aligned yet
Do not have consistent parent
involvement at all levels yet
We need to strengthen the relationship
between Union and Admin
Communication and public relations
Parent involvement
Older facilities/infrastructure
The process of change/react is slow. We
need to implement action more quickly
Aging infrastructure
Inconsistency in communication
More Reactionary than proactive
Adaptation/evolution/change
Need to better anticipate challenges
Communication (with City Council,
Chamber of Commerce, vendors,
partners)
Aging facilities
Technology
15
Current State Assessment (SWOT)
Current External Assessment (O—T)
OpP° pities
'ats
•
Changing financial structure
•
Extended individual student access to
•
Green initiatives
technology
•
Common core/21sY Century Skills
•
Legislative mandates/supports
•
Research sustainable energy
•
Security/Threats/School Safety
•
Work with students in the field to help
•
Increase violence/terrorism
with manpower
•
Disenfranchised parents (home
•
Communication protocol
schooling)
•
To become more efficient
•
Declining funding
•
Community Involvement
•
Declining enrollment
•
Pursue Grants
•
Migration to private/online schools
•
Partnerships with
•
P13 current practices
corporations/public agencies
•
Funding - LCFF/needing to approve
•
Educate community
bond
•
Reinvent ourselves to bring in
•
Enrollment declines
students - innovation
•
Outdated infrastructure
•
1:1/providing a variety of technology
•
Economics - funding
for all stakeholders and ongoing
•
More diverse student needs
education
•
Parent involvement (lack of)
•
Community outreach —grants,
working with agencies, develop
•
•
Political ramification
Budget
alumni association
•
Competition
•
Technology
•
Political atmosphere
•
Common Core Staff Development-
refresh, reenergize staff
•
Lack of resources
•
Learn from other industries
•
Seek support from university
•
Grants
•
Reach out to community members for
input and resources
•
Expand knowledge base on global
trends (health/wellness)
•
Program improvement
•
CCSS-College/Career readiness
16
rg
Business Excellence Architecture
We are using the Business Excellence Architecture as a lens to ensure we are examining each area of our
organization, and seeking to improve the entire system as we seek to ensure that "Each student in
National School District receives and exemplary, world -class education in a safe, nurturing environment,
and that students attain the skills essential to succeed and thrive in a competitive, global society."
THE SYSTEMS THINKING APPROACH"' TO CREATING YOUR COMPETITIVE BUSINESS ADVANTAGE
LIE COMI NG
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ALIGNING OEi1VERY
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These focus areas are built upon the Baldrige Award Criteria, and include one additional area that is not overtly included in the
Baldridge Criteria: Building a Culture of Petformance Excellence. Additional information on each of these areas is available
through the
HAINES CENTRE for STRATEGIC MANAGEMENT
www. Hainescentre.com
17
Core Strategies
Core Strategies are the primary ways we "close the gap" between today and our desired Future
Mission and Vision. Thus, they are also the "glue" and "organizing framework" for all parts
of the organization. They replace the obsolete concept of separate site or department goals.
These are those goals; the same for each segment of the National School District.
1. Title: High Quality, Standards -based Instructional Program
We will refine and implement core instructional strategies, practices and resources to
ensure that every student makes measurable progress in their academic and social
development.
2. Title: High Quality Staff
We will ensure that every student is taught by high quality, effective and well -trained
staff.
3. Title: Safe & Healthy Environment
We will enhance safe and healthy environments that support learning and physical well-
being for students, staff and our community.
4. Title: Effective Communication and Outreach
We will ensure that teachers, staff, parents and community are well informed through
timely and effective two-way communication that enhances collaboration, decision -
making, and partnerships in service of student success.
5. Title: Managing Fiscal Resources
We will ensure the effective use of District fiscal resources to support student
achievement.
18
Core Strategy #1
High Quality, Standards -based Instructional Program
We will refine and implement core instructional strategies, practices and resources to ensure that
every student makes measurable progress in their academic and social development.
How is it changing?
FROM (2011)
4
TO (2017)
No identified core instructional
strategies district -wide
4
Consistent implementation of core
instructional strategies using the NSD
Instructional Model
ELL and Special Ed students not
making adequate progress
4
ELL and Special Ed students closing the
achievement gap
Insufficient ELD strategies to support
the core curriculum
4
Robust set of ELD strategies used
consistently in core instruction throughout
the district
Inconsistent program for high
achieving students
4
Consistent, high quality program for
advanced learners
California 1997 Standards
4
Full implementation of Common Core
Priority Action
1.1
Refine the NSD 4D Instructional model by merging EDI practices with the
instructional shifts required by Common Core
1.2
Expand data teams to include ELA & Math, with a focus on collaboration to improve
instruction
1.3
Train and support teachers in using new Common Core instructional strategies with
focus on text complexity, citing evidence from text and instructional planning
1.4
Expand walk-through process for instructional practice to all P1 Year 3 schools
19
rg
Core Strategy #2
High Quality Staff
We will ensure that every student is supported by high quality, effective and well -trained
staff.
How is it changing?
FROM (2011)
4,
TO (2017)
Obtaining:
• Work with universities &
provide induction
• Post positions with
bilingual preferred
3
Obtaining:
• Active partnerships with IHEs to
recruit world -class staff
• Support program for 1s` year employees
to ensure alignment to district and
exemplary teaching skills
Maintaining:
• District PD focuses on annual
district needs
New hire boot camp (2 days) for
cert. staff
• Tech Liaison meetings
for certificated staff
• Inconsistent approach to identifying
& building leadership
5
Maintaining:
• Long term, targeted, focused
and differentiated PD
• Ongoing, differentiated support for new
& existing staff
• Long term, differentiated PD
in technology
• Institutionalized system to
develop distributed leadership
Retaining:
• Employee of the MO -most depts.
& District -wide
• Recognition for student attendance
& achievement
• Encourage professional
growth through salary step
increases for additional units
4
Retaining:
• District -wide events that build morale
& community
• Recognition for staff & student
attendance and achievement
• Provide online or district/University
partnership so teachers can
continue to build capacity and
education (option to earn unitsl
Priority Action
2.1
Continue to align all school goals, action plans and budgets (SPSA) & department
plans to NSD Strategic Plan
2.2
Create long-term plan Common Core professional development
2.3
Develop and implement Phase 2 of employee recognition program to strengthen
sense of community
24
Develop and implement Phase 2 to align district hiring practices to promote district
vision & goals
2 5
Develop and implement Phase 2 to align district supervision practices to promote
district vision & goals
20
Core Strategy #3
Safe & Healthy Environment
We will enhance safe and healthy environments that support learning and physical well-
being for students, staff and our community.
How is it changing?
FROM (2011)
4
TO (2017)
Anti-bullying/PBIS program - 3 schools
4
Anti-bullying/PBIS program - all schools
Safe Routes traffic calming
4
Safe Routes to include parent involvement
59% obese students or high risk for
obesity
4
Reduce percentage of obese children to 40%
PE teacher grant - short term
4
Fully implement PE curriculum
40% of students eating school
breakfast
4
75% of students eating school breakfast
district -wide
Fragmented approach to
addressing students with special
4
Centralized, coordinated system to address
students with special health needs
Inconsistent implementation of district
Wellness Policy
.
Consistent implementation of Wellness
Policy district -wide including parent
Have reached electrical capacity at all
schools
4
Sufficient electrical capacity at all sites to
meet infrastructure and instructional
priorities of the district.
Priority Action
3.1
Develop a plan to upgrade electrical requirements to accommodate Common Core
expectations
3.2
Increase District IT network to support Common Core instructional requirements
3.3
Implement and monitor plan to increase wireless capacity district -wide
3.4
Implement Wellness Policy district -wide
3.5
Develop district -wide Positive Behavior Interventions & supports plan (PBIS) and
related site PBIS plans
3.6
Expand Breakfast in the Classroom pilot program to 2 additional schools
21
Core Strategy #4
Effective Communication and Community
Outreach
We will ensure that teachers, staff, parents and community are well informed through
timely and effective two-way communication that enhances collaboration, decision -making,
and partnerships in service of student success.
How is it changing?
FROM (2011)
4
TO (2017)
Ineffective communication throughout
district — not consistent school to
school and district -wide
4
■ Effective communication system
district- wide
■ Employees feel informed and supported
in multiple ways
Parents feel unwelcome &
disconnected at some schools
4
Increased parent involvement; parents feel
positive and welcome at all schools
No standard for customer service for
external or internal customers
4
Consistent implementation of district
standards for customer service for external
and internal customers
Priority Action
4.1
Develop a district -wide communication plan
4.2
Developconsistent site -level newsletter
4.3
Implement plan to train PTO Boards to increased parent/guardian engagement
4.4
Develop criteria and assess quality of customer service for parents, community,
vendors and internal customers
22
(El
Core Strategy #5
Managing Fiscal Resources
We will ensure the effective use of District fiscal resources to support student achievement.
How is it changing?
FROM (2011)
4
TO (2017)
Response to changing environment
trends toward reactionary
4
Pro -active planning and response to
rapidly changing environment
Decreasing school funding
4
Develop a decision -making process to
assist district & site to make fiscal
decisions based on student needs
Upgrades needed to facilities district-
wide
4
Upgrades in the Facilities Plan completed
district -wide
Aging technology district -wide, no
system to ensure replacement &
upgrades
4
Site/district maintaining up-to-date,
effective technology system that enhances
student learning
Priority Action
5.1
Due to the new LCFF funding model, realign district & site budget to the Strategic
Plan
5.2
Develop and implement a Facilities Master Plan
5.3
Develop and implement a plan to provide LCFF and LCAP information to sites, staff
& community
23
Major Change Summary
1. Quality, Standards -based Instructional Program: Refine and implement non-negotiable instructional strategies, practices and resources to
ensure that eve student ressinthe• d
it 1.41.1.111.1111. an social development.
FROM (2011)
4
TO (2017)
No identified core instructional strategies district -wide
+
Consistent implementation of core instructional strategies using the
NSD Instructional Model
ELL and Special Ed students not making adequate progress
4
ELL and Special Ed students closing the achievement
Insufficient ELD strategies to support the core curriculum
4
gap
Robust set of ELD strategies used consistently in core instruction
throughout the district
Inconsistent program for high achieving students
4
Consistent, high quality program for advanced learners
California 1997 Standards
+
Full implementation of Common Core
2. High Quality Staff Ensure that every studettt i
,...,y,.. y .,,,y„ yuuirty, elieCL/Ve Una wen-rrainea staff.
FROM (2011)
4
TO (2017)
Obtaining:
• Work with universities & provide induction
• Post positions with bilingual preferred
4
Obtaining:
• Active partnerships with 1HEs to recruit world -class staff
• Support program for 1s, year employees to ensure alignment
to district and exemplary teaching skills
Maintaining:
• District PD focuses on annual district needs
• New hire boot camp (2 days) for cert. staff
• Tech Liaison meetings for certificated staff
• Inconsistent approach to identifying & building
leadership
4
Maintaining:
• Long term, targeted, focused and differentiated PD
• Ongoing, differentiated support for new & existing staff
• Long term, differentiated PD in technology
• Institutionalized system to develop distributed leadership
Retaining:
• Employee of the month --most departments & District-
wide
• Recognition for student attendance-& achievement
• Encourage professional growth through salary step/
g ry
increases for additional units
4
Retaining:
• District -wide events that build morale & community
• Recognition for staff & student attendance and achievement
• Provide online or district/University
e partnershipaion i so teachersto
can continue to build capacity and education (option to earn
units)
3. Safe & Healthy Environment: Enhance safe and healthy environments that support learning and physical well-being for students, staff and our
community.
FROM (2011)
4
TO (2017)
Anti-bullying/PSIS program - 3 schools
4.
Anti-bullying/PHIS program - all schools
Safe Routes traffic calming
4
Safe Routes to include parent involvement
59% obese students or high risk for obesity
5
Reduce percentage of obese children to 40%
PE teacher grant - short term
4
Fully implement PE curriculum
40% of students eating school breakfast
4
75% of students eating school breakfast district -wide
Fragmented approach to addressing students with special
health needs
+
Centralized, coordinated system to address students with special
health needs
Inconsistent implementation of district Wellness Policy
4
Consistent implementation of Wellness Policy district -wide
including parent education
Have reached electrical capacity at all schools
•+
Sufficient electrical capacity at all sites to meet infrastructure and
instructional priorities of the district.
4. Effective Communication and Community Outreach: Ensure that teachers, staff, parents and community are well informed through timely and
effective two-wavcommuniaton that enhancescollab d .
oranon,
ecuion-making, and partnerships in service of student success.
FROM (2011)
4
TO
Ineffective communication throughout district - not
consistent school to school and district -wide
4
Effective communication system district -wide
Employees feel informed and supported
Parents feel unwelcome & disconnected at some schools
4
Increased parent involvement; parents feel positive and welcome
at all schools
No standard for customer service for external or internal
customers
4
Consistent implementation of district standards for customer
service for external and internal customers
S. Managing Fiscal Resources: Ensure the effective use Dit
of
sri,,p,,,u,+emma:escosupportstudentachievement
FROM (2011)
4 .
TO
Response to changing environment trends toward
reactionary
4
Pro -active planning and response to rapidly changing environment
Decreasing school funding
4'
Develop a decision -making process to assist district & site to make
fiscal decisions based on student needs
Upgrades needed to facilities district -wide
4
Upgrades in the Facilities Plan completed district -wide
Aging technology district -wide, no system to ensure
replacement & upgrades
4
Site/district maintaining up-to-date, effective technology system
that enhances student learning
•
•
24
Yearly Comprehensive Plan
hensive Ma
Year:2013
-.�- .. -
Involvement? 'People support what they help create" -"People do what we inspect
not what we expect"
Strategic
Leadership
Team
Meetings
Cabinet
Meetings
Employee
Involvement:
Site & District
Annual Work
Plan Review
(Lead Team)
Annual Update
of Strategic
Plan/Changes
(Sheri &
Original Group)
Board Meeting
Dates
Board
Reporting and
Approval
Sessions
Budget
Development
-
21
8
Approve Aud Raped
23
FEB
25
• 25
13
27
MAR
18
18
13
Approve 2. Interim
APR
22
22
16
17
24
MAY
20
20
Staff Presentations &
Work Alignment
8
22
JUNE
10
10
12
26
JULY
15
15
10
24
AUG
19
19
Survey Staff&
Community
14
28
SEPT
16
16
Communicate Goals to
Staff & Community
14
11
Approve Budgets
--
OCT
28
28
9
23
NOV
18
18
13
13
DEC
16
16
Newsletter to Update
Parents and Staff
11
Approve 14 interim
_-
JAN
2013
27
27
Develop 2013-14
Annual Prioties
22
25
NSD Strategic Plan: Prioritized Action Plan: January 2014 — June 2015
idI triry 27. 2014
Core Strategy: Managing Fiscal Resources
Goal Statement: Ensure the effective use of District fiscal resources to support student achievement.
Dates
us
S(quarterly
StepEvidence
#
Action Steps
Who Leads?
Who's Involved?
Resources Needed?
Target
Anticipated
reporting)
Progress Lag
How will we achieve our desired outcome?
ill ensure this antlon
Who wis completed?
Time, Material
Budget
completion?
What have we done?
Priority 5.1: Align District budgets to the Strategic Plan and the
Local Control Accountability Plan (LCAP) to support student
Cindy Frazee
Ongoing
1
Collect data
on mtg dates
and
outcomes
achievement.
A. Hold LCFF and LCAP meetings to seek community and staff
input on how to spend the new monies.Whitney
B. Hold a Town Hall meeting and/or survey to discuss the
LCFF and the LCAP, and to seek further community input.
C. Board hearing and approval of the LCAP to support student
achievement.
CCis Carson
Chris Oram
June 2014
June 2014
Priority 5.2: Develop and implement a Facilities Master Plan to
21' Century Learning.
Cindy Frazee
Ongoing
1
Collect data
on mtg dates
and
outcomes
support
A. Community meetings to gauge the desired facility needs of
each site.
B. Seek City of National City registered voters input and
support on a potential General Obligation Bond (GO Bond)
that would support implementation of the Facilities Master
Plan.
C. Report to the Governing Board, the Preliminary findings and
results of the Facility Master Plan.
Chris Carson
PJ Whitney
Chris Oram
June 2014
June 2014
g g
Priority 53: Develop and implement a plan to provide Local
Control Funding Formula (LCFF) and Local Control
Accountability Plan (LCAP) information to sites, staff and
Cindy Frazee
Ongoing
1
Collect data
on mtg dates
and
outcomes
community.
A. Hold LCFF and LCAP meetings to seek community and staff
input on how to spend the new monies.
B. Hold a Town Hall meeting and/or survey to discuss the
LCFF and the LCAP, and to seek further community input.
C. Board hearing and approval of the LCAP to support student
achievement.
Chris Carson
Pi Whitney
Chris Oram
June 2014
June 2014
g g
NSD Strategic Plan: Prioritized Action Plan: January 2014 — June 2015
Strategy: Effective Communication & Outreach
Goal Statement: Develop District service standards and expectations for how we interact and communicate with staff and community.
Step Evidence
J:utuury Z''. 2l114
1
2
3
Emailed
newsletters
to staff.
School
Newsletters
Collect data
on mtg dates
and
outcomes
Collect data
on training
completed.
Measure
effectiveness
Action Steps
How wilt we achieve our desired outcome?
Priority 4.1: Establish a district -wide communication plan
Develop a District -wide Communication Plan
A. Establish a committee to develop a districtwide
communication.
B. Create and distribute School Monthly Parents/Community
Newsletter
Increase & encourage parent/guardian engagement
A. Research strategies to create a plan to train Parent volunteers
and/or PTSO elected officers
Improve Customer Service for parents, community, vendors and
internal customers,
A. Provide customer service training for office staff
B. Develop/create plan to determine availability of Trainers,
schedules and selection of personnel
C. Develop surveys for principals, Office Technicians and
Administrative Assistants
Who Leads?
Who's Involved?
Who will ensure this action
is completed?
Cindy Frazee
Cindy Frazee
PJ Whitney
Chris Oram &
Yvette Olea
Sonia Ruan
Site Principals
Consultant
Sergio Rosas
Sonia Ruan
Site Principals
Sergio Rosas
Cindy Frazee
Sonia Ruan
Chris Oram
Resources Needed?
Time, Matenal
Budget
June 2014
Districtwdde PTO Board
Meeting scheduled
1-29-14
2-26-14
3-2014
Training provided —
follow up planned.
Target Dates
Anticipated
completion?
June 2014
June-2014
Training
Completed
Follow-up
Planned 14-
15
Status
(guartedy reporting)
Progress Log
What have we done?
Ongoing
Process
underway
Completed
e, ti
r" r
NSD Strategic Plan: Prioritized Action Plan: January 2014 — June 2015
la Ion-, 27. 21)14
Core Strategy: Safe and Healthy Learning Environment
Goal Statement: Develop a district -wide comprehensive safety plan, which will be utilized to support the development of comprehensive school site safety plans
and will include Positive Behavior Interventions and Supports
Step
tl
Key Measure
2
3
4
5
How to Track
Progress?
Completed
document
Completed
Vision
Statement
Completed
document
Completed
document
Completed
document
Evidence of
meeting
Action Steps
How will we achieve our desired outcome?
Priority 3.2: Develop, implement and communicate school safety
plans.
Identify Safe School Planning Committee
- write or delegate Comprehensive School Safety Plan
- consult with law enforcement in the writing and
development of the plan
Create Vision for School Safety Plan
What do we need to create a school community where
students feel safe, connected and ready to learn?
May consider using mission statement of district and
expanding to include safety
Update current Comprehensive School Safety Plan documents (2005)
- Board policies/Administrative Regulations
- Crime data
Behavior /discipline data
Assist principals in writing 2013-2014 Comprehensive Site Safety
Plans
Communicate plans to stakeholders
- public forum (School site councils or safety committee can
conduct)
- Board approval
Who Leads?
Who's Involved?
Who will ensure Min action
is completed?
Dir. of Student
Support Services
Principals/
Sate Schools
Planning
Committee
Dir. of Student
Support
Services/Principals
Safe Schools
Planning
Committee
Dir. of Student
Support
Services/Principals
Safe Schools
Planning
Committee
Dir. of Student
Support Services
Dir. of Student
Support Services!
Principals/Safe
Schools Planning
Committee
Resources Needed?
Time, Material
Budget
Possible hourly time for
workgroup members
Current mission statement
Possible hourly time for
committee members
2012-2013 school site
safety plans
Crime data - school
related
Behavior/discipline data -
school related
2012-2013 school site
safety plans
Possible hourly time for
committee members
Target Dates
Anticipated
completion?
June 2014
June 2014
June 2014
June 2014
Status
(quarterly reporting)
June 2014 and
annually there
after
Progress Log
What have we done?
Documentation
of meeting -
completed
required
components of
Safety Plan
Documentation
of meeting -
completed
required
components of
Safety Plan
Updated
components in
2005 plan
Updated site
plans
Documentation
of meeting
Completed
Comprehensive
Site Safety Plans
Evidence of
approval
NSD Strategic Plan: Prioritized Action Plan: January 2014 — June 2015
Core Strategy: Safe and Healthy Learning Environment
Goal Statement: Implement the Board Approved Wellness Policy that includes nutrition and physical education guidelines.
Step Ke�_
How to Track
Progress?
Action Steps
How will we achieve our desired outcome?
Priority 3.1: Develop, implement and communicate an updated
Wellness Polic for school site based fundraisin
Completed Wellness Policy implementation plan for schoul site based
document fundraising, that includes
• timelines
• training
• materials
• student and parent nutrition education plan
• communication plan for site based fundraising
• quarterly monitoring/auditing component to ensure
implementation is occurring
Who Leads?
Who's Involved?
Who will ensure this anon
is completed?
Assistant Supt. of
Ed. Services
Dir. of Business
Support Services
Resources Needed?
Time, Material
Bud el
Possible hourly time for
committee members
Clerical
Printing/Distribution
Possible hourly time for
committee members
Target Dates
Anticipated
completion?
June 2014
Status
(quarterly reporting)
Progress Log
What have we done?
Report on plan
development
Report on plan
development
NSD Strategic Plan: Prioritized Action Plan: January 2014 — June 2015
Core Strategy: High Quality Staff
Goal Statement: Review and refine hiring practices that promote the District's vision and goals.
Juruury 27. 21)11
Step
#
Key Measure
Action Steps
Who Leads?
Who's Involved?
Resources Needed?
Target Dates
Status
(quarterly reporting)
Log
Evidence of
Complementation
How will we achieve our desired outcome?
Who will ensure this action
a eompleted4
Time. Material
Budget
Anticipated
completion?
Progress
What have we done?
Priority 2.4: Further refine hiring practices to align with NSD's
Strategic Plan.
5
Procedures
document
a) Review and update current student teacher placement
procedures.
h) Review and refine current District hiring of certificated and
classified staff.
Asst. Supt.Hwnan
Resources
Administrators will assist
in implementing new
procedures.
June 2014
Hiring
practices have
been updated.
NSD Strategic Plan: Prioritized Action Plan: January 2014 — June 2015
Core Strategy: High Quality Staff
Goal Statement: Build and strengthen our sense of community through employee recognition
anuar� 27.211
Step
Key Measure
MWho
Evidence of Completion
Action Steps
Leads?
Who's Involved?
Resources Needed?
Target Dates
Status
(quarterly reporting)
How will we achieve our desired outcome?
Who will ensure this action
is completed?
Time, Material
Budget
Antiompleto
Log
Progresshave
3
Committee
Priority 2.3: The employee recognition program will be
explored and expanded.
completion?
What nave we done?
participant list,
Recommendations
Document
a) A committee will he created to explore employee
recognition
b) Revisit em to 'ee reco
P y gnition and identify creative
ways to highlight employee accomplishments/
contributions (i.e. email blasts, District website,
school site newsletters, social media, etc.).
Asst. Supt., HR
Off the clock committee
work and compensation.
June 2014
31
NSD Strategic Plan: Prioritized Action Plan: January 2014 — June 2015
idnuTA 27.2014
Core Strategy: High Quality Staff
Goal Statement: Create a long-term plan for professional development that aligns with the District's goals to build capacity in all staff members.
Step
II
Key Measure
Action Steps
Who Leads?
Who's Involved?
Resources Needed?
Target Dates
Status
(quarterly reporting)
Evidence o
completion
How will we achieve our desired outcome?
Who will ensure this action
is completed?
Time, Material
Budget
Anticipated
completion?
Progress Log
What have we done?
Priority 2.1: To implement the district's Professional
Development plan, "in-house" leaders will be identified and
trained. They will provide professional development in all
identified areas of our organization (District, site, and
individual professional development goals). Models of
professional development will be explored and implemented,
such as the "Trainer of Trainer" model.
Trainer
Certifications
Training
agenda/PD
plan
a) Systematic English Language Development Leadership
Institute training.
b) Research leadership training on creating clarity of vision,
mission and values.
Asst. Supt,
Administration,
Leadership team
Superintendent
$5,000 for Systematic
English Language
Development Training
Leadership
Training
occurred
July 2013
Teacher
training will
occur between
January -March
2014.
2
Priority 2.2: Professional development will be based upon
proven research based best practices (Le. 3-5 year plan to fully
implement and build capacity in these strategies with no more
than 3 focus areas. Year 1 — introduction/definition, Year 2-
classroom implementation, Year 3 — Assessing and coaching).
Need's
assessment
document
PD plan
a) Develop and implement a needs assessment for general
and individual professional development to build capacity
for the District focus areas on a site and individual basis.
(i.e., Systematic English Language Development)
b) Create professional development academies that address
site and individual identified needs. (i.e. site trainings,
coaching/mentoring, live seminars, webinars, websites
sources, etc.).
Asst. Supt., HR,
Leadership Team
A needs assessment tool
will be created to gather
PD information.
Trends will be identified
and shared with Asst.
Supt.
Off the clock release time
for Leadership work.
May 2015
NSD Strategic Plan: Prioritized Action Plan: January 2014 — June 2015
.ramt,n? _2n1-1
5
Priority 1.5: Systematic ELD will be implemented district wide to
provide instructional coherence and coherent student access to
research based ELD instructional practices
a. Teachers of cohort 2 schools receive 1 day training, with 2 days
of follow-up
b. Teachers of cohort I schools receive 2 afternoon trainings and
are surveyed to determine next steps
c. ELD Leadership team continues training with EL Achieve
Director, Ed Services
ELD Leadership
Team
Cohort 2 training $18,000
Title 1 funds
Cohort 1 training on
Thursdays
ELD Leadership Team
$10,000 Title 1 funds
February 2014
September
2013, March
2014
March 2014
Reviewed during
Asst. Supt,
Director
meetings
3-5
NSD Strategic Plan: Prioritized Action Plan: January 2014 — June 2015
lanumc 27. 2014
Priority 1.3: Teachers will use strategies to address the Common
Core Standards, with a focus on text complexity, citing evidence
From text and instructional planning.
3
a. Professional learning for principals and teachers on ELA CCSS
structure and organization, with emphasis on the College and
Career Readiness standards.
b. Completion of Learning Headquarters training in CC writing
standards
c. Professional Learning on specific instructional strategies for
principals
d. Professional Learning on specific instructional strategies for all
NSD teachers
e. "Look for" protocols developed to determine level of
implementation of learning at sites
f. Grade level leads complete SDCOE Common Core Academy,
and work with grade level team members to implement
strategies learned during academy classes
g. Common Core Committees continue advising and working on
instructional practices, assessment systems, report cards, new
learning
Ed Services
Asst. Supt. Ed
Services
Common Core
Committee members
$8,500 for CCSS training
from Professional
Development Fund
S8,500 for substitutes for LH
training from Title I Fund
$85,000 for Teacher and
Principal Professional
Learning from CCSS
Funding Plan
$2,000 for "Look Fors" done
by Common Core
Committees from CCSS
Funding Plan
$50,000 for Common Core
Academy from Professional
Development funds
August 2013
November
2013
June 2014
June 2014
June 2014
Monthly Check
in with Strategic
Planning Team
4
Priority 1.4: The walk-through process for instructional
improvement will be expanded to all schools in Program
Improvement Year 3 as part of the "Corrective Action"
a. Walk-through protocols systematized at Central school
b. PI Year 3 principals attend walk-throughs and determine what
school program to monitor
c. PI Year 3 schools work with their leadership teams to set-up
walk-throughs
d. P1 Year 3 schools implement al least two walk-throughs during
the 2013-2014 school year
e. Leadership teams at P1 Year 3 schools determine goals for
walk-throughs in 2014-2015
Asst. Supt Ed
Services
Principals PI Year 3
Schools
Site Funds for release time
for walk-throughs
June 2014
Review progress
at PI Year 3
quarterly
meetings
NSD Strategic Plan: Prioritized Action Plan: January 2014 — June 2015
Janear:27.2014
Core Strategy: High Quality, Standards -based Instructional Program
Goal Statement: NSD will ensure that all students will he prepared with the 21st Century skills required to succeed in a rapidly changing world with
100% of all teachers implementing the instructional strategies required for Common Core State Standards by June, 2016.
Step
Key Measure
Action Steps
Who Leads?
Who's Involved?
Resources Needed?
Target Dates
Status
portin
(quarterlyreporting)
How to Track
Progress?
How will we achieve our desired outcome?
Who wit ensure this action
r3 completed?
lime, Material
Budgetpletionhave
AnticipatedProgress
completion?
Log
What have we done?
Priority 1.1: Data Teams will expand to include English Language
Arts as well as math, with an increased focus on collaboration to
improve instructional practices pertaining to the Common Core.
1
a. Principals will use site categorical and LCFF dollars to provide
time for data team planning
b. Model for collaboration during data team meetings will be
further developed at each site
c. ELA/ELD data points will be developed and/or defined by Ed
Services
Educational Services
Dept. Team
Principals
School Site Budgets
Schedule developed by
principals
Progress
checks March
2014, June
2012
Mid Year
Reports to Supt.
will provide
evidence of data
team schedules
and results
Priority 1.2: The NSD 4 D instructional model will be further
defined to merge EDI practices with the instructional shifts required
for Common Core implementation.
2
a. A committee comprised of teachers from Central School and other
teacher leaders will be formed to develop the NSD Common Core
Instructional Model (CCIM)
b. CCIM will be piloted and evaluated in committee member
classrooms with assistance from outside consultant
c. Instructional model will he systematized as NSD completes
Common Core implementation.
Supt., Asst. Supt Ed
Services
$4,800 for off clock or
release time for committee
members and $60,000 for
consultant from Program
Improvement Funding
June 2014
Review progress
at bi-weekly
Asst. Supt, Supt
meetings
ITEM #1
STAFF REPORT -NATIONAL
CITY BALLOT MEASURE
•
City Council Staff Report
June 17, 2014
ITEM
Staff Report: Submission of a ballot measure to extend for twenty years an existing voter
approved Transactions and Use Tax (a sales tax) in the amount of one cent (1 %) to the qualified
voters of the City at the General Municipal Election
BACKGROUND
In November, 2006 the voters of the City of National City voted to establish dedicated local
funding to provide for City services benefitting National City residents, businesses and visitors.
Proposition D has maintained the City's 911 services, prevented cuts to police and fire services
and ensured adequate funding for parks, libraries and other City programs. As a locally enacted
measure, the sales tax created a funding stream that could not be taken by other entities such as
the State of California. The law provides this locally controlled revenue stream is not applied to
rent, utilities, groceries (unprepared food for human consumption) or prescription medication.
National City has a vibrant daytime community with the population almost doubling that of the
night time population as a result of people coming in to work in the community or simply to
enjoy the City's amenities. All of these individuals are utilizing City resources as they drive on
National City roads, and use the parks, library, community programs, and fire and police
services. Our locally -enacted funding allows the City to cover a portion of the costs associated
with meeting the needs of such visitors.
The 2006 ballot measure came as the result of a fiscal crisis for the City of National City. In
2005 and 2006, the City faced structural deficits of $4 million and $6.7 million, respectively,
resulting from outside economic forces including takeaways by the State. The convergence of
these factors resulted in significantly decreased revenues, the direct result of which was a
decrease in services to National City residents and visitors. Impacts included a reduction in
library hours of operation and a reduction of personnel, including firefighters and police officers.
Due to circumstances outside of its control, the City faced additional fiscal challenges, beginning
in 2008 with the onset of the global recession, the recovery from which still is not complete. The
recession coupled with Sacramento money grabs, created significant challenges to the City
through the loss of investment income and revenue streams intended to bring projects to National
City that would have increased the City's tax base.
Page 2
Staff Report — Ballot Measure Extending Sales Tax
June 17, 2014
In 2011, the State -mandated dissolution of redevelopment agencies eliminated millions of dollars
in State funding that National City relied on for economic development, anti -blight, and other
critical programs.
Proposition D is scheduled to expire, in September 2016. The ability to forecast diverse revenue
streams is critical to National City's long-term stability. Proposing an extension to Proposition D
in 2014 helps provide financial certainty going forward, and allows the City to continue its long
term planning and programming efforts. Maintaining financial stability is crucial to the future of
National City.
DISCUSSION
With the current measure set to expire soon, in September, 2013 staff developed a Three Year
Operating Plan and initiated an independent Community Opinion Survey, both of which were
presented to the City Council in January, 2014. Survey results, as presented, showed that 64% of
residents believe that the City is "generally headed in the right direction", with strong
favorability ratings for the Fire Department at 95%, the Police Department at 88% and National
City government overall at 69%. The City of National City is a full service City with its own
locally controlled fire and police department as well as other programs and services desired by
residents and local businesses such as neighborhood code enforcement, library, street and sewer
repair and maintenance, and park and recreation programs. More than three -in -four respondents
(78%) believe the City needs funding to maintain the current level of City services.
Should Proposition D expire, the City will lose approximately $10 million a year. The revenue
generated by Proposition D represents approximately 24% of the City's annual General Fund
operating budget. The General Fund supports many programs and services including fire, police,
code enforcement, and youth and senior recreation programs. At 24% of the General Fund
operating budget, the loss of this revenue will create a fiscal crisis for National City. Without this
dedicated revenue stream, the City is forecasted to face a 22.3% reduction in personnel. A
reduction in personnel will impact programs and service delivery City-wide, including:
• Fire — closing of Fire Station 31 (one of only two National City fire stations)
• Police — a reduction in 44% of the City's police officers, elimination of Gang
Enforcement, SWAT, Traffic and Community Services Units; elimination of the drug
prevention program and school police officers; reduction in the number of neighborhood
patrols Neighborhood Services — elimination of the Graffiti Removal program
• Housing and Grants — elimination of the City run Senior Nutrition Program (return the
program to the County to find other partners/grantees)
• Library — a 23% reduction in Library hours; elimination of the Literacy Program
• Community Services — closure of community centers and associated recreation and senior
programs, closure of Casa de Salud and the Manuel Portillo Youth Center teen program;
closure of the El Toyon Recreation Center and the Tiny Tots youth program.
The proposed Proposition D continuation measure will prevent a fiscal crisis and continue a
dedicated revenue stream for vital programs and services benefiting National City residents,
businesses and visitors. If approved by voters, the measure would continue the current rate of
Page 3
Staff Report — Ballot Measure Extending Sales Tax
June 17, 2014
one cent (1%), with no increase. With an affirmative vote of the majority of voters, this measure
would remain in effect for an additional twenty years and would continue to be reviewed every
five years by an Independent Oversight Committee.
National City has undertaken several initiatives to maintain fiscal integrity. Staffing levels have
been reduced; conservative spending plans have been adopted and adhered to; and economic
development and redevelopment plans have been drafted with some executed and others slated
for execution (the process has been slowed by the economic downturn). Throughout, the City has
maintained clean audits. The current forecasted crisis emanates from political and market forces
outside of the City's control, including but not limited to the State's elimination of
Redevelopment Agencies. Locally, the loss of the Redevelopment Agency has resulted in the
loss of approximately $7 million in tax increment revenue, and a significant slowing in
revitalization efforts. The continuation of voter -approved, local revenue will provide funds that
stay in National City for the benefit of National City residents, businesses and visitors. After
hearing a summary of the proposed continuation measure, 75% of survey respondents support
continuing the existing, voter -approved one cent sales tax.
PROCEDURE REGARDING PLACING A BALLOT MEASURE ASKING VOTERS TO
EXTEND THE EXISTING TRANSACTIONS AND USE TAX
California Revenue and Taxation Code section 7285.9 authorizes the City Council to levy,
increase, or extend a transactions and use tax (a sales tax) at a rate of 0.125 percent or a multiple
thereof, as long as the ordinance is approved by two-thirds of the City Council and by a majority
vote of the qualified voters of the city voting in an election on the issue.
At the January 21, 2014 City Council meeting, the City Council authorized the development and
drafting of a proposed ballot measure to extend the City's existing voter -approved district sales
tax beyond 2016 to maintain the City's public safety services, prevent cuts to police and fire
services, and ensure adequate funding for parks, libraries, and other City services. At the
February 18, 2014 City Council meeting, city staff presented the proposed timeline for the
development and drafting of such a proposed ballot measure to be placed on the November 2014
ballot. Staff is now returning with the resolutions and ordinances placing a measure on the
November 4, 2014 ballot for voter approval of a twenty year extension of the one -cent (one
percent) transactions and use tax.
In order to proceed, pursuant to Section 7285.9 and other applicable state law, the City Council
would first enact an ordinance amending Section 4.60.170 of the Municipal Code. The ordinance
would take effect immediately pursuant to Government Code section 36937, because it relates to
"taxes for the usual and current expenses of the city." The Council would also adopt an
ordinance ordering the submission of a proposition to the voters at the regular municipal election
on November 4, 2014, to consider approval of the ordinance, and a resolution calling the
election, submitting the ballot measure to the voters and approving the form of the ordinance.
Those ordinances and resolutions are before the City Council for consideration of adoption.
To qualify as a general tax, requiring a majority vote, the taxes must be deposited into the
General Fund. These funds can be used for any service or activity paid for from the City's
Page 4
Staff Report — Ballot Measure Extending Sales Tax
June 17, 2014
General Fund, such as police, fire, park, and library services. There can be no commitment in
advance as to how the monies will be spent, other than for general municipal services.
If approved, the ordinance would continue the transactions tax at the rate of one percent of the
gross receipts of any retailer from the sale of all tangible personal property sold in the city. The
ordinance would continue a use tax on the storage, use, or other consumption in the City of
tangible personal property produced from any retailer at the rate of one percent of the sales price
of the property. Certain transactions would continue to be exempt from the tax, such as a sale of
property to be used outside the City and which is shipped to a site outside the City.
The tax would continue an additional twenty years until the City Council reduces or repeals the
tax based upon finding that the levy and collection of the tax is no longer necessary. The
provision requiring an independent committee comprised of three experts in financial matters to
convene every five years to report their recommendations to the Mayor and City Council as to
whether the tax should remain in effect at the current rate, be reduced, or be terminated would
remain in effect.
RECOMMENDATION
In order to maintain service levels and achieve fiscal viability, staff recommends that the City
Council adopt the proposed ordinance, ordering the submission of a measure to extend the
existing voter approved transaction and use sales tax in the amount of one cent (1%) to the
qualified voters at the General Municipal Election to be held on November 4, 2014.
This ballot measure will continue existing funding beyond its expiration date for an additional
twenty years with no increase in tax rate to maintain the City's public safety, prevents cuts to
police and fire and ensures adequate funding for parks, libraries and other vital City services.
With thousands of people visiting National City every day, the existing Proposition D has
ensured that out-of-towners continue to pay their fair share for police, fire, street repair and other
services they use when they visit our City, while not being applied to food purchased as
groceries or prescription medication.
FISCAL IMPACT
Continuing Proposition D at the current rate of one cent will provide approximately $10 million
per year in revenue to the City of National City to continue to provide programs and services to
residents, businesses and visitors which have been identified as essential or desired such as
police patrols, 911 medical emergency services, fire response, gang/drug prevention programs,
street and pothole repair, library services, youth and senior recreation programs.
STAFF REPORT
PROPOSED TIMELINE FOR THE DEVELOPMENT AND DRAFTING OF
A PROPOSED BALLOT MEASURE TO EXTEND THE CITY'S PREVIOUSLY
VOTER -APPROVED TEN YEAR DISTRICT SALES TAX BEYOND 2016
TO MAINTAIN THE CITY'S PUBLIC SAFETY SERVICES, PREVENT CUTS
TO POLICE AND FIRE SERVICES AND ENSURE ADEQUATE FUNDING
FOR PARKS, LIBRARIES, AND OTHER CITY SERVICES,
TO BE PLACED ON THE NOVEMBER 2014 BALLOT
Introduction
On January 21, 2014, City Staff presented a three year operating plan for fiscal years 2015
through 2017. This operating plan took into account the necessary reductions to the general fund
to account for the loss of general fund revenue due to the expiration of the one -cent district sales
tax. Based on the staff presentation, which also included the high level findings from a recent
community survey report, City Council authorized the development and drafting of a proposed
ballot measure to extend the City's existing voter -approved ten-year district sales tax beyond
2016 to maintain the City's public safety services, prevent cuts to police and fire services, and
ensure adequate funding for parks, libraries, and other City services.
Background
The purpose of this staff report is to provide the City Council with the anticipated timeline for
bringing forward for City Council consideration an ordinance to extend the district sales tax. The
timeline is premised upon the ballot measure being placed on the November 2014 ballot, which
is the next regularly scheduled election.
Discussion
The next regularly scheduled election is set for November 4, 20141. There are actions to be taken
by the City Council prior to the election to adopt an ordinance placing the extension of the
previously voter -approved ten-year district sales tax on the November ballot. Elections Code
section 9222 requires that the "election shall be held not less than 88 days after the date of the
order of election." The last day (the 88th day) to call the election and for the County to receive
the request for services is August 8th by 5:00 p.m. While August 8th is the last day to call the
election for the ballot measure, the following proposed timeline suggests earlier deadlines to
allow sufficient time for any refinement to the proposed ballot language. The first two dates
correspond to regularly scheduled City Council Meetings, with the remaining City Council
meetings prior to the deadline in parenthesis.
Staff is suggesting November 4, 2014 as that is the next regularly scheduled general election. The California
Constitution (Article 23C, §2(b)) requires general taxes be voted upon in a regularly scheduled general election,
except upon a unanimous vote of the City Council declaring a fiscal emergency.
Time Line for Proposed Ballot Measure
February 18, 2014
Staff Report
• Submission of Proposition (Ordinance)
• Call for Election'
• Impartial Analysis4
• Arguments For/Against Measures
• Rebuttal Arguments°
(in response to arguments for/against)
• Election
July 1
July 1
July 8-15
July 8-15
July 18-25
November 4
(July 15 and Aug 5)
(July 15 and Aug 5)
The above timeline provides sufficient time to continue developing and drafting the ballot
measure as directed. In addition, the timeline provides the City Council ample opportunity to
consider the measure language and make revisions if so needed.
Staff Recommendation
Accept and file report.
2 Elections Code § 9222.
3 Elections Code § 9222, 10002.
Elections Code § 9280 (impartial analysis should occur within 7-14 days after Council places measure on ballot).
5 Elections Code § 9282 (deadline for arguments should occur within 7-14 days after Council places measure on
ballot).
6 Elections Code § 9285 (10 days after arguments).
ORDINANCE NO. 2014 —
AN ORDINANCE OF THE CITY COUNCIL OF THE CITY OF NATIONAL CITY
ORDERING THE SUBMISSION OF A MEASURE TO EXTEND AN EXISTING
VOTER APPROVED TRANSACTIONS AND USE TAX (A SALES TAX) IN
THE AMOUNT OF ONE PERCENT (1 %) TO THE QUALIFIED VOTERS OF THE CITY
AT THE GENERAL MUNICIPAL ELECTION TO BE ON NOVEMBER 4, 2014
WHEREAS, section 7285.9 of the California Revenue and Taxation Code
authorizes cities to levy, increase, or extend a transactions and use tax ("sales tax" or "sales
and use tax") at a rate of 0.25% (or any multiple thereof) to be expended for general purposes,
which transactions and use tax is subject to the approval by a two-thirds majority vote of all the
members of the City Council and by a majority vote of the qualified voters of the City voting in
an election on the issue; and
WHEREAS, Article XIII C, section 2 of the California Constitution requires that a
general tax must be approved by a majority vote of the qualified voters of the City voting in an
election on the issue, and that said election shall be consolidated with a regularly scheduled
general election for members of the governing body of the local government; and
WHEREAS, a majority of the voters of the City of National City approved a one
cent (1%) Transactions and Use Tax which expires in September 2016; and
WHEREAS, without the revenue provided by the existing voter approved local
funding measure the City will cut public safety, reduce gang and drug prevention, police officer
staffing at local schools, neighborhood patrols and graffiti removal and eliminate up to one-third
of the City's firefighters; and
WHEREAS, local funding that cannot be taken by the State ensures adequate
funding for parks, libraries, and other City services; and
WHEREAS, the City Manager has presented evidence that the City faces at the
current expiration of the transactions and use tax a budget deficit in the magnitude of a $8
Million annual shortfall in funding City services, facilities and programs, including public safety
services, facilities and programs, which will result in a substantial reduction in those services,
facilities and programs unless additional sources of revenue can be found; and
WHEREAS, National City has one of the highest crime rates in the County and
public safety represents over 70% of the City general fund budget; and
WHEREAS, the reduction of police, firefighters and paramedics will increase 9-1-
1 emergency response times; and
WHEREAS, it is important to National City residents that we keep our own local
police and fire departments, prevent the outsourcing of these services, and maintain local
control; and
WHEREAS, thousands of people visit National City every day and this local
funding ensures that they pay their fair share for police, fire, street repair and other services
these visitors use when they are in National City; and
WHEREAS, the City Council desires to submit a ballot measure on extending the
previously approved one cent (1 %) transactions and use tax to the qualified voters of the City of
National City at a Regular Municipal Election to be consolidated with the Statewide General
Election to be held on November 4, 2014 (the "Consolidated Election").
THE PEOPLE OF THE CITY OF NATIONAL CITY DO ORDAIN AS FOLLOWS:
SECTION 1. Findings.
A. At an election held on June 6, 2006, a majority of the voters of the City of National City
approved a one cent (1%) Transactions and Use Tax, commonly known as "Proposition
D."
B. Proposition D is codified in Chapter 4.60 of Title 4 of the National City Municipal Code
and has an expiration date on the tenth anniversary of the operate date thereof, unless
extended by a majority of the voters of the City.
C. An extension of Proposition D will be submitted to the voters to extend the expiration
date of Proposition D an additional twenty years, unless repealed or reduced by a vote
of the City Council.
D. The City of National City has taken many steps to reduce costs and protect services.
The City has reduced the overall number of police officers, firefighters, and other city
employees, consolidated City departments, instituted pension reform, and obtained
employee concessions.
E. The City's fiscal situation has been reviewed by the Independent Oversight Committee,
which was comprised of independent financial and municipal experts from the San Diego
region. This Independent Oversight Committee report stated:
"...the City has been able to balance the General Fund budget each year,
but the deficit is structural, returning the next year because revenues are
insufficient to cover expenses. Worse yet, the City's five year budget
forecast show these deficits will persist through 2016. In other words, the
City is not expecting to solve the structural deficit problem, although,
thanks to revenue from the District Tax and actions taken to reduce
General Fund expenditures, the City does expect to keep the deficit from
spiraling out of control. However, when Proposition D expires in 2016 the
sales tax revenue it has been contributing goes away, at which time the
general fund deficit would balloon by its expected value, estimated to be
$9.5 million."
F. The City has taken significant steps toward long-term pension reform. All City employees
pay the maximum employee contributions allowed by CaJPERS into their retirement
programs. The City adopted two-tier retirement benefit structures for both safety and
general members years before the state implemented its revised pension provisions.
G. Employees of the City have made important contributions toward the fiscal health and
stabilization of the City's finances. Employees agreed to share the costs of increases to
health care, and have taken unpaid work furlough.
H. The National City Public Library is open six days a week but operates only four hours a
day on weekends and remains closed on Fridays.
Ordering the submission of a measure to extend Ordinance No. 2014-
an existing Voter approved transactions and use tax 2 June 17, 2014
The City has deferred maintenance in its public facilities. Facilities such as Kimball Park,
El Toyon Recreation Center, and the Senior Centers are all in need of maintenance
which has been deferred due to the lack of funding.
J. The City workforce, including public safety, has been reduced approximately 14% since
2006.
K. The overall reductions taken throughout the City have broadly impacted services
throughout the City. The City Manager's Three -Year Operating Plan estimates that
further cuts amounting to 90.56 full-time equivalent positions will be necessary absent
this local revenue source of funding. Reductions in staffing is a reduction in services to
the community.
L. On May 14, 2013, the City Council was presented with various options regarding
generating local revenues. None of the other presented options were projected to
generate sufficient revenue to meet the City's operating expenses.
M. An independent Community Outreach Survey was undertaken in September, 2013
polling approximately 400 likely voters.
N. Without Proposition D, the City of National City will not be able to maintain existing
programs and services or restore services that have been reduced or eliminated, will not
be able to adequately maintain infrastructure or facilities, will not be able to add
necessary resources to the Police Department, and will not be able to maintain the
reduced Police Department staffing currently in place.
O. On January 21, 2014, the results of the independent Community Outreach Survey were
presented to the City Council.
P. On January 21, 2014, the City Council was presented a Three -Year Operating Plan for
Fiscal Years 2015 through 2017 which discussed the action plan to address the
reduction in revenue due to the expiration of Proposition D. As part of this Three -Year
Operating Plan, all departments, including Fire and Police, were directed to plan for a
24% reduction in general fund operating revenue for Fiscal Year 2017. At the conclusion
of this presentation, the City Council directed the development and drafting of a
proposed ballot measure to extend the previously voter approved one cent district sales
tax beyond its expiration date.
Q. Based on all the information presented at the June 17, 2014 meeting, both written and
oral, including the staff reports, minutes, and other relevant materials, the City Council
finds that under CEQA Guidelines 15060(c)(2) and 15378, subdivisions (2) and (4) of
subdivision (b), this action does not constitute a project under CEQA and therefore
review under CEQA is not required.
SECTION 2. At the consolidated statewide general election to be held on November 4,
2014, there shall be submitted to the qualified voters the following measure to approve an
ordinance extending the previously voter approved one cent (1%) transactions and use tax for
general purposes:
Ordering the submission of a measure to extend
an existing Voter approved transactions and use tax 3
Ordinance No. 2014-
June 17, 2014
National City Continuation of City Services
Funding Measure. To maintain National City's
public safety and prevent cuts to neighborhood
police patrols and officers; gang/drug prevention;
911 emergency response; fire protection and
firefighters; graffiti removal; street/pothole repair;
senior/youth/library program; and other City
services; shall National City continue its existing
voter -approved one -cent sales tax for 20 years with
Citizens' Oversight, annual independent audits, all
money kept in National City, with no increase in tax
rate?
YES
NO
SECTION 3. The measure shall be submitted to the voters of National City as required
by Section 53720, et seq., of the California Government Code, approved by the voters of
California in 1986 as Proposition 62, as required by Article XIII C of the California Constitution,
approved by the voters of California in 1996 as Proposition 218, and as required by Section
7285.9 of the California Revenue and Taxation Code.
SECTION 4. The proposed extension of the transactions and use tax shall remain at
the rate of one cent (1%) and shall expire twenty years from September 2016 (the current
expiration date), unless the City Council finds the levy and collection of the tax is no longer
necessary for the City's fiscal stability and sustainability, in which case the City Council has the
authority to reduce the rate of tax, or to terminate the imposition of the tax.
SECTION 5. This ordinance shall take effect immediately as an ordinance relating to
an election, pursuant to California Government Code Section 36937 (a).
PASSED and ADOPTED this dayof
, 2014.
ATTEST:
Michael R. Dalla, City Clerk
APPROVED AS TO FORM:
Claudia Gacitua Silva
City Attorney
Ordering the submission of a measure to extend
an existing Voter approved transactions and use tax 4
Ron Morrison, Mayor
Ordinance No. 2014-
June 17, 2014
ORDINANCE NO. 2014 —
AN ORDINANCE OF THE CITY COUNCIL OF THE CITY OF NATIONAL CITY
AMENDING SECTION 4.60.170 OF THE NATIONAL CITY MUNICIPAL CODE
EXTENDING AN EXISTING TRANSACTIONS AND USE TAX ("PROPOSITION D")
THE PEOPLE OF THE CITY OF NATIONAL CITY DO ORDAIN as follows:
SECTION 1. That Section 4.60.170 of Chapter 4.60 of Title 4 of the National City
Municipal Code is hereby amended to read as follows:
4.60.170 Expiration. The authority to levy the tax imposed by this chapter shall be
extended twenty years from the initial expiration date of ten years from the operative date and
shall expire at the conclusion of the twenty year extension, unless the city council prior to the
extended expiration date determines that the levy and collection of the tax is no longer
necessary, in which case the city council has the authority to reduce the rate of tax, or to
terminate the imposition of the tax. The city shall immediately notify the State Board of
Equalization in writing in the event that the tax is reduced or terminated. The operative date of
such rate reduction or termination shall be the first day of the first calendar quarter commencing
more than one hundred ten days after the State Board of Equalization receives such notice of
termination.
SECTION 2. This ordinance, following its adoption by at least 4 affirmative votes of the
City Council and its publication, shall be submitted to the voters at an election to be held on
November 4, 2014. Upon approval by a majority of the voters of the City voting on this
ordinance, the Transactions and Use Tax set forth in City of National City Ordinance No. 2006-
2278 shall be continued an additional twenty years unless reduced or terminated by the City
Council or repealed by the majority of the voters of the city.
SECTION 3. Severability. If any provision of this ordinance or the application thereof to
any person or circumstance is held invalid, the remainder of the ordinance and the application of
such provision to other persons or circumstances shall not be affected thereby.
SECTION 4. Based on all the information presented at the June 17, 2014 meeting,
both written and oral, including the staff reports, minutes, and other relevant materials, the City
Council finds that under CEQA Guidelines 15060(c)(2) and 15378, subdivisions (2) and (4) of
subdivision (b), this action does not constitute a project under CEQA and therefore review under
CEQA is not required.
SECTION 5. Effective Date. This ordinance, following its adoption by at least 4
affirmative votes of the City Council and its publication, shall become effective, if approved by a
majority of the voters voting on the issue at the November 4, 2014 election, pursuant to
Elections Code Section 9217, ten (10) days after the City Council declares the results of the
election. The operative date of the Transactions and Use Tax set forth in the City of National
City Ordinance Number 2006-2278 shall not be affected by this Ordinance.
[Signature Page to Follow]
Ordinance No. 2014—
Page Two
PASSED and ADOPTED this day of , 2014.
ATTEST:
Michael R. Dalla, City Clerk
APPROVED AS TO FORM:
Claudia Gacitua Silva
City Attorney
Ron Morrison, Mayor
ORDINANCE NO. 2014 —
AN ORDINANCE OF THE CITY COUNCIL OF THE CITY OF NATIONAL CITY
ORDERING THE SUBMISSION OF A MEASURE TO EXTEND AN EXISTING
VOTER APPROVED TRANSACTIONS AND USE TAX (A SALES TAX) IN
THE AMOUNT OF ONE PERCENT (1%) TO THE QUALIFIED VOTERS OF THE CITY
AT THE GENERAL MUNICIPAL ELECTION TO BE HELD ON NOVEMBER 4, 2014
WHEREAS, section 7285.9 of the California Revenue and Taxation Code
authorizes cities to levy, increase, or extend a transactions and use tax ("sales tax" or "sales
and use tax") at a rate of 0.25% (or any multiple thereof) to be expended for general purposes,
which transactions and use tax is subject to the approval by a two-thirds majority vote of all the
members of the City Council and by a majority vote of the qualified voters of the City voting in
an election on the issue; and
WHEREAS, Article XIII C, section 2 of the California Constitution requires that a
general tax must be approved by a majority vote of the qualified voters of the City voting in an
election on the issue, and that said election shall be consolidated with a regularly scheduled
general election for members of the governing body of the local government; and
WHEREAS, a majority of the voters of the City of National City approved a one
cent (1 %) Transactions and Use Tax which expires in September 2016; and
WHEREAS, without the revenue provided by the existing voter approved local
funding measure the City will cut public safety, reduce gang and drug prevention, police officer
staffing at local schools, neighborhood patrols and graffiti removal and eliminate up to one-third
of the City's firefighters; and
WHEREAS, local funding that cannot be taken by the State ensures adequate
funding for parks, libraries, and other City services; and
WHEREAS, the City Manager has presented evidence that the City faces at the
current expiration of the transactions and use tax a budget deficit in the magnitude of a $8
Million annual shortfall in funding City services, facilities and programs, including public safety
services, facilities and programs, which will result in a substantial reduction in those services,
facilities and programs unless additional sources of revenue can be found; and
WHEREAS, National City has one of the highest crime rates in the County and
public safety represents over 70% of the City general fund budget; and
WHEREAS, the reduction of police, firefighters and paramedics will increase 9-1-
1 emergency response times; and
WHEREAS, it is important to National City residents that we keep our own local
police and fire departments, prevent the outsourcing of these services, and maintain local
control; and
WHEREAS, thousands of people visit National City every day and this local
funding ensures that they pay their fair share for police, fire, street repair and other services
these visitors use when they are in National City; and
WHEREAS, the City Council desires to submit a ballot measure on extending the
previously approved one cent (1 %) transactions and use tax to the qualified voters of the City of
National City at a Regular Municipal Election to be consolidated with the Statewide General
Election to be held on November 4, 2014 (the "Consolidated Election").
THE PEOPLE OF THE CITY OF NATIONAL CITY DO ORDAIN AS FOLLOWS:
SECTION 1. Findings.
A. At an election held on June 6, 2006, a majority of the voters of the City of National City
approved a one cent (1%) Transactions and Use Tax, commonly known as "Proposition
D."
B. Proposition D is codified in Chapter 4.60 of Title 4 of the National City Municipal Code
and has an expiration date on the tenth anniversary of the operate date thereof, unless
extended by a majority of the voters of the City.
C. An extension of Proposition D will be submitted to the voters to extend the expiration
date of Proposition D an additional twenty years, unless repealed or reduced by a vote
of the City Council.
D. The City of National City has taken many steps to reduce costs and protect services.
The City has reduced the overall number of police officers, firefighters, and other city
employees, consolidated City departments, instituted pension reform, and obtained
employee concessions.
E. The City's fiscal situation has been reviewed by the Independent Oversight Committee,
which was comprised of independent financial and municipal experts from the San Diego
region. This Independent Oversight Committee report stated:
"...the City has been able to balance the General Fund budget each year,
but the deficit is structural, returning the next year because revenues are
insufficient to cover expenses. Worse yet, the City's five year budget
forecast show these deficits will persist through 2016. In other words, the
City is not expecting to solve the structural deficit problem, although,
thanks to revenue from the District Tax and actions taken to reduce
General Fund expenditures, the City does expect to keep the deficit from
spiraling out of control. However, when Proposition D expires in 2016 the
sa/es tax revenue it has been contributing goes away, at which time the
general fund deficit would balloon by its expected value, estimated to be
$9.5 million."
F. The City has taken significant steps toward Tong -term pension reform. All City employees
pay the maximum employee contributions allowed by CaIPERS into their retirement
programs. The City adopted two-tier retirement benefit structures for both safety and
general members years before the state implemented its revised pension provisions.
G. Employees of the City have made important contributions toward the fiscal health and
stabilization of the City's finances. Employees agreed to share the costs of increases to
health care, and have taken unpaid work furlough.
i The National City Public Library is open six days a week but operates only four hours a
day on weekends and remains closed on Fridays.
Ordering the submission of a measure to extend
an existing Voter approved transactions and use tax 2
Ordinance No. 2014-
June 17, 2014
The City has deferred maintenance in its public facilities. Facilities such as Kimball Park,
El Toyon Recreation Center, and the Senior Centers are all in need of maintenance
which has been deferred due to the lack of funding.
J. The City workforce, including public safety, has been reduced approximately 14% since
2006.
K. The overall reductions taken throughout the City have broadly impacted services
throughout the City. The City Manager's Three -Year Operating Plan estimates that
further cuts amounting to 90.56 full-time equivalent positions will be necessary absent
this local revenue source of funding. Reductions in staffing is a reduction in services to
the community.
L. On May 14, 2013, the City Council was presented with various options regarding
generating local revenues. None of the other presented options were projected to
generate sufficient revenue to meet the City's operating expenses.
M. An independent Community Outreach Survey was undertaken in September, 2013
polling approximately 400 likely voters.
N. Without Proposition D, the City of National City will not be able to maintain existing
programs and services or restore services that have been reduced or eliminated, will not
be able to adequately maintain infrastructure or facilities, will not be able to add
necessary resources to the Police Department, and will not be able to maintain the
reduced Police Department staffing currently in place.
O. On January 21, 2014, the results of the independent Community Outreach Survey were
presented to the City Council.
P. On January 21, 2014, the City Council was presented a Three -Year Operating Plan for
Fiscal Years 2015 through 2017 which discussed the action plan to address the
reduction in revenue due to the expiration of Proposition D. As part of this Three -Year
Operating Plan, all departments, including Fire and Police, were directed to plan for a
24% reduction in general fund operating revenue for Fiscal Year 2017. At the conclusion
of this presentation, the City Council directed the development and drafting of a
proposed ballot measure to extend the previously voter approved one cent district sales
tax beyond its expiration date.
Q. Based on all the information presented at the June 17, 2014 meeting, both written and
oral, including the staff reports, minutes, and other relevant materials, the City Council
finds that under CEQA Guidelines 15060(c)(2) and 15378, subdivisions (2) and (4) of
subdivision (b), this action does not constitute a project under CEQA and therefore
review under CEQA is not required.
SECTION 2. At the consolidated statewide general election to be held on November 4,
2014, there shall be submitted to the qualified voters the following measure to approve an
ordinance extending the previously voter approved one cent (1%) transactions and use tax for
general purposes:
Ordering the submission of a measure to extend June 17, 2014
an existing Voter approved transactions and use tax 3
Ordinance No. 2014-
National City Continuation of City Services
Funding Measure. To maintain National City's
public safety and prevent cuts to neighborhood
police patrols and officers; gang/drug prevention;
911 emergency response; fire protection and
firefighters; graffiti removal; street/pothole repair;
senior/youth/library program; and other City
services; shall National City continue its existing
voter -approved one -cent sales tax for 20 years with
Citizens' Oversight, annual independent audits, all
money kept in National City, with no increase in tax
rate?
YES
NO
SECTION 3. The measure shall be submitted to the voters of National City as required
by Section 53720, et seq., of the California Government Code, approved by the voters of
California in 1986 as Proposition 62, as required by Article XI II C of the California Constitution,
approved by the voters of California in 1996 as Proposition 218, and as required by Section
7285.9 of the California Revenue and Taxation Code.
SECTION 4. The proposed extension of the transactions and use tax shall remain at
the rate of one cent (1%) and shall expire twenty years from September 2016 (the current
expiration date), unless the City Council finds the levy and collection of the tax is no longer
necessary for the City's fiscal stability and sustainability, in which case the City Council has the
authority to reduce the rate of tax, or to terminate the imposition of the tax.
SECTION 5. This ordinance shall take effect immediately as an ordinance relating to
an election, pursuant to California Government Code Section 36937 (a).
PASSED and ADOPTED this day of , 2014.
ATTEST:
Michael R. Dalla, City Clerk
APPROVED AS TO FORM:
Claudia Gacitua Silva
City Attorney
Ordering the submission of a measure to extend
an existing Voter approved transactions and use tax 4
Ron Morrison, Mayor
Ordinance No. 2014-
June 17, 2014
•
•
•
ITEM #1
NATIONAL CITY CAPITAL
IMPROVEMENT PROGRAM
Capital
Improvement
Program
(CIP)
Fiscal Year 2015-2019
Capital Improvement Program
Program Description
The City of National City's Capital Improvement Program, or CIP, represents a "sliding" five-year
budgeting process for establishing the City's capital priorities and financing plan. The first year
of the five-year program represents the "approved" capital budget, which is incorporated into the
City's annual budget. Projects slated for subsequent years in the program are for planning
purposes only and do not receive expenditure authority until they are allocated funding through
a future capital budget approved by City Council. Prior to City Council approval, the CIP must go
to the Planning Commission for a General Plan Consistency Review per NCMC 16.06.020(B).
The goal of the CIP is to identify, prioritize and coordinate the financing and timing of major
public improvements. The CIP addresses the repair, replacement and expansion of the City's
physical infrastructure system, which includes, for example, streets, sewers, storm drains,
lighting, buildings, parks and housing.
Categories
CIP projects are categorized by project type:
Infrastructure - streets, storm drains, sewer systems, street lighting, traffic signals,
sidewalks, curb & gutters, and ADA curb ramps;
Facilities - city offices, warehouses, public works yard and support structures, police and fire
stations, community centers, public libraries and information technology (computers, data
storage, public safety cameras and communications equipment);
Parks & Recreation — park amenities such as ball fields, restrooms, lighting, landscaping,
walking paths and information technology; health and quality of life facilities such as
recreation centers, municipal swimming pool, public gymnasiums and waterfront adventure
center;
Housing — site infrastructure for infill development projects that provide housing
opportunities for individuals and families at all income levels.
Fleet (Vehicles and Equipment)
Another major component of the CIP is National City's fleet, which consists of over 200 vehicles
and associated equipment, valued at over $10 million. The CIP establishes priorities, funding
and financing plans for fleet management, replacement and modernization, which is essential
for delivering municipal services to residents, local businesses and visitors.
City of National City
Fiscal Year 2015 Budget
Capital Improvement Program
Administration
The City's capital projects are administered by the Engineering & Public Works Department.
The CIP Committee, which is chaired by the City Engineer, reviews project proposals presented
by City departments on an annual basis and provides recommendations to the Planning
Commission and City Council as part of the City's annual budget. Prior to submitting a request
to the CIP Committee, the City Engineer is responsible for determining if a project qualifies as a
capital project. If a project is determined to be an ineligible project by the City Engineer, the
project proponent still has the option of taking the request to the CIP committee for review.
A capital project is defined as an undertaking wherein labor and/or materials are used to
construct, alter, append or replace a building or an item of infrastructure (or a component of a
building or item of infrastructure). A capital project has a specific objective, is easily
distinguishable from other work being performed, has a definite beginning and end, does not
occur annually (non -routine), and typically has a total cost in excess of $100,000 and an
expectant life of 10 or more years.
Not considered as a capital project is routine maintenance, for example, the periodic scheduled
renewal of finishes or the replacement of minor components or equipment. These items are
sometimes considered a capital expenditure. Capital expenditures represent charges for the
acquisition of equipment, land, building, or improvements of land or buildings, fixtures, and other
permanent improvements with a value in excess of $5,000 and a useful life expectancy of more
than one year. Capital Expenditures are administered by the responsible department.
The City Engineer shall have responsibility and accountability for implementation of all City
capital projects, including housing projects funded through the CIP. For each capital project,
there shall be a single delegated project coordinator, designated by the City Engineer, who has
delegated responsibility and accountability for the implementation of the project. The project
coordinator shall have full information about the project and shall be responsible for its
successful implementation. Each project shall be individually identified with a title, a project
number that is recognized by the City's automated financial system, and a specification number.
Proiect Prioritv Ranking
The CIP Committee members apply the following criteria for prioritizing and evaluating CIP
projects:
Health & safety benefits
Community support
Project costs & schedule
Available funding
Consistency with the Citv's General Plan and other long-range planning documents
On -going maintenance costs
City of National City
Fiscal Year 2015 Budget
Capital Improvement Program
Funding Sources and Uses
CIP projects can be funded by grants, bond or other debt instruments issued, special
assessments on property owners benefiting from the improvement, current taxes, development
impact fees and the City's reserves.
001 — General Fund: is the primary operating fund of the City. It accounts for all financial
resources not required to be accounted for in a special purpose fund, and finances operations
for funds that do not have adequate dedicated revenues, such as the Library, Parks
Maintenance, and Nutrition Center Funds.
103 — General Capital Outlay Fund: This fund is used to account for funds set aside from the
proceeds of sale of and rental from, surplus real property for the City's five-year capital
improvement program.
108 — Library Capital Outlay Fund: Use to account for revenues from real property transfer
taxes set aside to finance capital outlay and capital improvement expenditures of the National
City Library
109 — Gas Tax Fund: Cities are allocated a share of the revenues derived from the State taxes
on gasoline to be used exclusively for street improvement and maintenance. The four types of
gas taxes are described below. Revenue estimates are based on the League of California
Cities Budget Bulletin and on historical trends. Under Section 2105 of the Streets and
Highways Code, cities receive an amount equal to the net revenues from 11.5 % of the highway
users tax in excess of the $.09 per gallon allocated based on population. Under section 2106,
each city receives a fixed apportionment of $400 per month plus an additional per capita
amount after counties are allocated their portion of the overall base. Under section 2107, cities
and counties receive a monthly allocation equivalent to $0.00725 per gallon per capita. Under
section 2107.5, cities receive a fixed annual amount based on population, ranging from $1,000
for cities with a population of less than 5,000 to $20,000 for cities with populations over 500,000.
Interest earnings equivalent to the ratio of Gas Tax Fund cash balances to the total pooled cash
balances are required to be allocated to this fund.
115 — Park & Recreation Capital Outlay Fund: This fund is used to account for revenues from
dwelling fees set aside for capital improvement expenditures of the Parks Division.
125 — Sewer Service Fund: This fund is used to account for the construction and maintenance
of City sewers. The primary revenue source is sewer service charges. Beginning in 2003, the
City began charging for sewer services on the property tax statements sent by San Diego
County; however, some properties are unique and require individual billing by the City.
301 — CDBG Fund: The CDBG (Community Development Block Grant) Fund is used to account
for activities related to the annual grant from the Department of Housing and Urban
Development. The purpose of the grant is to assist with developing viable urban communities
by providing decent housing and a suitable living environment and by expanding economic
opportunities, principally for low and moderate income persons.
307 — Proposition "A" Fund: This fund is used to account for allocations received from the'/2%
transactions and use tax imposed by Proposition "A" (San Diego Transportation Improvement
Program Ordinance) originally passed by the voters in San Diego County in November 1987
and renewed by voters in November 2004. These funds are restricted for construction of
transportation infrastructure projects. In order to receive these funds, the City must spend local
discretionary funds for transportation infrastructure projects in an amount not less than the
City of National City
Fiscal Year 2015 Budget
Capital Improvement Program
average expenditures from FY 01-03, adjusted every three years by the Caltrans Construction
Cost Index.
325 — Development Impact Fees Fund: Fees imposed on new development used to finance
public facilities improvements related to parks police, fire, and library services.
326 — Transportation Development Impact Fees Fund: Fees imposed on new single- and
multi -family residential development used to finance transportation improvement projects that
will provide increased roadway capacity necessitated by the cumulative impacts of future
development.
629 — Information Systems Maintenance Fund: This fund is used to account for the costs
associated with maintaining the City's technology infrastructure. Costs are allocated based on
the number of personal computers assigned to each division.
City of National City
Fiscal Year 2015 Budget
•
•
/IF , 4 —
Capital Improvement Program
FY2015 FY2019Capitaitin, ,ve4nt'Program4cf4 m
stimatedFuttiteFbndtngNeeds
ClpProjects:
Prior Funding
ftf2015funding
: FY2016,'�
F 201i'
' ` '-0$,2018.ct
F1 029
'r' stiniated
Summary by Funding Sources
Allocations
Request .
Praject8udget
Grants
$ 19,274,900
$ -
$ -
$ -
$ -
$ -
$ 19,274,900
Grants (Leveraged)*
3,150,000
-
-
-
-
-
3,150,000
General Fund (001)
2,580,000
2,600,000
200,000
2,400,000
1,700,000
1,100,000
10,580,000
General Capital Outlay Fund (103)
1,000,000
-
-
-
-
-
1,000,000
Parks Maintenance Fund (105)
_
-
_
-
Library Capital Outlay Fund (108)
480,000
300,000
-
-
-
780,000
Gas Tax Fund (109)
2,407,300
-
200,000
800,000
200,000
800,000
4,407,300
Park & Recreation Capital Outlay Fund
-
400,000
-
-
-
-
0000
400,000
Sewer Service Fund (125)
4,800,000
-
-
-
-
-
4,800,000
Prop A Fund (307)
5,082,800
300,000
500,000
1,000,000
1,000,000
7,882,800
Civic Center Refurbishing Fund(189)
450,000
-
-
-
-
-
450,000
Library Development Impact Fees Fund
-
-
-
Police Development Impact Fees Fund
250,000
130,000.
-
-
-
-
380,000
Park Development Impact Fees Fund
400,000
100,000.
-
-
-
-
500,000
Transportation Development Impact Fees
Fund (326)
400,000
-
-
200,000
-
200,000
800,000
Facilities Maintenance Fund (626)
-
-
-
_
-
-
Information Systems Maintenance Fund
Section 8 Fund (502)
270,000
-
300,000
-
-
-
-
-
-
570,000
2011Tax Allocation Bond
1,100,000
-
-
-
-
-
1,100,000
Rule 20A Utility Undergrounding
2,500,000
-
-
-
-
-
2,500,000
Other**
4,400 000
-
_
-
-
-
4,400,000
Total
$ 48,545,000
$ 3,830,000
$ 700,000
$ 3,900,000
$ 2,900,000
$ 3,100,000
$ 82,975,000
Leveraged grants represent grant funds from other grants that are being leveraged to support the local match and/or other project costs.
**Funding available through WI-TOD Site Infrastructure Agreement and net proceeds from sale of property
City of National City
Fiscal Year 2015 Budget
Capital Improvement Program
Infrastructure
8th St Safety Enhancements
(Highland Ave to Palm Ave)
Grants
Grants (Leveraged)*
General Fund (001)
General Capital Outlay Fund (103)
Parks Maintenance Fund (105)
Library Capital Outlay Fund (108)
Gas Tax Fund (109)
Park & Recreation Capital Outlay Fund
Sewer Service Fund (125)
Prop A Fund (307)
Civic Center Refurbishing Fund (189)
Library Develop_ent Impact Fees Fund
Police Development Impact Fees Fund
Park Development Impact Fees Fund
Transportation Development Impact Fees
Fund (326)
Fadlities Maintenance Fund (626)
Information Systems Maintenance Fund
Section 8 Fund (502)
2011 Tax Allocation Bond
Rule 20A Utility Undergrounding
Other
Total
dP Pooled N
6165, 6558 6565
6573
-�r�tois[1tlrt
.fEstlmated, a
Project
Completlon
FY 2015
Pnor Funding:'
Allocatlons
900,000
200,000
300,000
$ 1A00,000
ImeiriPrr
$
Imate,'d FlR➢Y4 llfitiUt;f9V8 d
$
$
Leveraged grants represent grant funds from other grants that are being leveraged to support the local match and/or other project costs.
City of National City
Fiscal Year 2015 Budoet
mated
ct"Budget
200,00D
300,000
$ 1,4110,000
Capital Improvement Program
IP Project) funding 5du p
Infrastructure
8th StSmart Growth Revitalization
(Harbor Dr to Highland Ave)
Grants
Grants (Leveraged)•
General Fund (001)
General Capital OutlayFund (103)...
Parks Maintenance Fund (105)
Library Capital Outlay Fund (108)
Gas Tex fund (109)
Park &Re reation Capital Outlay Fund
Sewer Service Fund (125)
Proyjt Fund (307)
Civic Center Refurbishing Fund (189)
Library Development Impact Fees Fund
Police Development Impact Fees Fund
Park Development Impact Fees Fund
Transportation Development Impact Fees
Fund (326)
Facilities Maintenance Fund (626)
Information Systems Maintenance Fund
Section 8 Fund (502)
20I3 Tax Allocation Bond
Rule 20A Utility Undergrounding
Other _.... ._ _.
Total
2027, 3918, 6035
6176, 6558, 6573
Eta
Pro
COmpletbn
1:2015 fil 2019 Capital imyroaement Pro ian
rtiated
}eu Prlorfunding FY .
Allocations
FY2015
$ 2,450,000
1,050,000
2,000,000
1,000,000
3015frnding,
Nentlest.
PI
'FY 201$
mated
tureFun angtdee
$
*Leveraged grants represent grant funds f om other grants that are being leveraged to support the local m tch and/or other project cost .
City of National City
Fiscal Year 2015 Budget
aola
Estimated;
Project$urget
$
2,450,000
1,050,000
2,000,000..
1,000,000
1,500,000
$ 8,000,ono
Capital Improvement Program
Infrastructure _
18th St CommunnyCorridor ,
(Coolidge Ave to Palm Ave)
Grants
Grants(Leveraged).
General Fund (001)
General Capital Outlay Fund (103)
Parks Maintenance Fund (105)
Library Capital Outlay Fund (108)
Gas Tax Fund (109)
Park & Recreation Capital Outlay Fund
Sewer Service Fund I,*
Prop A Fund�307)
Civic Center Ref urb ishin7 fund (189)
Library Development Impact Fees Fund
Police Development Impact Fees Fund
Park Development Impact Fees Fund
Transportation Development Impact Fees
Fund 326
Facilities Maintenance Fund (626)
Information Systems Maintenance Fund
Section 8 Fund (502)
2011 Tax Allocation Bond
Rule 2DA Utility Undergrounding
Other
Total
6166, 6181, 6188
S[tmatd
Project ,
ComPletlon"
FY 2016
Atdor un'dhig
Rtloiatlons
192,200
300,000
107,800
$ 600,000
fit201.6
FY 2015 Funding,
Request' ',
$
$
• Leveraged grants represent grant funds from other grants that are being leveraged to support the local match and/or other project costs.
City of National City
Fiscal Year 2015 Budget
'!•Y 2A39 '.
#stlmated
frtjecttludget
$ 192,200
300,000
107,800
$ 600,000
Capital Improvement Program
Infrastructure
"A"Avenue "Green" Street
(8th St through Kimball Park)
Grants
Grants (Leveraged)'
General Fund (001)
General Capital Outlay Fund(103)
Parks Maintenance Fund (105)
Library Capital Outlay Fund (108)
Gas Tax Fund (109)
Park & Recreation Capital Outlay Fund
Sewer Service Fund (125)
Prop A Fund (307)
Civic Center Refurbishinj Fund (189)
Library Development Impact Fees Fund
Police Development Impact Fees Fund
Park Development Impact Fees Fund
Transportation Development Impact Fees
Fund (326)
Facilities Maintenance Fund (626)
Information Systems Maintenance Fund
Section 8 Fund (502)
2011 Tax Allocation Bond
Rule 20A Utility Undergmunding _
Other
Total
1610, 6185, 6187
f'Y,21115 #Y i019CapitalNrlpeoVe rtRtttDYd gm{CIPI .
•£ timated
Pr0Jec _ 20w
Compk9on
FY 2016
Pdorfunding'
Aliotations
$ 2,500,000
700,000
$ 3,200,000
FY 2015 Funding;
,•`Roqucst.....^
Estimated FutuPetuldingtllee
fY2
• Leveraged grants represent grant funds from other grants that are being leveraged to support the local m tch and/or other project costs.
Cily of National City
Fiscal Year 2015 Budget
$
$ 2,500,000
700,000
300,000
$ 3,500,000
Capital Improvement Program
GPFrojectjiunding sources ,.
Infrastru,£ture
Bicycle Parking Enhancements
(Citywide)
Grants
Grants (Leveraged)•
General Fund (001)
General Ca_pltal Outlay Fund (103)
Parks Maintenance Fund (105)
Library Capital Outlay Fund (108)
Gas Tax Fund (109)
Park & Recreation Capital Outlay Fund
Sewer Service Fund (125)
Prop A Fund (307)
Civic Center Refurbishing Fund (189)
Library Development Impact Fees Fund
Police Development Impact Fees Fund_
Park Development Impact Fees Fund
Transportation Development Impact Fees
Fund (326)
Facilities Maintenance Fund (626)
Information Systems Maintenance Fund
Section 8 Fund (502)
2011 Tax Allocation Bond
Rule 20A Utility Undergrounding
Other
Total
1015, 6573
rstlmate l:
Project,.
completion
FY2015
.Prior'sunding:
Attocations
60,000
FY2015 Funthng
'Request
$
Ty
$
rated FutieeFu elingNeeds.T.
�FY 1017 ''FY 2018
5
$
Stimated
reject Budget
$ 50,000
5 60,00D
Leveraged grants represent grant funds f om other grants that are being leveraged to support the local m tch and/or other project costs.
City of National City
Fiscal Year 2015 Budget
Capital Improvement Program
aPproject/funding 5ources
Infrastructure
Community Corridors
(4th St, Coolidge Ave, "D" Ave)
Grants
Grants (Leveraged).
General Fund(001(
General Capital Outlay Fund (103)
Parks Maintenance Fund (1051
Library Capital Outlay Fund (108)
Gas Tax Fund (109)
Park & Recreation Capital Outlay Fund
Sewer Service Fund (125)
Prop A Fund (307)
Civic Center Refurbishing Fund (189)
Library Development Impact Fees Fund
Police Development Impact Fees Fund
Park Development Impact Fees Fund
Transportation Development Impact Fees
Fund (326)
Facilities Maintenance Fund 1626)
Information Systems Maintenance Fund
Section 8 Fund (502)
2011 Tax Allocation Bond
Rule 20A Utility Undergrounding,
Other
Total
CIP Project*
6035, 6173, 6175
6166, 6181, 6182
6186, 6187, 6188
FY2o15 f'r201BCapttal jmprovementl
Estimated
emka
Completion Request. f
FY 2015
Pdorfunding,
Allocations
$ 2,635,500
450,000
214,500
1,200,000
$ 4,500,000
fY 2e155 Funding'.
m IC��
Pee mated Future reRatdxigtieede
Leveraged grants represent grant funds f om other grants that are being leveraged to support the local m tch and/or other project costs.
City of National City
Fiscal Year 2015 Budget
FY2018
fY2019 '
(.sdinated.;::
:Projetteitdget'.
$ 2,635,500
450,000
214,500
1,200,000
4,500,000
Capital Improvement Program
Infrastructure
Downtown-Westside Community
Connections
(Plaza Blvd to "A" Ave to 14th 5t to
Coolidge Ave)
Grants
Grants (Leveraged(•
General Fund (001)
General Capital Outlay Fund (103)
Parks Maintenance Fund (105)
Library Capital Outlay Fund (108)__
Gas Tax Fund (109)
Park & Recreation Capital Outlay Fund _.. _.
Sewer Service Fund (125)
Prop A Fund (307J.,_.______._._-._._
Civic Center Refurbishing Fund (189)
Library Development Impact Fees Fund
Police Development Impact Fees Fund
Park Development Impact Fees Fund
Transportation Development Impact Fees
Fund (326)
Facilities Maintenance Fund (626)
Information Systems Maintenance Fund
Section 8 Fund (502)
2011 Tax Allocation Bond
Rule 20A Utility Undergrounding
Other
Total
ImproVsh7
r,o . C P),
Pr±ijett t10 Funding'_
Completion Allocations;
6035, 6185, 6187
6188
i�•
estimated .=...
#injeattiiniget
$ 2,000,000
1,500,000
250,000
250,000
$ 4,000,000
• Leveraged grants represent grant funds from other grants that are being leveraged to support the local m ten and/or other project costs.
City of National City
Fiscal Year 2015 Budget
Capital Improvement Program
'CIPFreje4F
Infrastructure
Drainage Improvements
(Citywide)
Grants
Grants (Leveraged)'
General Fund (001)
General Capital Outlay Fund (103)
Parks Maintenance Fund (105)
Library Capital Outlay Fund (108)
Gas Tax Fund (109)
Park & Recreation Capital Outlay Fund
Sewer Service Fund (125)
Prop A Fund (307)
Civic Center Refurbishing Fund (189)
Library Development Impact Fees Fund
Police Development Impact Fees Fund
Park Development Impact Fees Fund
Transportation Development Impact Fees
Fund (326)
Facilities Maintenance Fund (626)
I nformation Systems MaintenanceFund
Section 8 Fund)502)
2011 Tax Al I owtion Bond
Rule 20A Utility Undergrounding _
Other
Total
Xsdmated
Project ,
Completion -
On -going
2019Gapitallnlpttrenterttl!ro am(CIPi
#dilated Future
PnorFunding
Allocations
100,000
FY 2019Fpnding`
FY 2016
$
pY 2a27
100,000
$
idIdg:Ne d3';::
'FY.2O18
$ 100,000
Leveraged grants represent grant funds f om other grants that are being leveraged to support the local m tch and/or other project costs.
City of National City
Fiscal Year 2C15 Budget
$ 200,000
$ 100,aoo
$ 100,000
,fry2039`
100,000
$ 100,000
EsOndated
Prmject8udget
$ 600,000
Capital Improvement Program
Infrastructure
Drainage Improvements_
(Paradise Creek - Paradise Valley Rd)
Grants
Grants (Levera ed).
General Fund (001)
General Capital Outlay Fund (103j
Parks Maintenance Fund (105)
Library Capital Outlay Fund L08)
Gas Tax Fund (109)
Park& Recreation Capital Outlay Fund_
Sewer Service Fund1125)
Prop A Fund (307)
Civic Center Refurbishing Fund (189)
Library Development Impact Fees Fund
Police Development Impact Fees Fund
Park Development Impact Fees Fund
Transportation Development Impact Fees
Fund(326)
Facilities Maintenance Fund (626)
Information Systems Maintenance Fund
Section 8 Fund (502)
2011 Tax Allocation Bond
Rule 20A Utility Underground ing
Other
Total
-OP P O)edit
7062
FY 2018
abt9capii0i
$ 100,000
IS Funding
graRaic1,94:
100,000
$ 100,003
(nad
Y.
100,000
100,000
ling
$ 100,000 $
Leveraged grants represent grant funds f om other grants that are being leveraged to support the local m tchand/or other project cost.
City of National City
Fiscal Year 2015 Budget
#stfmated
Project8udget.
500,000
$ 500,000
Capital Improvement Program
dP Prole .t/funding Sources
Infrastructure
Highland Ave Community Corridor
(Division St to 8th St)
Grants
Grants (Leveraged)'
General Fund (001)
General Capital Outlay Fund (103)
Parks Maintenance Fund (105)
Ubrary Capital Outlay Fund (108)
Gas Tax Fund (109)
Park& Recreation Capital Outlay Fund
Sewer Service Fund (125)
Prop A Fund (307).
Civic Center Refurbishing Fund (189)
Library Development Impact Fees Fund
Police Development Impact Fees Fund
Park Development Impact Fees Fund
Transportation Development Impact Fees
Fund (326)
Facilities Maintenance Fund (626)
Information Systems Maintenance Fund
Section 8 Fund (502)
2011 Tax Allocation Bond
Rule 20A Utility Undergroundmg
Other
Total
�CIPPro)ett
6170, 6188, 6573
FY2015+FY 2019tdpkil lmt!i�ovementPr ram(CIP)
€stlmated
. Pealed . Y 2075 footling .
Completion Reaueit ; '
FY 2015
Priprfunding,
;Allocations
$ 900,000
200,000
400,000
$ 1,500,000
sY�01b
Estimated ftihirefuuding taeede
fY2017
" Leveraged grants represent grant funds from other grants that are being leveraged to support the local m tch and/or other project costs.
City of National City
Fiscal Year 2015 Budget
ton
Estimated
Proje4&idget.
$ 900,000
200,000
$ 1,500,000
Capital Improvement Program
Infrastructure
Plaza Blvd Widening
(Phase I - Palm Ave to 1-805;
includes utilq undergrounding)
Grants
Grants (Leveraged)'
General Fund (OM)_
General Capital Outlay Fund (103)
Parks Maintenance Fund (105)
Library Capital Outlay Fund (108)
Gas Tax Fund (109)
Park & Recreation Capital Outlay Fund
Sewer Service Fund (125)
Prop AFund (307)
Civic Center Refurbishing Fund (189)
Library Development Impact Fees Fund
Police Development Impact Fees Fund
Park Development Impact Fees Fund
Transportation Development Impact Fees
Fund (326)
Facilities Maintenance Fund (626)
Information Systems Maintenance Fund
Section 8 Fund (502)
2011 Tax Allocation Bond
Rule 20A Utility Undmroundi ng_
Other
Total
6569
Estimated
Prop`
temptation
FY 2016
PdorFunding
Allocations
400,000
200,000
400,000
1,000,000
$ 2,000,000
fY201.5fonding
FYZO1
FY 2017
"'ink
$
$
Estimated
f rojedBudget
400,000
1,000,000
$ 2,000,000
"Leveraged rants represent grant funds from other grants that are being leveraged to support the local m tch and/or other project costs.
City of National City
Fiscal Year 2015 Budget
'tlt
i►`1:4?-iot
#*8
Capital Improvement Program
Cif Project/funding Sources
infrastructure
Plaza Blvd Widening
(Phase II - Highland Ave to Palm Ave)
Grants
Grants (Leveraged)`
General Fund (001)... ... _......
General Capital Outlay Fund (103)
Parks Maintenance Fund (105)
Library CapitalOutlay Fund (108)
Gas Tax Fund (109)
Park & Recreation Capital Outlay Fund
Sewer Se rvice Fund (125)
Prop A Fund (307).,
Civic Center Refurbishing Fund (189)
Library Development Impact Fees Fund
Police Development Impact Fees Fund
Park Development Impact Fees Fund
Transportation Development Impact Fees
Fund (326)
Facilities Maintenance Fund (626)
Information Systems Maintenance Fund
Section 8 Fund (502)
2011 Tax Allocation Bond
Rule 20A Utility Undergrounding
Other
Total
CIF.Project
6569
2015,
mooted
Project
Completion
FY 2017
20 4k8182RJlmprovemeniwagram(C19)
,Priorfonding
Aitvcatlons ;
600,000
1,000,000
015 Funding
Atepuest
fY,
16
tGnated fututefundIng Needs
FY 2017
600,000
200,000
200,000
F. Leveraged grants represent grant funds f om other grants that are being leveraged to support the local m tchand/or other project costs
City of National City
Fiscal Year 2015 Budget
$ 1,600,030
$
$ 1,000,000
fY 2018
#72019 '
Est(mated
'Projgtt¢udget
600,000
600,000
1,200,000
200,000
$ 2,600,000
Capital Improvement Program
C1P frejeet /funding Sources
IRtrattryciPre..__. _. .
Plaza Blvd Widening
(Phase III - I-805 to Euclid Ave)
Grants
Grants (Leveraged)•
General Fund (001)
General Capital Outlay Fund (103)
Parks Maintenance Fund (105)
Library Capital Outlay Fund (108)
Gas Tax Fund (103)
Park & Recreation Capital Outlay Fund
Sewer Service Fund (125)
Prop A Fund (307)
Civic Ce nterRef urbishipg Fund (189)
Library Development Impact Fees Fund
Police Development Impact Fees Fund
Park Development Impact Fees Fund
Transportation Development Impact Fees
FundA326)
Facilities Maintenance Funj626)
Information Systems Maintenance Fund
Section B Fund(502! _.__...._._..�..�_.._.-
2011 Tax Allocation Bond
Rule 20A Utility Underroundimg
Other
Total
rj
IP Project.#
6569
t•Yr2p15 "T 20L$Gapitt9rnpwwettetr't`Pfd
FY 2019
PrldrFundBng
agocadons •
F301.5 rundlug';-
tieaue$t
lMated fotore Enf dingtil!
`".FY2012
200,000
$ 200,0E0
$
600,000
700,000
200,000
$ 1,500,000
Estimated
ProjectOudget
200,000
$ 1,700,000
i• Leveraged grants represent grant funds f om other grants that are being leve raged to support the local m tch and/or other project costs.
City of National City
Fiscal Year 2015 Budget
Capital Improvement Program
CIF Pro)e6t j Funding Sources
Infrastructure
Safe Routes to School - Education &
Encouragement Sustainabiity Program
(l0 elementary schools Citywide)
Grants
Grants (Leveraged)'
GeneralFund (001)
General Capital Outlay Fund (103)
Parks Maintenance Fund (105)
Library Capital Outlay Fund (108)
Gas Tax Fund (109)
Park & Recreation Capital Outlay Fund
Sewer Service Fund (125)
Prop A Fund (307)
Civic Center Refurbishing Fund (189)
Library Development Impact Fees Fund
Police Development Impact Fees Fund
Park Development Impact Fees Fund
Transportation Development Impact Fees
Fund (326)
Facilities Maintenance Fund (626)
Information Systems Maintenance Fund
Section 8 Fund (502)
2011 Tax Allocation Bond
Rule 20A Utility Undergrounding
Other ___._ _.. ..... _
Total
ClP Project#
FY 2015 FY 2019Capitial ovFm nt Prosram{CiF)
,Estimated £sdmated Futine Funding Needs
Project
Completion
FY 2016
Prior funding,
Alienations •
$ 500,000
100,000
$ 600,000
FY20l5Funding.
bequest'•..
fM2016
FY 2017
`Leveraged grants represent grant funds from other grants that are being leveraged to support the local m tch and/or other project costs.
City of National City
Fiscal Year 2015 Budget
FY 2018
FY2010
Estimated
ProjectBudget.
$ 500,000
100,000
$ 600,000
Capital Improvement Program
Intrastructurg
Safe Routes to School - Paradise Valley Rd
(E. Bth St to E. Plaza Blvd near
Ira Harbison Elementary School)
Grants
Grants (Leveraged)•
General Fund (001)
General Capital Outlay Fund (103)
Parks Maintenance Fund (105)
Library Capital Outlay Fund (108)
Gas Tax Fund (109)
Park & Recreation Capital Outlay Fund
Sewer Service Fund (125)
Prop A Fund (307)
Civic Center Refurbishing. Fund (189L
Library Development Impact Fees Fund
Police Development Impact Fees Fund
Park Development Impact Fees Fund
Transportation Development Impact Fees
Fund (326L
Facilities Maintenance Fund (626)
Information Systems Maintenance Fund
Section 8 Fund (502)
2011 Tax Allocation Bond
Rule 20A Utility Undergrounding
Other
Total
GIP Paged
6166, 6573
Project
FV 2015
:YAoriundln% 2920r
'A9lucatlans �
W2016
FY 2019,
Estimated
Projo tBudget..
$ 300,000
" Leveraged grants represent grant funds from other grants that are being leveraged to support the local match and/or other project costs.
City of National City
Fiscal Year 2015 Budget
Capital Improvement Program
CIP PrOJect#
Infrastructure
Sewer Replacement/Ups¢ing
(Citywide)
Grants
Grants (Leveraged)"
General Fund (001)
General Capital Outlay Fund (103)
Parks Maintenance Fund (105)
Library Capital Outlay Fund (108)
Gas Tax Fund (109)
Park & Recreation Capital Outlay Fund
Sewer Service Fund (125)
Prop A Fund (307)
Civic Center Refurbishing Fund (189)
Library Development Impact Fees Fund
Police Development Impact Fees Fund
Park Development Impact Fees Fund_
Transportation Development Impact Fees
Fund (326)
Facilities Maintenance Fund (626)
Information Systems Maintenance Fund
Section 8 Fund(502)
2011 Tax Allocation Bond
Rule 20A Utility Undergrounding
Other
Total
r*Y2015 rv201.9Capltalinlprovement Pro$ram)CIP)
Estimated
Project F1
Completion'
On -going
PflorNrndhfg
Allocations
2,800,000
$ 2,800,000
FY22015 Funding
'Ae@Iaat ..
2016
sdmated#:tiWrefundfng Needs
fY2017
?Leveraged grants represent grant funds from othergrants hat are being leveraged to support the local rn tch and/or other project costs._
City of National City
Fiscal Year 2015 Budget
$
2,800,000
$ 2,800,000
Capital Improvement Program
CIP,Prajett./funtling Sources
Infrastructure
Street Resurfocing
(Citywide) _- -
Grants
Grants (Levera_ged)'
General Fund (001)
General Capital Outlay Fund (103)
Parks Maintenance Fund (105)
Library Capital Outlay Fund (108)
Gas Tax Fund (109)
Park & Recreation Capital Outlay Fund
Sewer Service Fund (125)
Prop A Fund (307)
Civic Center Refurbishing Fund (189)
Library Development Impact Fees Fund
Police Development Impact Fees Fund
Park Development Impact Fees Fund
Transportation Development impact Fees
Fund (326)
Facilities Maintenance Fund (626)
Information Systems Maintenance Fund
Section 8 Fund (502)
2011 Tax Allocation Bond
Rule 20A Utility Underground i ng
Other
Total
-FY 2015'£tmdfng
6035
Completion
On -going
sty mproie nensP±b ° Or)
Prior Funding'
Allocations
200000
Pr2018
200,000
$ 200,000
lin�jetl^F�4rteT:iindlrig flee
FY 2017
200,000
700,000
$ 700,000
'Leveraged grants represent grant funds f orn other grants hat are being leveraged to support the local match and/orot er project costs.
City of National City
Fiscal Year 2015 Budget
2015
200,000
$ 200,000
#stlmated
Project Budget
1,5130,000
1,500,000
Capital Improvement Program
' fY2b15 6201960altmprevlvnantPrD am(CVP)
LIP Project /Fundingsources
OP Project a
Estimated
-PMlett .
Completion
Prior funding
Allocations '
FY2015Euhding
9te4uest.
Estlnatedfuturefunding.tieeds
-, intimated
--FY2016 -
'FY2027
- FY2018 -
` PY2019
"'.YPm)ectEudget:.
Infrastructure
6557, 6573
On -going
$ -.._.
200000
-
_
$ 200,000
$
-
•_-
_
_
$ -. -
$ ...
200,000
-
-
_.
-
$ 20D,000
$ .._..
_..__.
_. _....
200,000
_
-
$ 200,000
$ __...
...
200,000
_
-
-
-
$ 200,000
$ _.
_.. ...
200,000
-_
$ 200,000
- - --
$
_. __. _....
1000000
-
_
$ 1,000,000
Traffic MonRoring/Safety Enhancements
(Citywide)
Grants
Grants (Leveraged)•
General Fund (001)
General Capital Outlay Fund (103)-
Parks Maintenance Fund (105)
Library Capital Outlay Fund (108)
Gas Tax Fund (109)
Park &Recreation Capital Outlay Fund
Sewer Service Fund (125)
Prop AFund 1307f
Civic Center Refurbishing Fund (189)
Library Development Impact Fees Fund
Police Development Impact Fees Fund
Park Development Impact Fees Fund
Transportation Development Impact Fees
Fund(326)
Facilities Maintenance Fund (6261
Information Systems Maintenance Fund
Section BFund (502)
2011 Tax Allocation Bond
Rule 20A Utility Undergraundmg
Other
Total
• Leveraged grants represent grant funds from other grants that are being leveraged to su000rt the local m tch and/nr nthernmlArt rna<
City of National City
Fiscal Year 2015 Budget
Capital Improvement Program
Infrastructure
Tro fic Signal Upgrades
(Citywide)
Grants
Grants (Leveraged)•
General Fund 001)
General Capital outlay Fund (103)
Parks Maintenance Fund (105)
Library Capital Outlay Fund (108)
Gas Tax Fund (109)
Park & Recreation Capital Outlay Fund
Sewer Service Fund (125)
Prop A Fund (307)
Civic Center Refurbishing Fund (189)
Library Development impact Fees Fund
Police Development Impact Fees Fund
Park Development Impact Fees Fund
Transportation Development Impact Fees
Fund (326)
Facilities Maintenance Fund (626)
Information Systems Maintenance Fund
Section8 Fund (502)
2011 Tax Allocation Bond
Rule 20A Utility Undergrounding
Other
Total
Esdma[ed `;
-Project.-,
Completion
On -going
pdorlurding
Allocations
$ 2,067,200
532,800
$ 2,600,000
FY2015Funding
Request
$ 100,000
100,000
100,000
g feeds
FY201g .:
100,000
$ 100,000
't Leve raged grants represent grant funds from other grants that are being leveraged to support the local match and/or other project costs.
City of National City
Fiscal Year2015 Budget
100,000
$ 100,000
£itfmated
Project -Budget
$ 3,000,000
Capital Improvement Program
CiPProject /funding Sources
F)diities
Cosa de Solud
(Heat Pump & A/C Unit, North Doors &
Panic Hardware, Facia Board / Beams,
Grants
Grants (leveraged)`
General Fund (001)
General Capital Outlay Fund (103)
Parks Maintenance Fund (105)
Library Capital Outlay Fund (108)
Gas Tax Fund (109)
Park & Recreation Capital Outlay Fund
Sewer Service Fund (125)
Prop A Fund (307)
Civic Center Refurbishing Fund (189)
Library Development Impact Fees Fund
Police Development Impact Fees Fund
Park Development Impact Fees Fund
Transportation Development Impact Fees
Fund (326)
Facilities Maintenance Fund (626)
Information Systems Maintenance Fund
Section 8 Fund (502)
2011 Tax Allocation Bond
Rule 20A Utility Underground ing
Other
Total
ClPPapjects
4070
Estimated
Project
Completion
FY2015
+FY2019CaSItallmprgvement Pale m(CIP)
'ESti(nated future fundinkPJeeds
` fY2017
Prior funding:
Allocations
Jr1l,2015 Funding.
Request
16 _
Leveraged grants rep resent grant funds f om other grants that are being leveraged to support the local in tch and/or other project costs.
City of National City
Fiscal Year 2015 Budget
Fv
FY20
Esimated•^•
••
•PrbjectBodget:
Capital Improvement Program
Fadlities
CIvk Center Improvements
(Electrical Upgrade siHVAC/ChlllerAlr-
Retrofit, Council Chambers Security,
Fire Suppression, ADA, etc.)
Grants
GrantskLeveraged)*
General Fund (001)
General Capital Outlay Fund (103)
Parks Maintenance Fund (105)
Library Capital Outlay Fund (108)
Gas Tax Fund (109)
Park & Recreation Capital Outlay Fund
Sewer Service Fund (125)
Prop A Fund (307)
Civic Center Refurbishing Fund (189)
Library Development Impact Fees Fund
Police Development Fact Fees Fund
Park Development Impact Fees Fund
Transportation Development Impact Fees
Fund (326)
Facilities Maintenance Fund (626)
Information Systems Maintenance Fund
Section 8 Fund (502)
2011 Tax Allocation Bond
Rule 20A Utility Undergroundmg
Other
Total
CIPProleetg
1178, 1591, 8034
8037
Fsttro led;
Project
Completion.
FY 2016
PdorFunding
Allocations
450,000
70,000
S 570,000
rtt
FY.2015funding
itequest , . .
m
d
re'
*Leveraged grants represent grant funds f om other grants hat are being leveraged to support the local m tch and/or other project costs.
City of National City
Fiscal Year 2015 Budget
11n6Nee� ,
FYsow
S
FRS
timated
Projedtludget
450,000
70,000
$ 1,270,000
Capital Improvement Program
UPPtojact/Funding Sources
FadlIties
Fire Station #311mprovements
(New Roof, A/C Unit, Painting, Front
Entrance Trim, Bathroom Tile, etc.)
Grants
Grants (Leveraged)'
General Fund 1001)
General Capital Outlay Fund (103)
Parks Maintenance Fund (105)
Library Capital Outlay Fund (108)
Gas Tax Fund(109)
Park & Recreation Capital Outlay Fund
Sewer Service Fund (125)
Prop A Fund (307)
C is Center Refurbishing Fund(189).
Library Development Impact Fees Fund
Police Development Impact Fees Fund
Park Development Impact Fees Fund
Transportation Development Impact Fees
Fund (326)
Facilities Maintenance Fund (626)
Information Systems Maintenance Fund
Section 8 Fund (502)
2011 Tax Allocation Bond
Rule 20A Utility Undergrounding
Other
Total
City of National City
Fiscal Year 2015 Budget
UP Project*
.FY2915 FY2019 GaPitalimprovetnent
intimated
Project
Completloh
FY 2015
jC1Pj
FY.2015
Estimated FutlfreFlmding Needs
PY2017
FY2O1g
19
Pdorfunding,
Allocations
50,000
FY 2Ol5 Funding
$
50,000
Estimated:;;`.
Project 0uilget
$
100,000
100,000
Capital Improvement Program
pP-Pmjea/funding Sources
4.0A5`,4Y 14{aAIbIArR'RI[s+Qej fe+rt..rug'ia
ttimeted�
Project
-CUP Project I Completion
Faoilide$
Kimball/Morgan Towers Nutrition Center 1598,1599
Improvements
(HVAC System, Roof, Refrigeration,
Grease Interceptor / Sanitary Sewer,
Grants
Grants (Leveraged)*
General Fund (001)
General Capital Outlay Fund (103)
Parks Maintenance Fund (105)
Library Capital Outlay Fund (108)
Gas Tax Fund (109)
Park & Recreation Capital Outlay Fund
Sewer Service Fund (125)
Prop A Fund (307)
Civic Center Refurbishing Fund (189)
Library Development Impact Fees Fund
Police Development Impact Fees Fund
Park Development Impact Fees Fund
Transportation Development Impact Fees
Fund (326)
Facilities Maintenance Fund (626)
Information Systems Maintenance Fund
Section 8 Fund (502)
2011 Tax Allocation Bond
Rule 20A Utility Und rounding
Other
Total
FY 2015
P8a➢Ftniling
Allocations
$ 145,000
130,000
$ 275,000
FY3016
't�lmate&FrtLsle
dingTiee15s.
5
CY2019
sfrnated
Project &dget
$ 145,000
430,000
$ 575,000
* Leveraged grants represent grant funds f om other grants that are being leveraged to support the local m tch and/or other project costs.
City of National City
Fiscal Year 2015 Budget
Capital Improvement Program
_ "-Ff20155 FY301.9l ft I
InmmmvenientProyam(GIP) -
-
'
Cif -Project Sources
-CIPProject #
Esdroated'
-ProJea
Completion
-
prior funding,
AllotatfOii
FY 2funding
015
'Request-
' EStimatedfutr7
fundingNeeds
-fY-2018
FYi019
:
Fstimated
Project8udget
. fY 2016 {
. fY 2017
Facilitlek
7607
_..
FY2016
_._.._
-
$_ _. . •$
50,000
_ _...
_
---
_
_
$ 50,000
200,000
_
-
_
-
$ 200,000
- - -
$
-
_
---- --
_
$ -
- -
$.
-
---
$ _
- - -
-
S -
-
_
$ -
-----
$ -
-
_
-
$ -..._
$ -
250,000
-
_.
$ 250,000
MLK Community Censer Improvements
(Rooftop Heat Pump Units, North Room
Flooring, Fire Suppression, ADA, etc.)
Grants
Grants(Leve28ed)*
General Fund 1001)
General M Capital Outlay Fund (103�
Parks Maintenance Fund (105)
Library Capital Outlay Fund (108)_-
Gas Tax Fund (109)
Park & Recreation Capital Outlay Fund.
Sewer Service Fund (125)
Prop A Fund (307)-
Civic Center Refurbishing Fund (189)
UbraryDevelopmentlmpactFeesFund
Police Development Impact Fees Fund
Park Development
Transportation Development Impact Fees
Fund (326)
Fasties Maintenance Fund (626)._.._Fad
Information Systems Maintenance Fund
Section 9 Fund(502)
2011 Tax Allocation Bond
Rule 20A Utility Undergroundmg
Other
Total
* Leveraged grants represent Brent funds from other grants that are being leveraged to support the local match and/or other project costs.
City of National City
Fiscal Year 2015 Budget
Capital Improvement Program
[iP PmjertJ ending5o0me5.
Facilities
Notional City Public Library Improvements
(Public Safety Cameras Audio/Visual..
Systems, Flooring & Other Interior
Upgrades, etc.)
Grants
Grants (Leveraged)•
General Fund (001)
General Capital Outlay Fund (103)
Parks Maintenance Fund )1O5L
Library Capital Outlay Fund (108)
Gas Tax Fund (103)
Park & Recreation Capital Outlay Fund
Sewer Service Fund (125)
Prop A Fund (307)
Civic Center Refurbishing Fund (189)
Library Development Impact Fees Fund
Police Development Impact Fees Fund__
Park Development Impact Fees Fund
Transportation Development Impact Fees
Fund (326)
Facilities Maintenance Fund (626)
Information Systems Maintenance Fund
Section BFund 502
2011 Tax Allocation Bond
Rule 20A Utility Undergtounding
Others---
Total
tIP PToject8
1590,1610, 8050
8051
Completion
FY 2016
i9 lUI It iprove
PilorFunding
Allocations
480,000
480,000
enteeo$rg`m (CIP) .s.'.i.
• mated kr
200
sdhngtd4 a.=a.
3E ' FY2019
£sOlmsted
reject Budget
' Leveraged grants represent grant funds from other grants that are being leveraged to support the local match and/or other project cost .
City of National City
Fiscal year 2015 Budget
Capital Improvement Program
Y2013- FY3019Cep)talJinpm nementprogianl(CW
Estimated "
Estimated FuturefundingNeeds ',
fro„Jea
Pdor1unding,
1Y 201ifunding
.FY.2016
. CY2017
" FY2018 '
FY2019
Estimated
C)P froiett/ Funding Sources
VP Protect it
Completion
Allocations
' Request,
.
9fcjettAudget
FacilitiesPoliceDept.BuildingImprovements
1181,1182, 8035
-
--�
--
'--
--- --
-----___.,
(Electrical Upgrades, Property&
Room Upgrades/Expansion, ADA, Fire
-
-
-
- --
"
Supression, Waterproofing, etc )
FY 2015
Grants
$ -
$
5
$
$ -
$
$
Grants (Leveraged).
_
_
_
_.._.......
General Fund 1001)
550,000
- 500,000
-
-
-
-
1,050,000
General Capital Outlay Fund (103)
_
---
_-'-"
Parks Maintenance Fund(305)-
-
LibraryCapital Outlay Fund (108)
Gas Tax fund 1109)
- _�
--
--
Park& Recreation Capital Outlay Fund
.
Sewer Service Fund (125)
Prop A Fund (307)
-
"'-"
--_--
Crwc Center Refurbishing Fund (189)
-
_
_
_
-
LibraryDevelopmentlmpactFeesFund
_
-
Police Development Impact Fees Fund
_
250,000
130,000
-
-
380,000
Park Development Impact Fees Fund
-
-
_
-
Transportation Development Impact Fees
Fund (326)
-
-
Facilities Maintenance Fund (626)
-
Information Systems Maintenance Fund
Section HFund (502)
50,000
�--
-
- --'
_
-----
_
50,000
_._.
..'._.._._.
":
_._ _..
_- _-__
2011 Tax Allocation Bond
_
_
-
_..
-
Rule 20AUtilityUndergroundin�
Other
-
Total
$ 850,000
$ - 630,000
$ -
$ -.....$
-
$ - _...$
1,480,000
,• Leveraged grants represent grant funds from other grants that are being leveraged to support the local m tch and/or other project costs.
City of National City
Fiscal Year 2015 Budget
Capital Improvement Program
Fadlitlgs.
Police Dept. Building Improvements
(New Generator & Electrical
Grants
Grants (Leve aged)"
General Fund 001
General Capital Outl Fund (103)
Parks Maintenance Fund (105)
Library Capital Outlay Fund (108).
Gas Tax Fund (109)
Park & Recreation Capital Outlay Fund
Sewer Service Fund (125)
Prop A Fund (307)
Civic Center Refurbishing Fund(189)
Library Development Impact Fees Fund
Police Development Impact Fees Fund
Park Development Impact Fees Fund
Transportation Development Impact Fees
Fund (326)
Facilities Maintenance Fund (626)
Information Systems Maintenance Fund
Section 8 Fund (502)
2011 Tax Allocation Bond
Rule 20A Utility Undergrounding
Other
Total
Otttl
compieion
FY 2017
$
Pit,
tlorFunding:
Alloatioes'
rtDrt ratr (CIP�j t
$ -
istimated Future° {finding;
1,200,000
$ 1,200,000
Leveraged grants represent grant funds from other grants that are being leveraged to support the local m tch and/or of er project costs.
City of National City
Fiscal Year 2015 Budget
ESNnaated _.
Prluject8udget
1,200,000
$ 1,200,000
Capital Improvement Program
Projecttt4 unding Sources
Facilities
AsNeededFacility Improvements
Grants
Grants (Leveraged)*
General Fund (001)
General Capital Outlay Fund (103)
Parks Maintenance Fund (105)
Library Capital Outlay Fund (108)
Gas Tax Fund (109)
Park & Recreation Capital Outlay Fund
SewerService Fund (125)
Prop A Fund (307)
Civic Center Refurbishing Fund (189)
Library Development Impact Fees Fund
Police Development Impact Fees Fund
Park Development Impact Fees Fund
Transportation Development Impact Fees
Fund (326)
Facilities Maintenance Fund (626)
Information Systems Maintenance Fund
Section 8 Fund (502)
2011 Tax Allocation Bond
Rule 20A Utility Undergrounding
Other
Total
CIP Project
FY2015 CY.7Ai9ctlpltdlimprovensenirro am(CIP)
FSttnieted ; - �SCjtttatedl=rsturaPuntliggbeeds .
Proles
Completion
On -going
Prier Funding-
Allocations
5
FY 2016
FY 2017 '
500,000
$ 500,000
18
500,000
$ 500,00o
-Y2019
$ 500,ote
#sdmated
ProJetteudget
$ 1,500,000
Leveraged grants represent grant funds f om other grants that are being leveraged to support the local match and/or other project costs.
City of National City
Fiscal Year 2015 Budget
Capital Improvement Program
Parks & Rer tioo._
El Toyan Park Improvements
(Public Safety Cameras, ADA,
Parking, etc.)
Grants
Grants (Leveraged)•
General Fund (001)
General Capital Outlay Fund (103)
Parks Maintenance Fund (105)
Library Capital Outlay Fund (108)
Gas Tax Fund (109)
Park & Recreation Capital Outlay Fund
Sewer Service Fund (125)
Prop A Fund (307)
Civic Center Ref urbishinjFund(189)
Library Development Impact Fees Fund
Police Development Impact Fees Fund
Park Development Impact Fees Fund
Transportation Development Impact Fees
Fund (326)
Facilities Maintenance Fund (626)
Information Systems Maintenance Fund
Section 8 Fund (502)
2011 Tax Allocation Bond
Rule 20A Utility Undergrounding..
Other
Total
GIP Project
1608, 4131, 8040
was-cYa niceisitoftinpMenierj
#400
Project
totnpletjon
FY 2015
PriorFunding
Allocations
200,000
$ 600,000
FY2015etindlrjg,
iYiTl
rated vaults ,triding
+PY2017 " Y2018
• Leveled grants represent grant funds from other grants that are being leveraged to support the local match and/or other project costs.
City of National City
Fiscal Year 2015 Budget
rotated
PrejetBudget
200,000
$ 700,000
Capital Improvement Program
CIP Project/funding Sources
Parks & Recreation
El Toyon Pork Improvements
(Rec Center Upgrades)
Grants
Grants (Leveraged)•
General Fund (001)
General Capital Outlay Fund (103)
Parks Maintenance Fund (105)
Library Capital Outlay Fund (108)
Gas Tax Fund (109)
Park & Recreation Capital Outlay Fund
Sewer Service Fund (125)
Prop A Fund (307)
Civic Center Refurbishing Fund (189)
Library Development Impact Fees Fund
Police Development Impact Fees Fund
Park Development Impact Fees Fund
Transportation Development Impact Fees
Fund (326)
Facilities Maintenance Fund (626)
Information Systems Maintenance Fund
Section 8 Fund (502)
2011 Tax Allocation Bond
Rule 20A Utility Undergrounding
Other
Total
CIP Project#
CY 2O15 iY`t019LapltalinionavemedtP ghm'(CiPj "
Estimated`::-
PrdJect
Completion
FY 2018
fdor,fundingi
Allocations
,i07$fundlug.
**quest^
t matedlutui
FY2017
fundtngNeeds.
500,000
$ 500,000
2019
Estimated
? oJect Budget..
500,000
500,000
Leveraged grants represent grant f unds f cm other grants that are being leveraged to suppoltthe'local ni tch and/or other project cost .
City of National City
Fiscal Year 22015 Budget
Capital Improvement Program
Parks & R8aeauon
El Toyon Pork improvements
(As Needed Park Amenities / Upgrades)
Grants
Grants (Leveraged)'
General Fund (001)
General Capital Outlay Fund (103)
Parks Maintenance Fund (105)
Library Capital Outlay Fund (108).
Gas Tax Fund (109)
Park & Recreation Capital outlay Fund
Sewer Service Fund (125)
Prop A Fund (307)
Civic Center Refurbishing Fund (189)
Library Development Impact Fees Fund_ _.
Police Development Impact Fees Fund
Park Development Impact Fees Fund
Transportation Development Impact Fees
Fund (326)
Facilities Maintenance Fund (626)
Information Systems Maintenance Fund
Section 8 Fund (502)
2011 Tax Allocation Bond
Rule 20A Utility Undergrounding
Other
Total
-3Y 2u19
tuna ed
'Project:
tIP ProjectCompledoh
4131
On -going
Pdorfurfding.
AI(otatlons
$
200,000
$ 200,000
$ 200,000
' Leveraged grants represent grant funds from other grants hat are being leveraged to support the local match and/or other project costs.
City of National City
Fiscal Year 2015 Budget
$ 200,000
Estimated
Preject8udget..
$
600,000
600,000
Capital Improvement Program
Parks & Recreation
Kimball Park Improvements
(Arts Center, Rec Center, Electrical
Upgrades, Publk Safety Cameras, ADA,
Restrooms, Parking, Walking Paths,
Wayfinding, Trash Re eptacies, etc)
Grants
Grants (Leveraged)•
General Fund (001)
General Capital Outlay Fund (103)
Parks Maintenance Fund (105)
Library Capital Outlay Fund (108)
Gas Tax Fund (109)
Park & Recreation Capital Outlay Fund
Sewer Service Fund (125)
Prop A Fund (307)
Civic Center Refurbishing Fund (189)
Libra Development Impact Fees Fund
Police Deve IoRment Impact Fees Fund
Park Development Impact Fees Fund
Transportation Development Impact Fees
Fund (326)
Facilities Maintenance Fund (626)
Information Systems Maintenance Fund
(629)
Section 8 Fund (502)
2011 Tax Allocation Bond
Rule 20A Utility Undergrounding
Other
Total
GIP Projector
1600 1601, 1602
1608, 4132, 6185
8040
FY2025, FY 2015 Capital Improvement ProFaro (CIP) ..""
Estimated [Mailed Futire'tuatilsa Needs
,ro}ect EY21}L4 Fending 'FY2017
P
Completion
FY 2016
prig Fending
AHo atiols
200,000
950,000
150,000
$ 1,303,000
$ 600,000
FP2016
"Leveraged grants represent grant funds from other grants that are being leveraged to support the local m tch and/or other project cost .
City of National City
Fiscal Year 2015 Budget
2016
mated 's i
eetBudget'
200,000
100,000
250,000
$ 1,900,000
Capital Improvement Program
C1Pfroject/Fundingsouwces
Parks & Recreation
Kimball Pork Improvements
(Skate Pork)
Grants
Grants (Leveraged). -----.._....
General Fund (001)
General Capital Outlay Fund (103)
Parks Maintenance Fund (105)
Library Capital Outlay Fund (108)
Gas Tax Fund (109)
Park & Recreation Capital Outlay Fund
Sewer Service Fund (125)
Prop A Fund (307)
Civic Center Refurbishing Fund (189)
Library Development Impact Fees Fund
Police Development Impact Fees Fund
Park Development Impact Fees Fund
Transportation Development Impact Fees
Fund (326)
Facilities Maintenance Fund (626)
Information Systems Maintenance Fund
Section 8 Fund (502)
2011 Tax Allocation Bond
Rule 20A Utility Undergrounding
Other
Total
pdorFunding
Adopdon5
emedt
'FYffi1SFunding FY2016 FY207
Request
dlett
IP Preject ` Compietien
4132
FY 2016
* Leveraged grants represent grant funds from other grants that are being leveraged to support the local match and/or other project costs.
City of National City
Fiscal Year 2015 Budget
atpdingttleeds '.
$
FY 2D79
Estimated
Projecteudget
200,000
$ 400,000
Capital Improvement Program
CIP Project/Funding Sources
Parks & Recreation
Kimball Pork Improvements
(As -Needed Pork Amenities / Upgrades)
Grants
Grants (Leveraged)•
General Fund (001)
General Capital Outlay Fund (103)
Parks Maintenance Fund (105)
Library Capital Outlay Fund (108)
Gas Tax Fund (109)
Park & Recreation Capital Outlay Fund
Sewer Service Fund (125)
Prop A Fund(307)
Civic Center Refurbishing Fund (189)
Library Development Impact Fees Fund
Police Development Impact Fees Fund
Park Development Impact Fees Fund
Transportation Development Impact Fees
Fund (326)
Facilities Maintenance Fund (626)
Information Systems Maintenance Fund
Section 8Fund (502)
2011Tax Allocation Bond
Rule 20A Utility Undergrounding
Other
Total
CIP Project It
Estimated
,Protect
Completion.
On -going
Pdorsunding
Allocaiton3
FY 2015 Funding
Request
am(CIP) '
== Estimated Putuie' ndingNeeds
Y2O16'
`:FY 201T
200,000
$ 200,000
200,000
$ 200,000
$ 200,000
#stlirated
-ProJectBudget
• Leveraged grants repre sent grant funds f om other grants that are being leveraged to support the local match and/or other project costs.
City of National City
Fiscal Year 2015 Budget
Capital Improvement Program
Parks & Recreation
Los Palmas Park Improvements
(Electrkal Upgrades, Publk Safety
ADA, Restrooms, etc.)
Grants
Grants (Leveraged)'
General Fund (001)
General Capital Outlay Fund 1103)
Parks Maintenance Fund (105)
Library Capital Outlay Fund (108)
Gas Tax Fund (109)
Park & Recreation Capital Outlay Fund
Sewer Service Fund (125)
Prop A Fund (307)
Civic Center Refurbishing Fund (169)
Library Development Impact Fees Fund
Police Development Impact Fees Fund
Park Development Impact Fees Fund
Transportation Development Impact Fees
Fund (326)
Facilities Maintenance Fund (626)
information Systems Maintenance Fund
Section 8 Fund (502)_---�� -��-
2011 Tax Allocation Bond
Rule 20A Utility UndeTrounding ,.
Other
Total
1608, 4133, 8040
Prof et!
FY2015
PriboFundIng,
Allocations„
400,000
$ 400,000
tram
ent+
funding.
ueet
k�ieaFwtret
FY 201S
ds
19
'mated
:;Pra]ed Budget.
100,000
aoo,000
' Leve raged grants represent grant funds f om other grants that are being leveraged to support the local match and/or othe r project cost
City of National City
Fiscal Year 2015 Budget
Capital Improvement Program
eFY-2015: PY 2O19;CapItal1nrf ovement Program (CW)
CIPProject/funning Sources
CIPProjecttl
Estimated
Pr'ojett '-
,Completion
Priorfunding:
Allotations
FY:Z0150unding
Request -
E
tlmated-)utureFundingNeeds
. FY2016
. '
PY'2O17
.
FY201$'
FY ZO19
,. : '_
Estimated
'Project Widget
Parks & Recreation
4133
_
On -going
$ -
•
-•
-
$ -
$ -
_
_
$ -
$ ..-__$
_
-
$ -
_-_-$
100,000
_
$ 100,000
-.
100,000
_
$ 100,000
-
$ _.._.
100,000...
_
- - --
- -
$
300,000
-:---
-
$ 10go00
LosPalmasPorklmprovements
(As -Needed Park Amenities /Upgrades)
Grants
Grants (Leveraged)"
General Fund 1001J
General Capital Outlay Fund (103)
Parks Maintenance Fund (105)
Library Capital Outlay Fund (308)
Gas Tax Fund(109)
Parkg Recreation Capital Outlay Fund
Sewer Service Fund (125)-'-
Prop AFund (307)
Civic Center Refurbishing Fund (189)
Library Development Impact Fees Fund
Pole Development Impact Fees Fund
Park Development Impact Fees Fund
__._..._elopm_
Transportation Tnsportatition Development Impact Fees
Fund (326)
Facilities Maintenance Fund (626)
Information Systems Maintenance Fund
Section 8 Fund (502)
2011 Tax Allocation Bond
Rule 20A Utility Undergrounds ng
Other
Total
$ 100,000
. Leveraged grants represent grant funds from other grants that are being leveraged to support the local match and/or other project costs.
City of National City
Fiscal Year 2015 Budget
Capital Improvement Program
Parks Retrelnjfon
Woterfront Adventure Center
(4,663s.f. Public Educational &
Facility)
Grants
Grants (Leveraged)' _
General Fund (001)
General Capital Outlay Fund (103)
Parks Maintenance Fund (105)
Library Capital Outlay Fund (108)
Gas Tax Fund (109)
Park & Recreation Capital Outlay Fund.
Sewer Service Fund (125)
Prop Fund(307)
Civic Center Refurbishing Fund (189)
Library Development Impact Fees Fund
Police Development Impact Fees Fund
Park Development Impact Fees Fund _
Transportation Development Impact Fees
Fund (326)
Facilities Maintenance Fund (626)
I nfomtation _Systems Maintenance Fund
Section 8 Fund (502)
2011 Tax Allocation Bond
Rule 20A Utilty Undergrounds g
Other
Total
CIPProject
3816
Completion
FY 2015
25119G6g
Prior funsting_
Allocattois
$ 3,910,000
$ 3,910,000
I_mpyo'veMerttfra
PI
tlF8�uj4=�a(litlitlgdle
1O17
'Leveraged grants represent grant funds from other grants that are being leveraged to support the local m tch and/or other project costs.
City of National City
Fiscal Year 2015 Budget
L
Enimated
ProJectBudget.
$ 3,910,000
$ 3,910,000
Capital Improvement Program
CIP Project/Funding Sources
Housing )Infrastructure)
WI-TDD Site Infrastructure
(Site Remediatron, Demolition, Public
Works Relocation, etc.)
Grants
Grants (Leveraged)"
General Fund (001)
General Capital Outlay Fund (103)
Parks Maintenance Fund (10S)
Library Capital Outlay Fund (108)
Gas Tax Fund (109)
Park & Recreation Capital Outlay Fund
Sewer Service Fund (125)
Prop A Fund (307)
Civic Center Refurbishing Fund (189)
Library Development Impact Fees Fund
Police Development Impact Fees Fund
Park Development Impact Fees Fund
Transportation Development Impact Fees
Fund (326)
Facilities Maintenance Fund (626)
Information Systems Maintenance Fund
Section 8 Fund (502)
2011 Tax Allocation Bond
Rule 20A Utility Undergrounding
Other"•
Total
CIPProject6
1592, 1595, 1596
3934
fY 2015 Pt 21)?,9 Capltal mprOvetnentPtogtam(d P)
Estimated
9/plea Pi 2015 Funding
Completion Request
FY 2015
P.dorfuntting
Allocations
$ 700,000
1,100,000
4,400,000
$ 6,200,000
fir 2016
mated Future Funding Needs
FY 100FY2018 ` FY201!
' Leveraged grants represent grant funds from other grants hat are being leveraged to support the local m tch and/or other project cost .
" Funding available through WI-TOD Site Infrastructure Agreement and net proceeds from sale of property
City of National City
Fiscal Year 2015 Budget
Catlmated
Projett0udget:.
$ 700,000
1,100,000_
4,400,000
$ 6,200,00D
Capital Improvement Program
VEHICLE FLEET
City of National City
Fiscal Year2015 Budget
Capital Improvement Program
FY2015-FY2019vEHRY.EFtEET
Estimated Future Funding Needs'
Fleet (Vehicles & Equipment) /
fY 2015 Funding
fY 2016
FY2017
FY 2018
FY 2019
,Estimated
Funding Sources
Request
-
Project Budget
Police Patrol Vehicles (New)
General Fund (001)
$ -
$ 200,000
$ 200,000
S 200,600
$ 200,000
$ 800,000
Fire Ladder Truck (New - Annual Cost per
Estimated Payment Schedule)
General Fund (001)
200,000
150,000
150,000
150,000
150,000
800,000
Water Truck (Repair)
Gas Tax Fund (109)
65,000
-
-
-
-
65,000
F-450 Boom Truck (Replace w/ New)
Gas Tax Fund (109)
70,030
-
-
-
-
70,000
Street Sweeper (Retrofit)
Gas Tax Fund (109)
25,000
-
-
-
-
25,000
Stump Grinder (New)
Park & Recreation Capital Outlay Fund (115)
tight & Medium Duty Vehicles (Replace w/ New -
25,000
-
-
-
-
25,000
Annual Cost per Estimated Payment Schedules)'
General Fund (001)
' 41,749
100,000
100,000
150,000
130,000
521,749
Parks Maintenance Fund (105)
71,489
100,000
100,000
100,000
100,000
471,489
Gas Tax Fund (109)
-
50,000
50,000
60,000
60,000
220,000
SewerService Fund (125)
54,838
110,000
110,000
150,000
120,000
544,838
Facilities Maintenance Fund (626)
22,166
30,000
30,000
30,000
30,000
142,166
Section 8 Fund (502)
7,680
10,000
10,000
10,000
10,000
47,680
Other (Major Repairs / Heavy Duty Vehicle
Replacement)
General Fund (001)
-
200,000
200,000
200,000
200,000
800,000
Total
$ 582,921
$ 950,000
$ 950,000
$ 1,050,000
$ 1,000,000
$ 4,532,921
City of Nauo ! h98 Request / Estimates based on 5-Year Vehicle Replcement Schedule
Fiscal Year 2015 Budget
Capital Improvement Program
JjT'kF
flm F ii ��
re CCF�$ ..^-Y
.,
Fleet(Veti;(ie3&'Eq ipment):
FY2015Funding
4
'f1f201s°
Y2017
F t2018 , ,
4
f1� 01
t
�Estimated
SummaryiyrFundingSources
bequest .-
.
,... .
!zaject$udge#:'
General Fund (001)
$ -; 241,749
$ 650,000
$ 650,000
$ 700,000
$ 680,000
$ 2,921,749
Parks Maintenance Fund (105)
71,489.
100,000
100,000
100,000
100,000
471,489
Gas Tax Fund (109)
160,000
50,000
50,000
60,000
60,000
380,000
Park & Recreation Capital Outlay Fund
25,000
-
-
-
-
25,000
Sewer Service Fund (125)
54,838
110,000
110,000
150,000
120,000
544,838
Facilities Maintenance Fund (626)
22,166
30,000
30,000
30,000
30,000
142,166
Section 8 Fund (502)
7,680
10,000
10,000
10,000
10,000
47,680
Total
$ 582,921'
$ 950,000
$ 950,000
$ 1,050,000
$ 1,000,000
$ 4,532,921
* Leveraged gra nts represent grant funds from other grants that are being leveraged o support the local match and/or other project costs.
** Funding available through WI-TOD Site Infra tructure Agreement and net proceeds from sale of property
City of National City
Fiscal Year2015 Budget
Capital Improvement Program
F j
326
b
Building
1
Full-size Sedan
1996
I
FORD
TAURUS 4 DOOR
62,228
3,539
2015
Ford
y
Fusion Hybrid
290
Housing
Mid -size Sedan
1995
PONTIAC
GRANDAM
99,634
5,361
2015
Ford
Fusion Hybrid
r
321
NServices
Compact Pickup Reg 4x2
1997
FORD
RANGER XL
79,177
5,027
2015
Toyota
Tacoma Access Cab
398
NServices
11/2 Ton Cab Chassis
2000
FORD
F450
122,459
9,301
2015
Ford
F250 Utility Body
434
N Services
Full-size Sedan
2001
FORD
TAURUS
77,534
6,203
2015
Ford
Fusion Hybrid
295
P W-Fa ci liti es
Compact Pickup Reg 4x2
1996
FORD
RANGER
92,672
5,451
2015
Toyota
Tacoma Access Cab
296
r
PW-Facilities
Compact Pickup Reg 4x2
1996
FORD
RANGER
128,852
7,580
2015
Toyota
Tacoma Access Cab
318
PW-Facilities
Compact Pickup Reg 4x2
1997
FORD
RANGER XL
71,991
4,341
2015
Toyota
Tacoma Access Cab
r
184
PW-Park
3/4Ton Pickup Reg 4x2
1989
GMC
3/4 PU 2500
77,804
3,208
2015
Ford
F150 Pickup
276
PW-Park
Compact Pickup Reg 4x2
1995
FORD
RANGER
55,930
2,996
2015
Toyota
Tacoma Access Cab
r 297
PW-Perk
1/2 Ton Pickup Reg 4x2
1996
FORD
F150 PU
84,713
4,935
2015
Toyota
Tacoma Access Cab
r
308
PW-Park
1/2 Ton Pickup Reg 4x2
1997
FORD
F150 PU
92,597
5,474
2015
Toyota
Tacoma Access Cab
r 316
PW-Park
Compact Pickup Reg 4x2
1997
FORD
RANGER XL
74,970
4.686
2015
Toyota
Tacoma Access Cab
r 317
r
PW-Park
Compact Pickup Reg 4x2
1997
FORD
RANGER XL
61,195
3,825
2015
Toyota
Tacoma Access Cab
320
PW-Park
iron Cab Chassis
1997
FORD
F3505TAKEBED/DUMP
59,263
3,592
2015
Ford
F350Stakebed
r 346
PW-Park
Compact Pickup Reg 4x2
1998
FORD
RANGER XL
56,159
3,744
2015
Toyota
Tacoma Access Cab
322
r
PW-Sewer
11/2 Ton Cab Chassis
1998
FORD
F450
74,631
4,789
2015
Ford
F450 Dump Body
298
PW-Street
1/2 Ton Pickup Reg 4.12
1996
FORD
F150 PU
106,453
6,231
2015
Toyota
Tacoma Access Cah
r 319
PW-Street
11/2 Ton Cab Chassis
1997
FORD
F450 W/DUMP
47,946
2,891
2015
Ford
F450 Dump Body
r 334
Pool
1/2Ton Van Cargo
1997
CHEVROLET
ASTRO VAN
57,605
3,491
2015
Chevrolet
1500 Passenger Van
294
Pool
Compact Pickup Reg 4x2
1996
FORD
RANGER
78,335
4,563
2015
Toyota
Tacoma Access Cab
City of National City
Fiscal Year 2015 Budget
Capital Improvement Program
Competitive Grant Awards
The 5-Year Capital Improvement Program for Projects is approximately $63 million, of which
over $19 million is funded by competitive grants awarded to National City - see summary table
of grant awards below. Additional funds from Gas Tax, Proposition "A", Development Impact
Fees and Capital Outlay will also provide a significant contribution towards project delivery.
9' rtY �' yii3�S.K
rant
�Sti Rt ¢i
t�t
Smart Growth Incentive Program (SGIP) Grant — 8th St (Trolley Station to Highland Ave)
$2,000,000
Smart Growth Grant — Downtown-Westside Community Connections
' 2,000,000
Catalyst Grant — WI-TOD Project (Phase I)
500,000
EPA Grant — WI-TOD Project (Phase I)
200,000
Active Transportation Grant — 4th St (Roosevelt Ave to Harbison Ave)
450,000
Active Transportation Grant — "D" Ave (Division St to E. 30th St)
600,000
Active Transportation Grant — Citywide Bicycle Parking
50,000
Prop 84 Storm Water Grant — "A" Ave Green Street (E. 8th St to Kimball Park)
2,500,000
Highway Safety Improvement Program (HSIP) Grant — 8th St ("J" Ave to Palm Ave)
900,000
Highway Safety Improvement Program (HSIP) Grant — Highland Ave (Division St to E. 8th St)
900,000
Highway Safety Improvement Program (HSIP) Grants — Traffic Signal Upgrades / ADA,
Pedestrian & Bicycle Enhancements
2,259,400
Bicycle Transportation Account (BTA) Grant — 4th St (Roosevelt Ave to Harbison Ave)
355,500
Safe Routes to School (SRTS) Grant — Coolidge Ave
730,000
Safe Routes to School (SRTS) Grant — Roundabout at "D" Ave & E. 12th St / Kimball Way
500,000
Safe Routes to School (SRTS) Grant — 8th St (D Ave to Highland Ave)
450,000
Safe Routes to School (SRTS) Grant — Paradise Valley Rd (E. 8th St to Plaza Blvd)
225,000
Safe Routes to School (SRTS) Grant — Citywide Sustainability Program
500,000
Community Development Block Grant (CDBG) — Drainage Improvements
100,000
Community Development Block Grants (CDBG) — Kimball/Morgan Towers Nutrition Center
145,000
San Diego Unified Port District CIP — Waterfront Adventure Center
3,910,000
, ,,... . ?-«..
City of National City
Fiscal Year 2015 Budget
Capital Improvement Program
CIP Glossary
Allocation — distribution of funds
Budget reserve — money accumulated in special accounts for future purposes — for example, to
deal with unforeseen circumstances or to replace buildings or equipment
Capital budget - a spending plan for improvements to or acquisition of land, facilities,
equipment, and infrastructure
Capital Expenditure — charges for the acquisition of equipment, land, building, or improvements
of land or buildings, fixtures, and other permanent improvements with a value in excess of
$5,000 and a useful life expectancy of more than one year
Capital Project — an undertaking wherein labor and/or materials are used to construct, alter,
append or replace a building or an item of infrastructure (or a component of a building or item of
infrastructure); a capital project has a specific objective, is easily distinguishable from other work
being performed, has a definite beginning and end, does not occur annually (non -routine), and
typically has a total cost in excess of $100,000 and an expectant life of 10 or more years.
Concept — a project proposal for funding consideration
Contracted (obligated) — when an agreement is executed and funds are encumbered
Completed — when a Notice of Completion is filed with the San Diego County Recorder's Office
City of National City
Fiscal Year 2015 Budget
CIP PROJECT
DESCRIPTIONS /
SUMMARIES
8th St Corridor Safety Enhancements
Funding Sources:
• Highway Safety Improvement Program (HSIP) Grant
• 2011 Tax Allocation Bond (Capital)
• Gas Tax
• Prop A TransNet
Project Objectives:
• Enhance pedestrian safety, access and mobility, including ADA improvements;
• Reduce vehicle speeds through traffic calming;
• Reduce collisions through corridor improvements.
Project Description:
The project includes the following traffic safety enhancements on E. 8th Street between
J Avenue and Palm Ave, within the public right of way, to calm traffic, reduce collisions
and improve access for pedestrians:
1) Reduce travel lanes from four lanes to three lanes (two eastbound and one
westbound) to:
a. Construct left -turn pockets at intersections and key commercial driveways
to reduce rear -end and left -turn vs. opposing thru traffic collisions;
b. Construct ADA improvements, corner bulb -outs and refuge islands to calm
traffic and reduce pedestrian crossing distances at intersections;
c. Construct landscaped islands mid -block to calm traffic and beautify the
corridor;
d. Preserve on -street parking;
2) Install left -turn pockets and a traffic signal at M Avenue to reduce rear -end and left -
turn vs. opposing thru traffic collisions, and provide positive protection for
pedestrians at the school crossing;
3) Provide traffic signal modifications and ADA improvements at Palm Avenue;
4) Construct retaining walls for slope stabilization between K Avenue and L Avenue to
enhance pedestrian safety and access by preventing soil from sluffing over the
sidewalk.
Project Status:
• Final design in progress
• Construction schedule: October 2012 — June 2013
Coolidge Ave Community Corridor
Funding Sources:
• Safe Routes to School Grant
• 2011 Tax Allocation Bond (Capital)
• Gas Tax
• Prop A TransNet
Project Objectives:
• Enhance pedestrian safety, access and mobility to encourage more children to
walk to school;
• Provide ADA improvements;
• Reduce vehicle speeds and neighborhood cut -through traffic through traffic
calming;
• Reduce conflicts between vehicles and pedestrians in front of Kimball
Elementary School.
Project Description:
The project will deliver the following pedestrian enhancements and traffic calming
measures along Coolidge Avenue between W. 18th Street and Plaza Boulevard to
improve waikability, reduce cut -through traffic, vehicle speeds and collisions, and
provide a safer environment to encourage more children from the Old Town
Neighborhood to walk to and from Kimball Elementary School:
1) Provide ADA' improvements, enhanced signing and striping, and corner bulb -outs to
calm traffic and reduce pedestrian crossing distances at intersections;
2) Construct new sidewalks and street lighting to improve pedestrian walkways;
3) Install new street trees, landscaping and decorative benches to improve the
pedestrian environment.
Project Status:
• Final design in progress
• Construction schedule: October 2012 — June 2013
COOLIDGE AVENUE
SAFE ROUTES TO SCHOOL .E.e..A.'
KIMBALL ELEMENTARY SCHOOL CONCEPT PLAN
NATIONAL CITY, CALIFORNIA
In October 2012 the City of National City was awarded a $2.5 million "competitive" Prop 84 Storm Water
Grant for the "A" Avenue Green Street and Pedestrian Pathway Project. The City Council has approved
$800,000 in matching funds for a total project cost of $3.3 million. Final design, environmental, and
public outreach for the project is scheduled to start in the Spring of 2013.
The primary objectives of the project are as follows:
1) Create a "Green Street" that implements Low -Impact Development (LID) infiltration measures to
improve water quality of urban runoff entering the storm drain system which discharges
downstream into Paradise Creek at Kimball Park.
2) Create a safe, environmentally friendly walking path along "A" Avenue to connect Historic Brick
Row, Morgan Square and the 8th Street Revitalization District to City Hall, National City Public
Library and Kimball Park.
3) Provide educational opportunities through implementation of interpretative signage and creek-
themed art.
For more information on the project please contact the City Engineering Department at 619-336-4380.
In October 2012 the City of National City was awarded a $2.5 million "competitive Prop 84 Storm Water
Grant for the "A" Avenue Green Street and Pedestrian Pathway Project. The City Council has approved
$800,000 in matching funds for a total project cost of $3.3 million. Final design, environmental, and
public outreach for the project is scheduled to start in the Spring of 2013.
The primary objectives of the project are as follows:
1) Create a "Green Street" that implements Low -Impact Development (LID) infiltration measures to
improve water quality of urban runoff entering the storm drain system which discharges
downstream into Paradise Creek at Kimball Park.
2) Create a safe, environmentally friendly walking path along "A" Avenue to connect Historic Brick
Row, Morgan Square and the 8th Street Revitalization District to City Hall, National City Public
Library and Kimball Park.
3) Provide educational opportunities through implementation of interpretative signage and creek-
themed art.
For more information on the project please contact the City Engineering Department at 619-336-4380.
HARDINGAw. -
CHURCH
1
2
J
LEGEND:
I PROPOSED STREET LIGHT
EXISTING STREET LIGHT
K PROPOSED PARKWAY LANDSCAPE
is PROPOSED CORNER PERENNIAL BED
• HONG KONG ORCHID TREES
• WHITE CRAPE MYRTLE TREES
EXISTING PARKWAYTREES TO REMAIN
PROPOSED SCHOOL PLANTINGS:
OLI R
l 41,
WHIM/YELLOW ER
EDIBLE
MVfefMSPEA YEAR
IN SONNG 'RAWB-MORUUS 1111:MMIAVilf
MURTRM
INpRNEALL - WHITE FLOWERS
YLL
IN WAIMEARA2WR5
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ARRFT
PROPOSED CORNER BUMP -OUT
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:
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-25' EHE1OIGHTREE
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NATIONAL CRY• SNPITE E
COOLIDGE AVENUE
SAFE ROUTES TO SCHOOL M2E® QN
"COMMUNITY CORRIDOR" CONCEPT PLAN
NATIONAL CITY, CALIFORNIA
ITEM #1
NATIONAL SCHOOL DISTRICT
•
l'sta
TITt
National School District
flaiiroom Modernization Summary
2013/14
Clafitonni IVIOneerezatt On
Central
1
El Term
i
Ira I Inteon
1
John On.
1
Kimball
1
1.1. Palmas
1
Lincoln Ages
1
Olivewood
1
Panne.. Way
1
Rancho de la I
1
Preerhool
1
Torah
11
to.oWre upgrildeS
1
1
1
1
1
1
6
NO WInflOW, blinds, screens, awning
Remove oil old earpetIng
1
i
2
1
i
s
1
1
1
1
4
ne- OrejneWbOunfer sPace
1
1
1
3
.,
Weir+.storage space
1
1
1
a
.
bleyi helvmg
1
1
1
3
Rodlrig/celling upgrades
1
1
1
9
Whiteboards/teaching walls
1
i
1
Electrical upgrade
1
1
2
Push pin bPards along wall
1
1
2
Rain gutters
1
1
a
ftemndel Classrooms
2
1
2
Yertea
,
2
2
Sbeclaied, gestrooms upgrade
1
2
Better lighting
1
1
E 8 syaccess storage for Special Ed.
1
1
File cabinets
1
1
Fb4 doors with broken hinges
1
1
liOas amide of chignon.,
a
9
bicen campus
1
2
Kinder bathrooms outside Play area
1
s
Larger classrooms
1
I
Move drpmethean Boards
1
i
New Portables
1
i
New stairs outside of morns 11 & 12
1
2
New sinks
1
1
New water fountain,
1
1
Ramps for disabled students to all dassrooms
1
1
Remove bungalows
3.
1
Roof Drain 499104r1.191
1
a
NA
OL
CT
O
National School District
Support Faclll les Summary
2013/14
Jsupport Iacimles
WalkInfralge/freezer for CNS
umrral
1
el 1 oyun
1
Ira narnson
1
loon MY
I
Itunban
1
Las Palmas
1
Uncoln Hmes
i
Olivewoou
1
Palmer way
1
llanrbn ay l x l
1
rre,cnom
1
corals
n
bathroom mod (automatic flush, auto sink etc, floor c
1
1
1
1
1
1
t
1
1
f
1u
kludge
r
v
I
1
]
1
1
a
Staff
Cafeteria new/upgraded
1
1
1
1
1
1
a
Parent center upgrades
1
s
1
1
1
1
1
1
Stollworkreem upgrade
1
1
1
1
1
I
R
Health office. upgrade
1
1
1
1
1
s
More rastleoma
3
1
1
1
1
5
Lipdate/larger multipurpose room
1
1
-
1 -
1
•
Larger and modernized -Library
1
1
1
s
Mote storage
1
1
1
a
New awning' over student lunch area
1
1
a
OMipe/ma In building upgrade
1
1
1
a
Urger kitchen to hold equipment
1
I
z
MOM lighting
1
I
Moreroomsfor outside agencies, CPS, therapist, DIS
1
1
z
Separate facility to house before and after school pro
i
1
a
Custodian room
1
1
AC and Fans In Auditorium
1
1
Benches for students in front of the school & bus stop
1
1
Mora deaxooma
'
Moteeating space
1
1
,indoor
More
1
s
parldng
SBperale&larger auditorium and eating facility
1
a
S0prate.mediacenter/library/computer lab
1
s
Egteribrlundhtables
1
Medernire speech trailer
1
operate cooler for after school programs
1
1
Stage npgrades Icurtalnsspeakert, lights etc.)
1
1
larger auditorium
1
1
Flopring
1
1
More seating in lunch area
1
1
Upgrade reading room
-
-
I
1
Sensory Room
t
1
National School District
Athletic Facilities Summary
2013/14
Athletic Facilities
Indoor at letk space
central
3
el 'non
Ira Harbison
t
John Otis
alnba1I
Las Pairnu
Lincoln Acres
Olioewood
1
Palmer Way
1
Bancho de la WPreXholll
Totals
q
Pequlpmenf
t
r..
1
3
Gymrlaslum
1
1
2
%a
L
1
2
Baseball field with diamond
1
t
2
Athletic field
t
3
Basketball Court
1
1
Track repair (surface Is buckling and
t
�
Gym.
t
3
Something other than blacktop
1
1
Larger field
1
a
Improveblacktop
1
Racquetball/tennis courts/handball
,
a
T[ONAC—
OOL
IITt�Cf�
National School District
Playing Fields Summary
2013/14
Playing Fields Summary
Level/fix play areas/fields/Blacktop
Central
1
El 'rayon
tin Harbison
_
John Otis
Ennb ail
1
Las Paimas
1
Lincoln Acres
1
Ohvewood
1
Palmer Way
1
Rancho de la l
Prettliool Totals
6
Moreshaded areas around campus
1
1
1
1
1
1
e
Synthetic grass/turf
1
1
1
1
1
Remove wood chips and repalce with rubber mat
1
1
1
1
a
More playing fields with grass
1
_ _
1
1
a
New equipment
1
1
1 a
Nand ball court
1
1
__._.__..
1
1
1
a
Better drainage In the play area
z
Kinder needs larger play area and separate play area
1
_
1
2
Benches
1
1
a
Markings on the playground, field
1
1
_
2
More space
1
1
z
Astro Turf
1
1
x
Play structure repair or new play structure
1
1
x
Trees..
1
1
x
Upgrade fields
1
1
x
Basketball hoops that can be adjusted for all ages
1
1
Garden With irrigation
1
1
lighting; on lower field
1
1
mipiisoccer laid
1
1
More Grass
1
1
place'forstudents to play inside when tt rains
1
1
Pool
1
1
Remove or OK broken alidc on primary playground
1
a
Remove sandbox
1
1
rock -climbing wall
1
1
Solid roof over plonk table
1
a
Upgraded material under play structures
1
1
Small gym/basketball court
1 1
Minipark needs to be re • laced/now .rasa
1
1
n
x
x
y1
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National School District
Technology Summary
2013/14
New compute/spawdante, teacher and addidonl
a
1
t
1
1
1
1
1
a
I
1
I
Upgraded WI-FI/Internet onecthFy
1
1
1
1
1
1
1
1
t
1
Electrical upgrade/wiring/Infrastructure
1
1
1
1
_ 1
1
1
1
1
1
1
New computer lab
1
I
1
1'
UpgradedPromethwn Boards
1
3
i
1
1
Updated software lsuccessmaheo) & provide training
1
1
t
1
1
I
load. er Tablate in all alaaaroa ma
1
New printer/fax/copier
1
1
1
I
laptops
1
1
1
1
Cords to connect promethean boards other technology.
1
1
Docu-Cams tor all classrooms
1
1
I
New headphones
1
1
A safer and better laminates
r
uoerade auditorium technology
Newserver loom
1 —
Coer
1
High tech classrooms
upgraded equipment
Removal of broken and outdated technology
i
1
Electronic library
Upgraded server
I
Lap trip cans
1
Change email suffix
internal Instant M<>M61ng
Plan for updating technology
New switch Board with headset
1
Additional phones
1
National School District
New Construction Summary
301J/ta
Permanent 6okliegs
1
1
1
1
1
s
New resVOoms
1
1
1
t
1
New Iwo story building
1
1
1
1
1
s
New Pafkin6 Ms
t
1
1
i
r
Multipurpose room
a
1
1
s
library
1
1
MUltlpwpose room forart/musk/theater
1
Drop-ofi/plckilp
i
t
1
a
Cafeteria
1
nfidltarlwn
1
Mere classrooms
1
1
Side walk/speed bumps
1
Gym
1
Media center
- -
1
Centralized Preschool
1
1
Item #2
NO BACKUP
ITEM #3
CITY OF NATIONAL CITY FINAL
CLIMATE ACTION PLAN
CITY OF NATIONAL CITY
FINAL CLIMATE ACTION PLAN
May 2011
Prepared for:
City of National City
Prepared by:
Design, Community & Environment
TABLE OF CONTENTS
I . INTRODUCTION 1-1
2. EMISSIONS INVENTORY AND FORECAST 2-1
3. EMISSIONS REDUCTION TARGET 3-1
4. PROPOSED MEASURES AND POLICIES 4-1
5. IMPLEMENTATION, PERFORMANCE STANDARDS,
AND MONITORING PROGRAM 5-1
APPENDICES
Appendix A• 2005/2006 National City Greenhouse Gas Emissions
Inventory
Appendix B: Revised Greenhouse Gas Emissions Inventory and BAU Fore-
casts for National City
CITY OF NATIONAL CITY
FINAL CLIMATE ACTION PLAN
TABLE OF CONTENTS
List of Figures
Figure 1-1 The Greenhouse Effect 1-2
Figure 1-2 National City Sea Level Rise Map 1-6
List of Tables
Table 2-1 Community -Wide Emissions Inventory 2005 2-5
Table 2-2 Government Operations Emissions Inventory by Sector
2006 2-8
Table 2-3 Compound Annual Growth Rates by Sector 2-11
Table 2-4 Community -Wide Emissions Inventory and Forecast by
Sector 2-12
Table 2-5 Government Operations Emissions Inventory and
Forecast by Sector 2-16
Table 3-1 National City Emissions Summary 3-3
Table 4-1 Community -Wide GHG Emission Reductions 4-2
Table 4-2 Government Operations GHG Emission Reductions 4-7
Table 5-1 Performance Standards for Implementation of
Reduction Measures - Community -Wide 5-2
Table 5-2 Performance Standards for Implementation of
Reduction Measures - Government Operations 5-6
I INTRODUCTION
The City of National City is joining an increasing number of California
communities in developing plans to address climate change at a local level.
This Climate Action Plan (CAP) addresses the major sources of greenhouse
gas (GHG) emissions in National City and sets forth a detailed and long-term
strategy that the City and community can implement to achieve GHG emis-
sions reduction target. Implementation of this Climate Action Plan will
guide National City's actions to reduce its contribution to global climate
change and will support the State of California's ambitious emission reduc-
tion targets. The CAP will also be utilized for tiering and streamlining of
future development within National City pursuant to CEQA Guidelines
15152 and 15183.5. The CAP serves as the CEQA threshold of significance
within the City for climate change, by which all applicable developments
within the City will be reviewed.
This chapter provides background information about climate change science,
the effects and impacts of climate change, regulatory actions on climate
change, and existing climate action efforts in National City.
A. Climate Change
1. Climate Change Science
The Earth's atmosphere is composed of naturally -occurring and anthropo-
genic (induced by human activity) GHGs that trap heat in the atmosphere
and regulate the Earth's temperature. This phenomenon, known as the
Greenhouse Effect, is responsible for maintaining a habitable climate on
Earth. GHGs present in the earth's lower atmosphere play a critical role in
maintaining the earth's temperature as they trap some of the longwave infra-
red radiation emitted from the earth's surface which otherwise would have
escaped to space, as shown in Figure 1-1.
Water vapor and CO2 are the most abundant GHGs in the atmosphere. The
gases that are widely seen as the principal contributors to anthropogenic cli-
mate change are CO2, nitrous oxide (N20), CH4, hydrofluorocarbons
(HFCs), perfluorocarbons (PFCs), and sulfur hexafluoride (SF6). While hu-
CITY OF NATIONAL CITY
FINAL CLIMATE ACTION PLAN
INTRODUCTION
man activity results in the release of some GHGs that occur naturally, such as
CO2 and CH4, other gases, like HFCs, PFCs, and SF6, are human -made.
The combustion of fossil fuels and deforestation release carbon, in the form
of CO2, into the atmosphere that historically has been stored underground in
sediments or in surface vegetation. With the accelerated increase of fossil fuel
combustion and deforestation since the industrial revolution of the 19th cen-
tury, concentrations of GHGs have increased exponentially in the atmos-
phere. Increases in the atmospheric concentrations of GHGs in excess of
natural ambient concentrations contribute to the enhancement of the natural
greenhouse effect.
FIGURE 1-1 THE GREENHOUSE EFFECT
3 Soma coe.i rns.Non is
rar.etted ky the ahnosphare
aro e rtn's su'lacc
2 NetIncomin9 solar radiation:
240 wan per rn'
b Sur u of ita irrf,
rnJlazmn passes
thrr ugh tl e atmonphnre
and i5 iosl In
Source: UNEP/GRID-Arendal, http://maps.grida.no/go/graphic/greenhouse_effect.
This enhanced greenhouse effect has contributed to global warming, which is
an increased rate of warming of the earth's surface temperature. Specifically,
increases in GHGs lead to increased absorption of longwave infrared radia-
I-2
CITY OF NATIONAL CITY
FINAL CLIMATE ACTION PLAN
INTRODUCTION
tion by the earth's atmosphere and warm the lower atmosphere further,
thereby increasing evaporation rates and temperatures near the surface.
Warming of the earth's lower atmosphere induces large-scale changes in ocean
circulation patterns, precipitation patterns, global ice cover, biological distri-
butions, and other large-scale changes to the earth system that are collectively
referred to as climate change.
The Intergovernmental Panel on Climate Change (IPCC) was established by
the World Meteorological Organization and United Nations Environment
Programme to assess scientific, technical, and socioeconomic information
relevant to the understanding of climate change, its potential impacts, and
options for adaptation and mitigation. The IPCC estimates that the average
global temperature rise between the years 2000 and 2100 could range from
1.1°C, with no increase in GHG emissions above year 2000 levels, to 6.4°C,
with substantial increase in GHG emissions.' Large increases in global tem-
peratures could have massive deleterious impacts on the natural and human
environments. The prevailing opinion among scientists is that most of the
change in temperatures observed in the last 50 years is the result of human
activities.'
Scientific studies, best represented by the IPCC's periodic reports, demon-
strate that climate change is already occurring due to past GHG emissions.
Forecasting of future growth and related GHG emissions under "business-as-
IPCC, 2007, Climate Change 2007: Synthesis Report, Contribution of Work-
ing Groups 1, 11 and 111 to the Fourth Assessment Report of the Intergovernmental
Panel on Climate Change [Core Writing Team, Pachauri, R.K and Reisinger, A.(eds.)],
IPCC, Geneva, Switzerland.
2 Intergovernmental Panel on Climate Change, 2007, "Summary for Policy -
makers" in Climate Change 2007. The Physical Science Basis. Contribution of Working
Group I to the Fourth Assessment Report of the Intergovernmental Panel on Climate
Change, 2007, Cambridge, United Kingdom and New York, NY, USAL: Cambridge
University Press, page 10.
I-3
CITY OF NATIONAL CITY
FINAL CLIMATE ACTION PLAN
INTRODUCTION
usual" (BAU)' conditions indicates large increases in those GHG emissions
accompanied by an increasing severity of changes in global climate. Thus, the
best scientific evidence concludes that global emissions must be reduced be-
low current levels.
2. Effects and Impacts of Climate Change
In addition to causing an increase in average global surface temperature, rising
levels of greenhouse gases have a destabilizing effect on a number of different
micro -climates, conditions and systems. According to the Intergovernmental
Panel on Climate Change, surface temperatures are on course to increase by
between 2.5 and 10.5°F by the year 2100, with regions in the northern parts
of North America and Asia heating by 40 percent above the mean increase.
The increase in the temperature of the oceans is projected to accelerate the
water cycle, thereby increasing the severity and rate of both storms and
drought, which, along with decreased snow pack, could disrupt ecosystems,
agricultural systems and water supplies.
Snow cover has decreased by 10 percent in the last forty years. Average sea
levels have raised between 1/3 and 2/3 of a foot over the course of the 20th
century and are projected to rise by at least another 1/3 of a foot and up to
almost three feet by the year 2100. These coastal infringements on such a
large scale could lead to not only significant environmental and ecosystem
"Business as usual" (BAU) conditions are defined as population and eco-
nomic growth in the future using current (2009) building practices and current (2009)
regulatory standards. For this CAP, reference to BAU conditions are specifically de-
fined as including current mandatory requirements, such as Title 24 (Energy Effi-
ciency Standards); current federal vehicle mileage standards; California AB 1493 vehi-
cle emission standards; current renewable portfolio standards, including RPS (SB 1078
and SB 107) for California regulated utilities; current County water efficiency re-
quirements; and other existing local and State requirements. BAU conditions presume
no improvements in energy efficiency, water efficiency, fuel efficiency beyond that
existing today or as required by existing (2009) statute.
I-4
CITY OF NATIONAL CITY
FINAL CLIMATE ACTION PLAN
I N T R O D U C T ION
disturbances, but also major population displacement and economic up-
heaval.4
Although climate change is a global problem and the severity of the effects of
climate change in coming decades is uncertain, projections suggest that,
within California, climate change will result in significant impacts to the en-
vironment and ecosystems, which in turn will have major economic implica-
tions. Below is a summary of the potential effects of climate change in Cali-
fornia and National City, specifically.
a. Rising Temperatures
According to the State of California Climate Action Team (CAT) 2009 Bien-
nial Report, average statewide temperatures are anticipated to rise between 0.9
and 3.6°F over the first 30 years of the 21" century, and between 2.7 and
10.5°F over the last 30 years of the 21" century. Historically, California has
experienced warm temperatures during July and August; however as the cli-
mate changes, it is likely that occurrences of warm temperatures will extend
from June to September.' Increasing temperatures and more frequent heat
waves will have serious implications for electricity demand and emergency
response in California.
b. Sea Level Rise
A rise in sea level is already occurring in California, with a rise of 3 to 8
inches recorded in the last century. By 2050, average sea level in San Diego is
projected to be 1 to 1.5 feet higher than today, making lasting changes to the
coastline and threatening one of San Diego's greatest environmental and eco-
nomic assets. Figure 1-2 shows the flood risk associated with sea level rise in
National City. Streets, homes, recreation areas, businesses and boardwalks
IPCC, 2007, Climate Change 2007: Synthesis Report, Contribution of Work-
ing Groups I, II and III to the Fourth Assessment Report of the Intergovernmental
Panel on Climate Change [Core Writing Team, Pachauri, R.K and Reisinger, A.(eds.)],
IPCC, Geneva, Switzerland.
5 California Climate Change Center, 2009, Climate Action Team Biennial Re-
port, Draft, page 1.5.
1-5
CITY OF NATIONAL CITY
DRAFT CLIMATE ACTION PLAN
INTRODUCTION'
16
�INM.•
- ..mr []
— oxp .Y 0
0 025 0.5 I Mile
IIII, • n�m �.. mrtn�a rip
iBmn�Hµ Hv.�tlime'n NPo
N w..eiim. Euv.n
Source: Pacific Institute.
FIGURE I - 2
NATIONAL CITY SEA LEVEL RISE MAP
CITY OF NATIONAL CITY
FINAL CLIMATE ACTION PLAN
INTRODUCTION
near the shoreline will experience flooding more often. Coastal habitats such
as salt marshes and rocky intertidal areas will be exposed to more sea water.
In Southern California, where 91 percent of wetlands have already been lost
and many remaining wetlands are stressed by pollution, invasive species, and
altered hydrology, sea level rise poses yet another threat to coastal wetland
habitats.'
c. Water Supply
Based on current projections for growth and consumption levels, demand for
water is expected to significantly outpace the supply available from all
sources, in part because of climate change. Extended and more frequent
drought conditions would reduce local groundwater supplies about 7 percent
per year on average and increase the San Diego region's dependence on im-
ported water from distant sources like the Colorado River and Sacramento -
San Joaquin River Delta. Climate change is also projected to reduce the
amount of water available from these imported sources. Recent projections
for the Colorado River range from a 6 to 45 percent decline by 2050 as a re-
sult of the changing climate. Spring snowmen, which historically provided a
reliable supply of water after winter storms, will likely be lower due to an
expected 25 percent snowpack reduction in the Sierra Nevada Mountains by
2050.7
Other environmental factors may limit the amount of water available for
export to the San Diego region. For example, efforts such as the CALFED
Bay -Delta Program are trying to balance water supply needs with environ-
mental goals supporting freshwater habitat for fish and other wildlife in the
Delta. Overall, the San Diego region faces a possible water supply shortfall of
18 percent by 2050.8
6 California Climate Change Center, 2009, Climate Change -Related Impacts
in the San Diego Region by 2050, page 3.
California Climate Change Center, 2009, Climate Change -Related Impacts
in the San Diego Region by 2050, page 5.
8 California Climate Change Center, 2009, Climate Change -Related Impacts
in the San Diego Region by 2050, page 5.
I-7
CITY OF NATIONAL CITY
FINAL CLIMATE ACTION PLAN
INTRODUCTION
d. Air Quality
Studies have shown a link between heat and the formation of ground -level
ozone, the primary component of "smog." By 2050, the San Diego region is
expected to experience greater exposure to ground -level ozone due to a cli-
mate change -induced increase in number of hot and sunny days. Increased
ground -level ozone tends to aggravate asthma and increase airway reactivity
and inflammation.'
e. Wildfires
The existing habitat and climate conditions make the San Diego region vul-
nerable to extreme fire events. Warmer temperatures and more frequent
droughts caused by climate change will intensify wildfire conditions, marked
by drier, more flammable vegetation and longer periods of hot, dry Santa Ana
winds. By 2050, these conditions are expected to result in larger, more fre-
quent, and longer -lasting wildfires, during summer and especially fall, when
Santa Ana wind intensity is at its highest. Larger, more frequent, and longer -
lasting wildfires are expected to result in loss of human life, up to billions of
dollars in property damage, business closures, increased fire -fighting and
emergency services costs, and expensive recovery and restoration efforts.10
f. Public Health
Warmer temperatures and changes in precipitation, resulting from climate
change, have serious public health implications. Research suggests that the
most serious effects will be related to increased frequency of extreme condi-
tion such as more intense heat waves. Severe heat conditions paired with
poor air quality could increase the number of heat -related deaths, illnesses and
asthma attacks throughout the state.
9 California Climate Change Center, 2009, Climate Change -Related Impacts
in the San Diego Region by 2050, page 7.
10 California Climate Change Center, 2009, Climate Change -Related Impacts
in the San Diego Region by 2050, page 6.
I-8
CITY OF NATIONAL CITY
FINAL CLIMATE ACTION PLAN
[Ni RODUCTION
Changes in climate will also affect the geographic distribution and quantity of
disease -carrying vectors, such as mosquitoes and ticks. As a result, the risk of
contracting infectious disease from vectors will be altered by climate change."
g. Agriculture
San Diego's unique topography creates a wide variety of microclimates sup-
porting over 200 different agricultural commodities. Between now and 2050,
climate change could impact our region's agriculture, and exacerbate our wa-
ter supply situation, by increasing demand for irrigation to meet higher
evaporative demand associated with warmer and drier conditions. Climate
change will also change the geographic distribution of crop pests, though un-
derstanding the potential for crop loss from pests requires further research 12
h. Ecosystems and Wildlife
Along with one other county, the San Diego region has the most plants and
animals at risk of extinction in the continental United States. While in many
cases human population growth and development have fragmented critical
habitat areas, the impacts of climate change will compound the threats facing
already vulnerable plant and animal species. Though most species are often
able to adapt to changing conditions, unnaturally rapid shifts in temperature,
sea level rise, and drought due to climate change may outpace the ability of
some species to adapt and survive."
Due to rising temperatures and changes in precipitation, chaparral and coastal
sage scrub are expected to seek to move to higher elevations where tempera-
tures are cooler and precipitation is greater. Associated animal species will
adjust their ranges, though oftentimes not concurrently with the vegetation,
potentially resulting in a new mix of species and ecosystems. Projected in-
11 California Climate Change
in the San Diego Region by 2050, page 8.
12 California Climate Change
in the San Diego Region by 2050, page 3.
13 California Climate Change
in the San Diego Region by 2050, page 6.
Center, 2009, Climate Change -Related Impacts
Center, 2009, Climate Change -Related Impacts
Center, 2009, Climate Change -Related Impacts
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INTRODUCTION
creases in non-native grasses and fire frequency could also substantially reduce
the range and extent of future shrublands.'^
The "adjustment in natural or human systems in response to actual or ex-
pected climatic stimuli or their effects, which moderates harm or exploits
beneficial opportunities" is defined by the IPCC as adaptation.
3. Regulatory Action on Climate Change
As evidence of human -induced climate change mounts, agencies and organiza-
tions from the international level to the local level are working to develop
and implement solutions to control GHG emissions and slow global warm-
ing. The major efforts are described in this section.
a. International Action
The United Nations Framework Convention on Climate Change
(UNFCCC), an international treaty that has been ratified by 192 countries,
leads international efforts to address the threats of climate change. The Con-
vention encourages industrialized countries to reduce their GHG emissions.
The Kyoto Protocol, an addition to the UNFCCC treaty, sets legally binding
measures requiring countries to reduce collective emissions about 5 percent
below 1990 levels over the five year period between 2008 and 2012. The
Kyoto Protocol has been ratified by 189 countries as of late 2009. Although
the United States is responsible for a large percentage of global emissions and
signed the Protocol, Congress did not ratify it.
Most recently, the Copenhagen Accord was adopted at the United Nations
Climate Change Conference in Copenhagen in December 2009, endorsing the
continuation of the Kyoto Protocol. This is a non -binding agreement with
the goal of keeping maximum global temperature rise to below 2 degrees Cel-
14 California Climate Change Center, 2009, Climate Change•Related Impacts
in the San Diego Region by 2050, page 6.
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sius (°C) and to raise funds to enable developing countries to take action on
climate change.
b. Federal Laws and Regulations
The United States is beginning to implement federal regulations or policies
related to GHG emissions. In December 2009, Environmental Protection
Agency (EPA) Administrator Lisa Jackson signed findings that elevated con-
centrations of the six key GHGs in the atmosphere endanger public health
and welfare of current and future generations, and that the combined emis-
sions of GHGs from new motor vehicles contribute to the GHG air pollu-
tion that endangers public health and welfare.' While the final endanger-
ment finding does not automatically impose any requirements, it allows EPA
to finalize proposed GHG emission standards for light -duty vehicles, which
were proposed in conjunction with the Department of Transportation's Cor-
porate Average Fuel Economy (CAFE) standards earlier in 2009.16
On December 23, 2010 EPA announced settlement agreements with several
states, including California, and environmental groups that commits EPA to
issuing proposed GHG regulations for fossils fuel -fired power plants, electric
generating units (EGUs), and refineries. The regulations for EGUs will be
issued by July 26, 2011 and final regulations by May 26, 2010. EPA will
propose refinery regulations by December 15, 2011 and final regulations by
November 15, 2012.
c. State Laws. Regulations, and Policies
California has been a leader among states in passing legislation to reduce
GHG emissions and slow climate change. Major laws and regulations are
described below.
15
U.S. Environmental Protection Agency website, "EPA's Endangerment
Finding," http://www.epa.gov/climatechange/endangerment/downloads/Endanger
mentFinding_LegalBasis.pdf, accessed on March 29, 2010.
16 U.S. Environmental Protection Agency website, http://epa.gov/climate
change/endangerment.html, accessed on March 29, 2010.
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INTRODUCTION
i. Energy Efficiency Standards (1978)
Title 24, Part 6 of the California Code of Regulations, Energy Efficiency
Standards for Residential and Nonresidential Buildings, was established in
1978 to address a legislative mandate to reduce the State's energy consump-
tion. The standards are updated roughly every three years to incorporate
new energy efficiency goals, methods, and technologies. The 2008 standards
went into effect on January 1, 2010, and require buildings to be 15 percent
more energy efficient compared to the 2005 standards.
ii. Clean Car Regulations (Assembly Bill 1493, 2002)
Assembly Bill (AB) 1493, Clean Car Regulations (commonly known as the
"Pavley law"), directed the California Air Resources Board (CARB) to adopt
regulations to decrease GHG emissions from new passenger vehicles and light
duty trucks beginning with the 2009 model year. Implementation of these
fuel efficiency standards, known as the "Pavley standards," was uncertain for
years due to EPA's denial of California's request for a waiver of Clean Air
Act Section 209(a), which was necessary to implement the Pavley standards.
However, in June 2009, the EPA granted California the authority to imple-
ment the standards." These standards are anticipated to reduce GHG emis-
sions from California passenger vehicles by 30 percent by 2016, and are esti-
mated to result in an 18 percent GHG emissions reduction across the passen-
ger fleet.]"
iii. Executive Order S-3-05 (2005)
In 2005, Governor Schwarzenegger signed Executive Order S-3-05, which
established the goals of reducing emissions to 2000 levels by 2010, to 1990
levels by 2020, and to 80 percent below 1990 levels by 2050. The Executive
Order identified the California Environmental Protection Agency (Cal/EPA)
as the lead coordinating State agency for establishing climate change emission
L' California Air Resources Board website, www.arb.ca.gov, accessed on
March 17, 2010.
'S California Clean Cars Campaign, 2006, Factsheet: California's Vehicle
Global Warming Pollution Reduction Regulation: How it Works.
(http://www.calcleancars.org/factsheets/staffproposal.pdf).
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reduction targets in California, and designated a "Climate Action Team," a
multi -agency group of State agencies, to implement Executive Order S-3-05.
GHG emission reduction strategies and measures to reduce global warming
were identified by the California Climate Action Team in 2006.
iv. Global Warming Solutions Act (AB 32, 2006)
In 2006, California Governor Schwarzenegger signed AB 32, the Global
Warming Solutions Act, into law. The Act requires that California cap its
GHG emissions at 1990 levels by 2020. AB 32 also requires that CARB iden-
tify discrete early actions to reduce emissions that could be implemented im-
mediately, and develop a statewide scoping plan to identify how to meet the
emissions reduction targets.
CARB identified a list of nine early actions, including landfill CH4 capture,
the Low Carbon Fuel Standard (LCFS) that is discussed further in the section
below, and a tire pressure program. CARB's Climate Change Scoping Plan,
adopted in December 2008, outlines regulations, market mechanisms, and
other actions to achieve the maximum technologically -feasible and cost-
effective reductions in GHG emissions by 2020.19 The Scoping Plan recom-
mends achieving a statewide energy mix with 33 percent from renewable en-
ergy sources, developing a California cap -and -trade program that will be part
of a regional carbon market through the Western Climate Initiative, and ex-
panding and strengthening existing energy efficiency programs and building
and appliance standards.
v. Executive Order S-01-07 (2007)
Executive Order S-01-07, signed by Governor Schwarzenegger in 2007, estab-
lishes a LCFS for transportation fuels sold in California. This standard will
reduce the carbon content of passenger vehicle fuels in California by at least
10 percent by 2020.
19 California Air Resources Board website, www.arb.ca.gov, accessed on
March 17, 2010.
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vi. Regional Transportation and Land Use Planning Efforts (SB 375, 2008)
In 2008, California enacted Senate Bill (SB) 375 to augment AB 32 by promot-
ing efficient land use patterns and curbing sprawl. SB 375 establishes emis-
sions -reduction goals for which regions can plan; encourages metropolitan
planning organizations (MPOs) to integrate their housing, transportation, and
regional land use plans with GHG reduction goals; and provides incentives
for governments and developers to implement compact and efficient growth
patterns. Under SB 375, the 18 MPOs in California must prepare a "sustain-
able communities strategy" to reduce the vehicle miles traveled (VMT) in
their regions and demonstrate their ability to reach the CARB targets. SB 375
also includes incentives to create walkable and attractive communities and to
revitalize existing communities. The legislation also allows developers to by-
pass certain environmental reviews under the California Environmental qual-
ity Act (CEQA) if they build projects consistent with the new sustainable
community strategies. SB 375 enhances CARB's ability to reach the AB 32
goals by directing the agency in developing regional GHG emission reduction
targets to be achieved from the transportation sector for 2020 and 2035.
vii. Heavy Duty Vehicle GHG Emissions Reduction Measure (2008)
In December 2008, CARB adopted the Heavy Duty Vehicle GHG Emission
Reduction Measure, which requires long -haul truckers to retrofit their trailers
with fuel efficient tires and aerodynamic devices. This requirement will im-
prove the fuel economy of heavy duty vehicles, reducing GHG emissions.
viii. California Climate Adaptation Strategy (2009)
The California Climate Adaptation Strategy was developed in response to
Executive Order S-13-2008. The report summarizes the best known science
on climate change impacts in the state to assess vulnerability and outlines pos-
sible solutions that can be implemented within and across state agencies to
promote resiliency.
d. Regional Policies and Measures
i. San Diego Association of Governments Regional Comprehensive Plan
In 2004, the San Diego Association of Governments (SANDAG) adopted the
Regional Comprehensive Plan (RCP), which serves as the foundation for in-
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INTRODUCTION
tegrating land use, transportation, infrastructure needs and public investment
strategies throughout the San Diego region. The RCP defines a vision and
provides a framework to connect local and regional policy decisions. It bal-
ances regional population, housing and employment growth with habitat
preservation, agriculture, open space, energy and other infrastructure needs in
a way that moves the region toward a sustainable future. The RCP calls for
the application of "smart growth" and "sustainability" principles to help cre-
ate livable communities through the integration of land use and transporta-
tion with a focus on improving urban design and walkability.20
ii. San Diego Regional Transportation Plan and Sustainable Communities
Strategy
The San Diego Regional Transportation Plan (RTP) is the primary transpor-
tation element of the RCP, and is intended to position the region to achieve
smarter, more sustainable growth that meets the transportation needs of the
region. Updates to the RTP are necessary to ensure that local governments
have opportunities to implement smart growth and that the design and im-
plementation of regional transportation facilities support local smart growth.
The 2030 RTP was adopted in 2007 and the 2050 RTP, which is currently
underway, will be adopted in 2011.2'
As required by SB 375, SANDAG is including a Sustainable Communities
Strategy (SCS) in the 2050 RTP. This element will demonstrate how the land
use patterns and transportation network, policies, and programs can work
together to achieve the GHG emission reduction targets for cars and light
trucks that will be established by CARB. The adopted SANDAG Smart
Growth Concept Map along with regional habitat conservation areas will
serve as a basis for the SCS.
20 SANDAG, 2010, Climate Action Strategy, (http://www.sandag.
org/uploads/publicationid/publicationid_1481_10940.pdf), page 4.
21 SANDAG, 2010, Climate Action Strategy, (http://www.sandag.org/
uploads/publicationid/publicationid_1481_10940.pdf), page 4.
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The SCS will include four building blocks:
• Land use component that accommodates the Regional Housing Needs
Assessment (RHNA) and includes the protection of sensitive resource ar-
eas, including areas protected under habitat conservation plans;
• Transportation networks including highways, transit, and local streets
and roads;
• Transportation demand management strategies; and
• Transportation system management programs and policies.
The SANDAG 2050 RTP will be the first in the state to implement SB 375
by including the SCS.22
iii. SANDAG Climate Action Strategy
SANDAG has developed a Climate Action Strategy (CAS) as part of a multi-
year partnership with the California Energy Commission. The strategy iden-
tifies a near -term goal of reducing GHG emissions to the 1990 level by 2020
and a long-term goal of reducing GHG emissions to 80 percent below the
1990 level by 2050, consistent with AB 32 and Executive Order S-3-05. 23
A major focus of the strategy is to identify policy measures that could help
SANDAG reduce GHG emissions from passenger cars and light -duty trucks
and comply with SB 375 in the 2050 RTP update (to be adopted in 2011).
The CAS also identifies available policy measures to help the region integrate
climate change considerations into existing planning processes affecting our
22 SANDAG Comprehensive Land Use and Regional Growth Projects: Sus-
tainable Communities Strategy website, http://www.sandag.org/index.asp?
projectid=360&fuseaction=projects.detail, accessed on April 8, 2010.
v SANDAG, 2010, Climate Action Strategy, (http://www.sandag.org/
uploads/publicationid/publicationid_1481 _10940.pdf).
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transportation system, land use patterns, building stock, and energy infra-
structure. 2"
iv. 2009 Regional Energy Strategy
In partnership with the California Energy Commission, SANDAG prepared
the 2009 Regional Energy Strategy (RES), which includes goals and policy
measures intended to save energy and increase the use of clean and renewable
energy sources. Many of the measures identified in the RES would also re-
duce GHG emissions. The RES identifies the following strategies that
SANDAG and local governments could help implement in order to help the
region meet the goals for energy and climate change mitigation.
• Pursue a comprehensive building retrofit program to improve efficiency
and install renewable energy systems;
• Create financing programs to pay for projects and improvements that
save energy;
• Utilize the SANDAG-SDG&E Local Government Partnership funding
award to help local government identify opportunities and implement
energy savings at government facilities and throughout their communi-
ties;
• Support land use and transportation planning strategies that reduce en-
ergy use and GHG emissions;
• Support planning of electric charging and alternative fueling infrastruc-
ture; and
• Support use of existing unused reclaimed water to decrease the amount of
energy needed to meet the water needs of the San Diego region.'
z" SANDAG, 2010, Climate Action Strategy, (http://www.sandag.org/
uploads/publicationid/publicationid_1481_10940.pdf), page 11.
25 SANDAG, 2010, Climate Action Strategy, (http://www.sandag.org/
uploads/publicationid/publicationid_1481_10940.pdf), page 12.
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v. 2009 Regional Alternative Fuels, Vehicles, and Infrastructure Report
SANDAG and the California Energy Commission developed a regional as-
sessment of alternative transportation fuels, vehicles and infrastructure that
identifies and recommends regional and local government actions to increase
the use of alternative fuels and vehicles in government fleets. The report in-
cludes recommendations for local governments and the region as a whole to
help increase the use of alternative fuels and vehicles, and provide the neces-
sary infrastructure to support alternative technologies.26
vi. SANDAG Borders Planning and Coordination
The SANDAG Borders Planning and Coordination Division addresses plan-
ning issues on the international, interregional and tribal government levels.
In 2009, the annual SANDAG binational event focused on crossborder cli-
mate change collaboration with Mexico and led to the development of the
following recommendations:
• Recognize the importance of encouraging all levels of agencies and stake-
holders in our San Diego — Baja California region to mutually agree on
priority aspects of climate change collaboration, including mitigation, ad-
aptation, and education strategies.
• Encourage the inclusion of strategies for collaboration and sharing in-
formation on regional climate change action plans in San Diego and Baja
California.
• The Fiscal Year 2010 binational event should follow up on topics related
to climate change planning.
• In Fiscal Year 2010, produce a progress report on development and ac-
tions take in climate change planning as a result of the 2009 seminar rec-
ommendations 27
26 SANDAG, 2010, Climate Action Strategy, (http://www.sandag.org/
uploads/publicationid/publicationid_1481_10940.pdf), page 13.
27 SANDAG, 2010, Climate Action Strategy, (http://www.sandag.org/
uploads/publicationid/publicationid 1481_10940.pdo,page 13.
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B. Existing Climate Action Efforts in National City
1. National City General Plan
The City of National City has demonstrated its commitment to sustainability
through its General Plan, including the recent update that is guided by prin-
ciples of sustainability. The five guiding principles of the General Plan are:
• Development: Recognize the importance of linking land use and trans-
portation planning
• Quality of Life: Improve the overall quality of life for everyone within
National City.
• Health and Safety: Seek opportunities to improve public health and
safety performance.
• Education: Emphasize the importance of schools by reintroducing them
as focal points within neighborhoods.
• Business: Provide a framework for sound economic development strate-
gies.
These guiding principles have informed the General Plan policies that are
intended to support and promote GHG emissions reductions and local initia-
tives and programs to encourage sustainability in National City. New poli-
cies in the Land Use and Community Character Element promote smart
growth consistent with statewide and regional planning goals and policies,
encourage a mix of land uses and the development of complete neighbor-
hoods that reduce vehicle use, encourage the development of community
green space, and encourage pedestrian and bicycle use through high -quality
streetscape design. The Circulation Element provides new policies to encour-
age transit -oriented development, promote use of public transit and provide a
safe environment for walking and biking.
New policies in the Safety Element are intended to prepare the City for natu-
ral disasters that may increase as a result of Climate Change. The new Open
Space and Agriculture Element includes policies to preserve existing open
space, develop a city-wide urban agriculture program, manage the urban for-
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est and provide adequate park space for all residents. Policies in the new
Health and Environment Element are intended to provide all residents with
access to healthy food and opportunities to lead healthy lifestyles. The Con-
servation and Sustainability Element is a new dement with policies to reduce
the City's carbon footprint, energy usage and waste generation to help ensure
a sustainable future.
2. Local Programs and Initiatives
The City of National City has implemented several strategies to reduce en-
ergy use and emissions associated with government operations. The Public
Works Department has instituted changes in managing both its fleet. and its
facilities that have reduced emissions below "business -as -usual" (BAU) levels.
The City has implemented the following strategies to reduce emissions associ-
ated with its vehicle fleet:
• Older, less efficient equipment in all usage categories has been identified
and completely removed from the fleet.
• Fleet usage has been reviewed and modified to make more efficient usage
of current vehicles. New vehicle pools have been established for this
purpose, which has resulted in fuel usage reductions.
• Four new fuel -efficient hybrid compact vehicles have been added to the
fleet to increase overall fuel efficiency and to reduce the City's carbon
footprint.
The City has also implemented the following strategies to reduce energy use
in its buildings and facilities:
• Lighting is retrofitted with higher -efficiency fixtures on a replacement
basis.
• Water heating temperatures were reduced to conserve energy.
• Water efficiency equipment has been installed, including waterless urinals
and flow restrictors on faucets and plumbing fixture flush valves.
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2 EMISSIONS INVENTORY AND FORECAST
This chapter summarizes the inventory of greenhouse gas (GHG) emissions
in National City and the forecast for GHG emissions under business as usual
(BAU) conditions in 2020 and 2030.
A. Emissions Inventory
The GHG emissions inventory provides the basis for creating an emissions'
forecast and enables the quantification of emissions reductions associated with
implemented and proposed measures.
1. Methodology
The purpose of the baseline emissions inventory is to determine the levels of
GHG emissions that National City emitted in its base year. The base year
used for this Plan was 2005. GHG emissions inventory data were collected
statewide in 2005 because it is the baseline for GHG emissions as specified in
the California Air Resources Board (CARB) Climate Change Scoping Plan,
pursuant to Assembly Bill 32. The City of National City inventory was con-
ducted using the International Council on Environmental Initiatives (ICLEI)
Cities for Climate Protection inventory methodology, which allows local
governments to systematically estimate and track greenhouse gas emissions
from energy and waste related activities at the community -wide scale and
those resulting directly from government operations. In 2009 ICLEI pre-
pared the 2005/2006 Greenhouse Gas Emissions Inventory for National City,
provided in Appendix A. This inventory serves as the basis for the revised
inventory included in this CAP that was completed in 2010 based on updated
data. The methodology of the 2005/2006 Greenhouse Gas Emissions Inven-
tory is described below, followed by an explanation of how the inventory
was revised for the purposes of this CAP. The 2005 base year is representa-
tive of 2010 conditions. Though vehicle miles traveled (VMT) may have in-
creased slightly between 2005 and 2010, the GHG emissions associated with
VMT have improved between 2005 and 2010 due to improvements in vehicle
efficiency and emission standards, thus 2005 conditions are generally equiva-
lent to 2010 conditions.
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a. Emissions Analysis Software
To facilitate local government efforts to identify and reduce greenhouse gas
emissions, ICLEI developed the Clean Air and Climate Protection (CACP)
software package that estimates emissions derived from energy consumption
and waste generation within a community. The CACP software determines
emissions using specific factors (or coefficients) according to the type of fuel
used. Emissions are aggregated and reported in terms of carbon dioxide
(CO2) equivalent units, or CO2e. Converting all emissions to carbon dioxide
equivalent units allows for the consideration of different GHGs in compara-
ble terms. For example, methane is 21 times more powerful than CO2 in its
capacity to trap heat, so the model converts one ton of methane emissions to
21 tons of CO2e.
The emissions coefficients and methodology employed by the CACP soft-
ware are consistent with national and international inventory standards estab-
lished by the Intergovernmental Panel on Climate Change (IPCC), the U.S.
Voluntary Greenhouse Gas Reporting Guidelines, and, for emissions generat-
ed from solid waste, the U.S. EPA's Waste Reduction Model (WARM).
The CACP software has been and continues to be used by over 250 U.S. local
governments to estimate GHG emissions. However, although the software
provides National City with a sophisticated and useful tool, calculating emis-
sions from energy use with precision is difficult. The CACP model is based
upon numerous assumptions made by ICLEI, and is limited by the quantity
and quality of available data. Given these limitations, model outputs should
be viewed as an approximation rather than an exact value.
b. Inventory Data Sources and Creation Process
An inventory of GHG emissions requires the collection of information from
a variety of sectors and sources. For community electricity and natural gas
data, ICLEI consulted San Diego Gas & Electric Company (SDG&E).
Transportation data was based on the San Diego Association of Governments
(SANDAG) regional transportation model and revised by Fehr and Peers.
Solid waste and wastewater data was provided by the County of San Diego.
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Water data was provided by the local water service provider, Sweetwater Au-
thority. City of National City staff was instrumental in providing data on
government operations.
The community inventory represents all the energy used and waste produced
within National City and its contribution to GHG emissions. The govern-
ment operations inventory includes emissions derived from internal govern-
ment operations. Government operations have however been analyzed sepa-
rately from the community inventory because the government operations
inventory is broken down into more specific emissions sectors than those
used in the community inventory. Government emissions accounted for less
than one percent of the total community emissions inventory in 2005.
There are two main reasons for completing separate emissions inventories for
community and government operations. First, the government is committed
to action on climate change, and has a higher degree of control to achieve
reductions in its own municipal emissions than those created by the commu-
nity at large. Second, by proactively reducing emissions generated by its own
activities, the National City government takes a visible leadership role in the
effort to address climate change. This is important for inspiring local action
in National City, as well as for inspiring other communities.
National City's inventory is based on the year 2005, which is considered the
baseline year by the California Air Resources Board for the purposes of As-
sembly Bill 32 (AB 32). When calculating National City's emissions invento-
ry, all energy consumed in National City was included. This means that,
even though the electricity used by National City residents is produced else-
where, this energy and emissions associated with it appears in National City's
inventory. The decision to calculate emissions in this manner reflects the
general philosophy that a community should take full ownership of the im-
pacts associated with its energy consumption, regardless of whether the gen-
eration occurs within the geographical limits of the community.
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c. Revised Emissions Inventory
As part of this Climate Action Plan a revised GHG emissions inventory was
completed in 2010 for the 2005 base year that includes updated transportation
and water data. The transportation data was refined by Fehr and Peers and
water usage data was provided by Sweetwater Authority.
Fehr and Peers used information provided by the San Diego Association of
Governments (SANDAG) and the assumptions listed below to calculate vehi-
cle miles traveled (VMT) in National City for the base year (2005). The com-
plete methodology used by Fehr and Peers is provided in Appendix B. The
following assumptions were applied in the VMT analysis and are consistent
with the Recommendations of the Regional Targets Advisory Committee (RTAC)
Pursuant to Senate Bill 375:
• Trips which are internal to National City are assumed to count 100 per-
cent.
• Trips which either begin or end in National City are assumed to count 50
percent.
• Trips which are external to National City are excluded from any VMT
calculations.
The Sweetwater Authority provided the total power consumption for all wa-
ter production in 2005, and the percentage of water produced that was deliv-
ered to National City during that year. This provided an estimate of the
amount of energy consumed to provide water to the City of National City in
2005.
2. Community -Wide Emissions Inventory
The community -wide inventory includes emissions from activities taking
place within the City limits. The sectors included in this inventory are ener-
gy, transportation, solid waste, and water and wastewater.
National City's 2005 community GHG emissions were 550,670 metric tons
of carbon dioxide equivalent (MTCO2e) from the energy, transportation and
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land use, solid waste, and wastewater sectors, as shown in Table 2-1, below.
In total, per capita GHG emissions in 2005 were 9.9 MTCO2e.
TABLE 2-1 COMMUNITY -WIDE EMISSIONS INVENTORY 2005
Metric Tons of Percentage of
Sector CO2e Total
Residential Energy 35,082 6.4%
Commercial/Industrial Energy
139,026 25.2%
Transportation
359,029 65.2%
Solid Waste
14,308 2.6%
Water and Wastewater
3,269 0.6%
Total
550,714 100.0%
Source: CACP Model, ECLEI, 2009 and DC&E, 2010. Government operations are included in
the community emissions inventory; however they have been analyzed separately because the
government operations inventory- is broken down into more specific emissions sectors than those
used in the community inventory. Government operations emissions accounted for less than one
percent of the total community emissions in 2005.
a. Energy
Community -wide stationary energy consumption includes electricity and
natural gas used for the residential and commercial/industrial sectors. Com-
munity -wide energy consumption for 2005 resulted in a total of 174,064
MTCO2e, or approximately 32 percent of total community -wide emissions.
National City residences consumed approximately 60 million kilowatt hours
(kWh) of electricity and 3.8 million therms of natural gas, resulting in 35,082
MTCO2e emissions. 58 percent of the total residential emissions were the
result of natural gas use, and 42 percent were the result of electricity con-
sumption. Major residential energy uses include heating, refrigeration, light-
ing and water heating.
Commercial and industrial buildings produced a total of 139,026 MTCO2e as
a result of electricity consumption and on -site combustion of natural gas.
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Eleven percent of total commercial/industrial emissions were the result of
natural gas use, and 89 percent were the result of electricity consumption.
Natural gas is typically used in the commercial/industrial sector to heat build-
ings, fire boilers and generate electricity, while electricity is used for lighting,
heating, and to power appliances and equipment.
b. Transportation
Transportation emissions were calculated for both on- and off -road vehicles
and equipment in National City. On -road transportation emissions were
derived from local jurisdiction vehicle miles traveled (VMT) data and regional
vehicle and travel characteristics. The data were revised to more accurately
calculate the VMT for trips internal to National City, rather than including
all pass -through travel on Interstates 5 and 805 and other regional thorough-
fares that run through National City. Off -road transportation emissions were
obtained from the Air Resources Board model using data for San Diego
County.
As with many California cities, transportation within National City's geo-
graphical boundary constitutes the greatest percentage of community -wide
GHG emissions with a total of 359,029 MTCO2e. Ninety-five percent of
these emissions came from on -road travel on State Highways and local roads.
The remaining 5 percent came from off -road vehicle use.
c. Solid Waste
Emissions from the solid waste sector are an estimate of methane generation
from the decomposition of municipal solid waste and alternative daily cover
sent to the landfill in the base year (2005). These emissions are not generated
in the base year, but will result from the decomposition of 2005 waste over
the full 100+ year cycle of its decomposition. About 75 percent of landfill
methane emissions are captured through landfill gas collection systems; how-
ever the remaining 25 percent escape into the atmosphere.' This sector also
U.S. EPA AP 42.
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includes base year emissions from the decomposition of waste -in -place at the
inactive Duck Pond landfill.
In 2005, the solid waste sector constituted 2.6 percent of the total GHG emis-
sions for the National City community, producing an estimated 14,308
MTCO2e emissions.
d. Water and Wastewater
Emissions from the water sector are based on the amount of energy used to
pump and convey water to National City in 2005.
Emissions from the wastewater sector are an estimate of methane and nitrous
oxide generated in the process of wastewater treatment. These emissions oc-
cur at treatment facilities outside the jurisdictional boundaries and "down-
stream" from the National City community where the wastewater is generat-
ed. In the San Diego region, about 71 percent of wastewater treatment me-
thane emissions are captured through biogas collection systems; however the
remaining 29 percent escape into the atmosphere.'
The water and wastewater sector contributed 3,269 MTCO2e emissions, con-
stituting 0.6 percent of the total community GHG emissions for National
City in 2005.
3. Government Operations Emissions Inventory
National City's total government operations emissions inventory for 2006
was 5,077 MTCO2e, as shown in Table 2-2 below, comprising less than 1 per-
cent of the City's total emissions. This inventory includes emissions from
employee commutes, buildings and facilities, the City's vehicle fleet, govern-
ment -generated solid waste, public lighting and water/sewerage treatment.
University of San Diego Energy Policy Initiatives Center, 2008, San Diego
County Greenhouse Gas Inventory.
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I ABLE 2-2 GOVERNMENT OPERATIONS EMISSIONS INVENTORY BY
SECTOR 2006
Sector
Metric Tons of Percentage of
CO2e Total
Buildings and Facilities
1,519 30.0%
Employee Commute
1,591 32.0%
Vehicle Fleet
1,033 20.0%
Solid Waste
565 11.0%
Public Lighting
360 7.0%
Water and Sewage
8 0.2%
Total
5,077 100%
Source: CACP model, ICLEI, 2009.
a. Buildings and Facilities
National City operates multiple facilities, including fire stations, a library, a
police station, recreation centers and other minor facilities. Facility opera-
tions contribute to GHG emissions in two major ways. First, facilities con-
sume electricity and natural gas, which contribute the majority of GHG
emissions from facilities. In addition, fire suppression, air conditioning and
refrigeration equipment in buildings can emit hydrofluorocarbons (HFCs)
and other GHGs when they leak refrigerants or fire suppressants.
In 2006, the operation of National City's facilities produced approximately
1,519 MTCO2e. Of total facility emissions, 80 percent came from the con-
sumption of electricity and 19 percent came from the combustion of natural
gas. An estimated 13 MTCO2e emissions were produced from refrigerants
leaked from HVAC, refrigeration or fire suppression systems.
b. Employee Commute
Fuel combustion from employees commuting to work is another important
emissions source from National City's operations. Personal employee vehi-
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cles use gasoline and other fuels which, when burned, generate GHG emis-
sions. The employee commute sector was evaluated in 2009, unlike the other
government operations sectors, which were evaluated in 2006.
In 2009, employees commuting in vehicles to and from their jobs at the City
emitted an estimated 1,591 MTCO2e. The majority (98 percent) of respond-
ents drove alone to work. The remaining 2 percent of all respondents com-
muted to work with carpools or vanpools.
c. Vehicle Fleet and Mobile Equipment
National City operates vehicles and other mobile equipment as part of their
daily operations that burn gasoline, diesel and other fuels, resulting in GHG
emissions. In addition, vehicles with air conditioning or refrigeration equip-
ment use refrigerants that can leak from the vehicle. Emissions from vehicles
and mobile equipment compose a significant portion of emissions within
most local governments.
In 2006, National City operated a vehicle fleet with 149 vehicles. The City
emitted approximately 1,033 MTCO2e. Of total mobile emissions, 75 percent
came from the combustion of gasoline, 20 percent came from the combustion
of diesel, and the remaining 5 percent came from leaked refrigerants.
d. Solid Waste
Many local government operations generate solid waste, including paper and
food waste from offices and facilities, construction waste from public works,
and plant debris from parks departments, much of which is eventually sent to
a landfill. Organic materials in government -generated solid waste generate
methane as they decay in the anaerobic environment of a landfill. An esti-
mated 75 percent of this methane is routinely captured via landfill gas collec-
tion systems; however, a portion escapes into the atmosphere, contributing to
GHG emissions.
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It is estimated that the waste disposed by National City government facilities
in 2006 will cumulatively produce 27 metric tons of methane gas, or 565
MTCO2e emissions.
e. Public Lighting
Like most local governments, National City operates a range of public light-
ing, including traffic signals, streetlights and outdoor lighting. In 2006, public
lighting in National City consumed a total of 1,011,245 kWh of electricity,
producing approximately 360 metric tons CO2e.
f. Water and Sewage
National City operates water and sewage transport equipment, including
sprinkler systems and sewage pumps. Electricity consumption is the most
significant source of GHG emissions from the operation of the City's water
and sewage transport equipment. In 2006, the operation of water and sewage
transport equipment produced approximately 8 MTCO2e emissions.
B. Emissions Forecasts
This section discusses the forecasts for GHG emissions in National City in
both 2020 and 2030. Both 2020 and 2030 "business as usual" (BAU) forecasts
are provided in order to maintain consistency with the California Air Re-
sources Board (CARB) Climate Change Scoping Plan, which set the horizon
year for emission reductions at 2020, and the National City General Plan,
which has a horizon year of 2030. BAU assumes that the baseline rates for
GHG emissions would continue into the future, with the only reductions
being from State measures that are currently in place. Forecasts for both
community emissions and government operations emissions are included.
The forecasts are based on the 2005/2006 Emissions Inventory, described
above.
I. Growth Rates
In order to model the 202C and 2030 BAU forecasts, the compound annual
growth rates were calculated for each sector, between 2005 and 2030, based on
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growth associated with buildout of the General Plan. The compound annual
growth rate (CAGR) for each sector was used to extrapolate the data for 2020,
as shown in Table 2.3 below. GHG emissions in National City are a function
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ABLE 2-3 COMPOUND ANNUAL GROWTH RATES BY SECTOR
Sector (unit of measure) 2005 2020 2030 CAGR %
Residential (Dwelling Units)
14,750 18,735
21,974 1.61%
Commercial (Square Footage) 8,158,180 11,235,406 13,979,772 1.99%
Transportation (Daily VMT) 1,556,000 1,837,005 2,052,000 3.49%
Solid Waste (Population) 55,622
69,294 80,231 1.11%
Water and Wastewater (Popu-
lation)
55,622 69,294 80,231 1.48%
Note: 2030 data based on Realistic Buildout Capacity for General Plan 2030 from PDC. 2005
Data for Residential dwelling units based on SANDAG Current Estimates used by ICLEI. Data
for Commercial and Industrial SF based on SANDAG data (2007). 2005 and 2030 VMT data
provided by Fehr and Peers. 2020 data was extrapolated by using the CAGR that was calculated
for growth between 2005 and 2030.
of the energy, transportation, solid waste, and water and wastewater sectors,
which are shown in Table 2-4 and discussed below.
2. State Reduction Measures
The effects of measures implemented at the State level were considered in the
2020 and 2030 BAU forecasts for GHG emissions in National City. The fol-
lowing policies and regulations have been adopted by the State legislature and
are projected to significantly reduce GHG emissions by 2020 and 2030.
i. Renewables Portfolio Standard
Established in 2002 under Senate Bill 1078 and accelerated in 2008 under Cali-
fornia Executive Order S-14-08, California's Renewables Portfolio Standard
(RPS) is one of the most ambitious renewable energy standards in the coun-
try. The RPS program requires California electricity providers to expand
their renewable energy portfolio to serve 33 percent of their Load through
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TABLE 2-4 COMMUNITY -WIDE EMISSIONS INVENTORY AND FORECAST
BY SECTOR
2005 2020 2030
Sector (MTCOle) (MTCOie) (MTCO2e)
Residential Energy 35,082 43,673 51,239
Commercial/Industrial
Energy
139,026
200,452 4270,017
Transportation 359,029 321,256 357,440
Solid Waste 14,308 17,836 20,659
Water and Wastewater 3,269 4,068 4,712
Total 550,714 587,286 704,067
Source: CACP Model, ICLEI, 2009 and DC&E, 2010.
renewable energy sources by 2020.3 This means that, over time, a larger and
larger share of the energy electrifying homes and businesses in National City
will be generated with clean power.
ii. Title 24 Energy Efficiency Standards and State Green Building Standards
Code
As described in Chapter 1, Title 24, Part 6 of the California Code of Regula-
tions, Energy Efficiency Standards for Residential and Nonresidential Build-
ings, was established in 1978 and has been updated every three years since
then. The 2008 standards went into effect on January 1, 2010, and require
buildings to be 15 percent more energy efficient compared to the 2005 stand-
ards. Also on January 1, 2010, the State Building Standards Commission
3 California Executive Order S-14-08 was signed by Governor Arnold
Schwarzenegger in November 2008. This mandate further accelerated a re-
newable energy portfolio standard implemented under Senate Bill 107 in
2006. California Energy Commission website, http://www.energy.ca.gov/
renewables/index.html, accessed on March 29, 2010.
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adopted the State Green Building Standards Code (CalGreen). CalGreen
supplements Title 24 and will, upon taking effect on January 1, 2011, require
all new buildings in the state to incorporate energy saving features.
iii. Clean Car Regulations (Assembly Bill 1493, 2002)
As described in Chapter 1, Assembly Bill (AB) 1493, Clean Car Regulations
(commonly known as the "Pavley law"), directed the California Air Re-
sources Board (CARS) to adopt regulations to decrease GHG emissions from
new passenger vehicles and light duty trucks beginning with the 2009 model
year. These standards are anticipated to reduce GHG emissions from Cali-
fornia passenger vehicles by 22 percent by 2012 and 30 percent by 2016.4
iv. Low Carbon Fuel Standard
As described in Chapter 1, Executive Order S-01-07 established a Low Carbon
Fuel Standard for transportation fuels sold in California. This standard will
reduce the carbon content of passenger vehicle fuels in California by at least
10 percent by 2020.
3. Community -Wide Emissions
The 2020 BAU forecast for community -wide emissions is 587,286 metric tons
of carbon dioxide equivalent (CO2e), an increase of approximately 7 percent
over the 2005 baseline inventory. The 2020 BAU forecast for community -
wide emissions is 704,067 metric tons CO2e, an increase of approximately 28
percent over the 2005 baseline inventory.
a. Energy
Community -wide energy consumption in 2020 includes electricity and natu-
ral gas consumption by residential buildings, commercial buildings and indus-
trial facilities. For the residential energy sector, the 2030 dwelling units pro-
4 California Air Resources Board, Clean Car Standards — Pavley, As-
sembly Bill 1493. http://www.arb.ca.gov/cc/ccms/ccms.htm, accessed on
November 12, 2010.
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jection from buildout of the Comprehensive Land Use Update for National
City was used to estimate average annual compound growth in residential
energy demand (1.61 percent). There were approximately 14,750 dwelling
units in National City in 2005, and based on the Comprehensive Land Use
Update there will be approximately 18,743 dwelling units in 2020 and 21,974
dwelling units in 2030. Residential energy consumption is projected to pro-
duce 43,673 MTCOze in 2020 and 51,239 MTCOze in 2030.
Using commercial and industrial square footage projections for National City
based on buildout of the Comprehensive Land Use Update, it was calculated
that the average annual growth in energy use in the commercial/industrial
sector between 2005 and 2030 will be 2.74 percent. Based on this growth rate,
commercial and industrial energy use is projected to produce 200,452
MTCOze in 2020 and 270,017 MTCOze in 2030.
b. Transportation
Growth in transportation emissions over the forecast period is closely related
to planned transportation infrastructure investments and the associated vehi-
cle activity, as measured in vehicle miles traveled (VMT). Fehr and Peers used
the SANDAG VMT forecast for the region and refined it for National City
to estimate 2020 travel activity. The 2020 BAU forecast for transportation -
related emissions is 321,256 MTCO2e, a decrease of approximately 10.5 per-
cent from 2005 emissions levels. This forecast exceeds the SANDAG target
of reducing GHG emissions from light cars and trucks by 7 percent from
2005 levels by 2020. The 2030 BAU forecast for transportation -related emis-
sions is 357,440 MTCOze, a decrease of approximately 0.4 percent from 2005
emissions levels.
c. Solid Waste
Emissions associated with solid waste generation and subsequent burial in
landfills are projected to grow in proportion to population. Based on
buildout of the Comprehensive Land Use Update, the population of National
City is forecast to grow by 1.48 percent per year. The waste sector is forecast
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to produce 17,836 metric tons CO2e in 2020 and 20,6.59 metric tons CO2e in
2030.
d. Water and Wastewater
Population is the primary determinate for growth in emissions pertaining to
water distribution and wastewater generation. Therefore, the average annual
population growth rate of 1.48 percent from 2005 to 2020 was used to esti-
mate future emissions from water distribution. The water and wastewater
sector is forecast to produce 4,068 metric tons CO2e in 2020 and 4,712 metric
tons CO2e in 2030.
4. Government Operations Forecast
The government operations emissions inventory developed for the baseline
year 2006 was used to project future government operations emissions in Na-
tional City for 2020 and 2030 under BAU conditions. The 2020 BAU fore-
cast for government operations emissions is 5,774 metric tons of carbon diox-
ide equivalent (CO2e), an increase of approximately 14 percent over the 2006
baseline inventory. The 2030 BAU forecast for government operations emis-
sions is 6,686 metric tons of carbon dioxide equivalent (CO2e), an increase of
approximately 32 percent over the 2006 baseline inventory. Table 2-5, below
presents the 2006 inventory and 2020 and 2030 BAU forecasts for govern-
ment operations by sector.
Growth in government operations is based on population growth in the City
between 2006 and the forecast years (2020 and 2030). The population is pro-
jected to grow by 23 percent between 2006 and 2020, and 42 percent between
2006 and 2030. GHG emissions from government operations are also pro-
jected to grow at the same rates. However, the State measures, including the
Clean Car Standards (Pavley), Low Carbon Fuel Standard, and Renewables
Portfolio Standard, will result in a slower rate of growth in GHG emissions
from government operations.
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TABLE 2-5 GOVERNMENT OPERATIONS EMISSIONS /NV£NTORYAND
FORECAST BY SECTOR
2006 2020 2030
Sources (MTCO2e) (MTCOze) (MTCOIe)
Buildings and Facilities 1,519 1,851 2,140
Employee Commute 1,591 1,722 1,995
Vehicle Fleet 1,033 1,076 1,269
Solid Waste 565 685 803
Public Lighting 360 429 507
Water and Sewage 8 11 11
Total 5,077 5,774 6,686
Source: CACP model, ICLE1, 2009, and DC&E, 2010.
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3 EMISSIONS REDUCTION TARGET
This chapter presents the greenhouse gas (GHG) emissions reduction target
for National City for the years 2020 and 2030. Many factors were considered
when selecting National City's reduction targets, including international,
state and regional goals for emissions reductions. The City strived to choose
a target that is both aggressive and achievable given local circumstances.
A. International Targets
The Kyoto Protocol target of 7 percent below 1990 levels was the target the
United States agreed to in principle at the 1997 United Nations Council of
Parties meeting, but has yet to ratify in Congress. Several European nations
set similar goals and some have begun action towards meeting them. The
International Panel on Climate Change (IPCC) research suggests that a 60
percent reduction below 1990 levels is necessary to reverse global warming
and stabilize the climate.
B. State and Local Targets
State and local factors considered in selecting the target reduction percentage
included estimation of the effects of implemented and planned programs and
policies, an approximate assessment of future opportunities to reduce emis-
sions, statewide targets established in the Global Warming Solutions Act of
2006 (AB 32) and other state -level climate policy, and regional targets adopted
by the San Diego Association of Governments (SANDAG). SANDAG's
regional emissions reduction target is consistent with the statewide goals un-
der AB 32 and Executive Order S-3-05.
AB 32 set the following short- and long-term goals for reducing state-wide
GHG emissions:
• 2000 levels by 2010.
• 1990 levels by 2020 (15 percent below 2005 levels by 2020).
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• 80 percent below 1990 levels by 2050 (83 percent below 2005 levels by
2050).1
Reducing GHG emissions to 1990 levels means cutting approximately 30 per-
cent from BAU emissions levels projected for 2020, or about 15 percent from
2005 levels.'
The California Air Resources Board (CARB) also established a regional tar-
get, pursuant to State Bill (SB) 375, for SANDAG, for emissions from cars
and light trucks, which requires a 7 percent reduction by 2020 and 13 percent
reduction by 2035.
C. National City Target
National City has adopted a reduction target of 15 percent below 2005/2006
baseline emission levels by the year 2020, with additional reductions by the
year 2030, for both community -wide and government operations. To reach
this target, National City must reduce annual community -wide emissions by
119,279 metric tons of COze from 2020 BAU levels and government opera-
tions emissions must be reduced by 1,459 metric tons of COze from 2020
BAU levels (see Table 3-1). The City will strive to achieve additional reduc-
tions in GHG emissions by 2030.
California Air Resources Board, 2008, Climate Change Scoping Plan,
(h ttp://www.arb.ca.gov/cc/scopingplan/document/adopted_scoping_plan.pdf)
2 California Air Resources Board, 2008, Climate Change Scoping Plan,
(http://www. arb.ca.gov/cc/scopin gp1 an /document/adopted_scoping_plan.pdf)
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TABLE 3- I NATIONAL CITY EMISSIONS SUMMARY
Government
Community Operations
Emissions Emissions
Base Year (2005/2006)
Quantity of COze emissions in
2005/2006 (metric tons)
Target Year (2020)
550,714 5,077
Business -as -usual projection of CO2e
emissions in 2020 (metric tons)
Percent CO2e reduction from baseline
targeted by target year (%)
Quantity of CO2e reduction targeted
(metric tons)
Target Quantity of CO2e emissions in
2020 (metric tons)
Target Year (2030)
587,386 5,774
15% 15%
119,279 1,459
468,107 4,315
Business -as -usual projection of CO2e
emissions in 2030 (metric tons)
Source: CACP Model, ICLEI, 2009 and DC&E, 2010.
704,067 6,686
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3-4
4 PROPOSED MEASURES AND POLICIES
This chapter presents the greenhouse gas (GHG) emission reduction measures
that the City of National City will implement in order to achieve the emis-
sion reduction target for the year 2020 and additional reductions by the year
2030.
The City has identified a set of emission reduction measures based on careful
consideration of the emission reductions needed to achieve the reduction tar-
get, the distribution of emissions revealed in the emissions inventory, existing
priorities and resources, and the potential costs and benefits of various poten-
tial emission reduction projects. The measures are divided into community -
wide and government operations sectors. Community -wide measures are
further divided into the following sectors: energy, transportation, solid waste,
and water and wastewater. The measures were modeled using the ICLEI
Climate and Air Pollution Planning Assistant (CAPPA).
Although the GHG emissions that result from government operations ac-
count for less than one percent of National City's community -wide emis-
sions, measures taken to reduce municipal emissions show that the City is
committed to action on climate change. National City is proud of the emis-
sion reduction efforts implemented to date and is committed to building on
those efforts by increasing fleet fuel efficiency, reducing solid waste, and in-
creasing energy efficiency and conservation in municipal buildings.
A. Community -Wide Measures
The energy, transportation and land use, solid waste, and water and wastewa-
ter sectors that are discussed below include measures that will reduce GHG
emissions. In total, implementation of the CAP measures will reduce GHG
emissions by 137,137 metric tons of CO2e (MTCO2e) from the 2020 BAU
forecast. This reduction exceeds the reduction target of 119,179 MTCO2e by
17,958 MTCO2e. By 2030, implementation of the CAP measures will reduce
GHG emissions by 156,127 MTCO2e from the 2030 BAU forecast. A sum-
mary of the reductions by sector is provided in Table 4-1.
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TABLE 4- I COMMUNITY -WIDE GHG EMISSION REDUCTIONS
Sector
Energy Use
Total Reduction in Total Reduction in
2020 (MTCO2e) 2030 (MTCO2e)
68,159 73,728
Transportation and Land
Use
62,055 75,475
Solid Waste
929 929
Water and Wastewater
5,993 5,993
Total Reduction
137,137 156,127
BAU Emissions
587,286 704,067
Total Emissions with Re-
ductions
450,149 547,940
Below 2005 Baseline
Emissions
18.3% 0.5%
Source: CACP, 2010; CAPPA, 2010; DC&E, 2010.
1. Energy
The energy sector measures are intended to reduce GHG emissions and en-
ergy consumption through conservation, use of energy -efficient technologies
and use of renewable energy sources. The energy measures, listed below, will
result in a reduction of 68,159 MTCO2e per year by 2020 and 73,728
MTCO2e per year by 2030.
a. Existing Buildings
A 1.a. 1 Encourage energy audits of existing buildings that inform building own-
ers of their energy usage.
A 1.a.2 Encourage energy audits at the time of sale of commercial and residential
properties and provide information about potential upgrades.
A1.a.3 Support increased use of solar water heating in residential, pool and
commercial uses.
A1.a.4 Adopt an energy financing program to encourage energy efficiency retro-
fits in existing buildings.
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A 1.a.5 Provide low- or no -cost weatherization improvements for low-income
households.
b. New Construction
A1.b.1 Encourage private development projects to exceed the energy efficiency
requirements of CalGreen by providing technical assistance, financial as-
sistance and other incentives.
A 1.b.2 Encourage LEED certification for all new commercial and industrial
buildings.
Al.b.3 Increase enforcement of building energy requirements to reduce the rate
of noncompliance.
c. Renewable Energy
A1.c.1 Support the SDG&E feed -in tariff or other policies that will facilitate
increased, cost-effective installation of small-scale renewable energy sys-
tems like solar photovoltaics.
Al.c.2 Encourage local homebuilders to participate in the New Solar Homes
Partnership to install solarphotovoltaics on new homes.
d. Electricity Grid Modernization
A 1.d.1 Support mechanisms that encourage installation of smart appliances that
interface with smart meters and provide real time electricity pricing in-
formation to consumers.
e. Peak Electricity Demand
Al.e.1 Provide information and resources about peak demand and climate
change, as well as environmental and monetary costs associated with
peak electricity demand.
2. Transportation and Land Use
The following measures are intended to reduce vehicle miles traveled, reduce
GHG emissions and improve air quality through a variety of strategies, in-
cluding efficient land use patterns; provisions to increase transit ridership,
walking, and bicycling; carbon sequestration; and use of alternative fuels.
The transportation and land use measures, listed below, will result in a reduc-
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tion of 62,055 MTCO2e per year by 2020 and 75,475 MTCO2e per year by
2030. The 2020 emissions reduction equates to a 28 percent reduction from
2005 levels and the 2030 emissions reduction equates to a 21 percent reduction
from 2005 levels. These reductions exceed the SANDAG regional targets set
by GARB for emissions from cars and light trucks, which call for a 7 percent
reduction from 2005 levels by 2020 and 13 percent reduction from 2005 levels
by 2035.
a. Smart Growth
A2.a.1 Foster land use intensity near, along with connectivity to, retail and em-
ployment centers and services to reduce vehicle miles traveled (VMT) and
increase the efficiency of delivery of services.
A2.a.2 Reduce parking requirement in smart growth areas to discourage the use
of single -occupancy vehicles.
b. Low Carbon Transportation
A2.b.1 Support the San Diego Metropolitan Transit Service (MTS) in making
performance and quality improvements to existing transit service in Na-
tional City.
A2.b.2 Implement bicycle corridor improvements and supportive infrastructure.
A2.b.3 Implement strategies that prioritize parking for high occupancy vehicles
(HOVs) - carpools, vanpools and transit vehicles.
A 2.b.4 Encourage employers to institute telework programs and alternative
work schedules to reduce commuting during peak hours.
A2.b.5 Encourage employers to institute programs that provide financial incen-
tives for commuters to reduce their vehicle trips and use alternative
transportation modes like walking, bicycling, public transit and carpool-
ing, often as an alternative to subsidized employee parking.
a)Parking Cash Out: Commuters offered subsidized parking are also of
fered the cash equivalent if they use alternative travel modes.
b) Travel Allowances: Financial payments provided to employees in lieu
of parking subsidies. Commuters could use the travel allowance to pay
for parking or for another travel mode.
c) Transit and Rideshare Benefits: Free or discounted fares provided to
employees.
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d)Reduced Employee Parking Subsidies: Commuters who drive would
pay a portion or all of their parking costs.
c. Traffic Congestion
A2.c.1 Conduct education campaigns or similar efforts to promote fuel -efficient
or "eco-driving" practices, such as reducing idling and gentle accelera-
tions.
d. Traffic Calming
A2.d.1 Implement neighborhood traffic calming projects (e.g., replace stop -
controlled intersections with roundabouts).
A2.d.2 Continue to coordinate traffic signals to facilitate efficient traffic condi-
tions.
e. Alternative Fuel Vehicles
A2.e.1 Develop streamlined permitting requirements and standardized design
guidelines and siting criteria for all types of electric charging stations.
3. Solid Waste
The following measures in the solid waste sector are intended to reduce the
amount of waste going to landfills through increased reuse and recycling.
The solid waste measures, listed below, will result in a reduction of 929
MTCO2e per year by 2020 and 929 MTCO2e per year by 2030.
A3.a.1 Implement a program to reduce, reuse and recycle community construc-
tion and demolition waste.
A3.a.2 Establish incentives for residents to participate in green waste recycling
programs.
A3.a.3 Educate owners and residents of multi -family housing about recycling
requirements and opportunities.
A3.a.4 Work with members of the Regional Solid Waste Association (RSWA) to
establish a curbside composting pilot project through the EDCO waste
collection service.
A3.a.5 Work with EDCO to encourage waste audits and waste reduction plans
for existing and new commercial developments.
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A3.a.6 Encourage EDCO to implement a restaurant food waste collection pro-
gram.
4. Water and Wastewater
The following measures in the water and wastewater sector reduce potable
water consumption through efficiency measures and use of wastewater where
possible. The measures listed below will result in a reduction of 5,993
MTCO2e per year by 2020 and 5,993 MTCO2e per year by 2030.
A4.a.1 Adopt water eff ciency principles similar to the Ahwahnee Water Princi-
ples for Resource Efficient Land Use' for new and existing residential and
commercial developments.
A4.a.2 Support landscape design educational programs to help residential and
commercial customers install low water use landscaping, thereby reduc-
ing water -related energy use.
A4.a.3 Encourage water efficiency audits at point of sale for commercial and
residential properties.
A4.a.4 Work with the Sweetwater Authority to identify uses for existing unused
reclaimed water to decrease the amount of water imported by the Sweet-
water Authority.
A4.a.5 Identify and support programs for residential re -use of gray water to de-
crease the amount of energy needed to meet water needs.
B. Government Operations
The buildings and facilities, employee commute, vehicle fleet, solid waste,
public lighting, and water and sewage sectors that are discussed below include
measures that will reduce GHG emissions. Public lighting measures are in-
cluded in the buildings and facilities sector. In total, implementation of the
CAP will reduce government operations GHG emissions by 1,563 MTCO2e
from the 2020 BAU forecast. This reduction exceeds the target reduction of
Local Government Commission, Ahwahnee Water Principles,
http://www.lgc.org/ahwahnee/h2o_principles.html, accessed on December 10, 2010.
4-6
CITY OF NATIONAL CITY
FINAL CLIMATE ACTION PLAN
PROPOSED MPASURES AND POLICIES
1,459 MTCOze by 104 MTCO2e. By 2030, implementation of the CAP will
reduce government operations emissions by 2,021 MTCO2e from the 2030
BAU forecast. A summary of the reductions by sector is provided in Table
4-2.
TABLE 4-2 GOVERNMENT.OPERATIONS GHG EMISSION REDUCTIONS
Sector
Buildings and Facilities
Total Reduction in Total Reduction in
2020 (MTCO2e) 2030 (MTCO2e)
859 1,069
Employee Commute
25 39
Vehicle Fleet
330 339
Solid Waste
0 0
Public Lighting
328 545
Water and Sewage
22 29
Total Reduction
1,563 2,021
BAU Emissions
5,774 6,686
Emissions with Reduc-
tions
4,211 4,665
% Below 2006 Baseline
Emissions
17% 8%
Source: CACP, 2010; CAPPA, 2010; DC&E, 2010.
1. Buildings and Facilities (including Public Lighting)
The measures listed below will result in a reduction of 1,187 MTCO2e per
year by 2020 and 1,614 MTCO2e per year by 2030.
Bl.a.1 Continue to audit city buildings and facilities to quantify energy use and
identify opportunities for energy savings through efficiency and conserva-
tion measures.
4-7
CITY OF NATIONAL CITY
FINAL CLIMATE ACTION PLAN
PROPOSED MEASURES AND POLICIFS
BI.a.2 Establish public facility energy efficiency standards and provide employ-
ees with guidelines, instructions and requirements for efficient use of fa-
cilities.
Bl.a.3 Encourage all new municipal buildings and facilities to meet at least
LEED Silver certification standards.
Bl.a.4 Utilize all available rebates and incentives for energy efficiency and dis-
tributed generation installations, such as state public good programs and
solar programs.
Bl.a.5 Continue to convert street lighting, water pumps, water treatment and
other energy intensive operations to more efficient technologies.
BLa.6 Participate in peak demand reduction programs and undertake peak
demand reduction measures at local government facilities.
B1.a.7 Implement off-peak scheduling of pumps, motors and other energy inten-
sive machinery where feasible.
BLa.8 Support the installation of solar panels on municipal facilities, including
the community swimming pool.
B1.a.9 Conserve and expand parks, open space and other natural lands for car-
bon sequestration.
B1.a.10 Manage parks, open space and other natural areas to ensure the long-term
health and viability of trees and other vegetation.
B1.a.11 Develop and implement a community -wide urban forestry management
and reforestation program to significantly increase the carbon storage po-
tential of trees and other vegetation in the community.
Bl.a.12 Encourage rooftop gardens, especially for large, flat -roofed industrial,
commercial and institutional buildings.
2. Employee Commute
The measure listed below will result in a reduction of 25 MTCO2e per year
by 2020 and 39 MTCO2e per year by 2030.
B2.a. 1 Implement programs and provide incentives to encourage reduced emis-
sions from employee commute, including telecommuting, alternative
work schedules, carpooling/vanpooling, and active transportation.
4-8
CITY OF NATIONAL CITY
FINAL CLIMATE ACTION PLAN
PROPOSED MEASURES AND POLICIES
3. Vehicle Fleet
The measure listed below will result in a reduction of 330 MTCO2e per year
by 2020 and 339 MTCO2e per year by 2030.
B3.a.1 Continue to integrate alternative transportation fuels and vehicles into
the government fleet and the fleets of contractors.
4. Water and Sewage
The measures listed below will result in a reduction of 22 MTCO2e per year
by 2020 and 29 MTCO2e per year by 2030.
B4.a.1 Audit the City's water and wastewater pumps and motors to identify the
most and least efficient equipment.
B4.a.2 Develop and implement a motor/pump efficiency cycling schedule to use
more efficient water or wastewater motors/pumps first.
B4.a.3 Replace least efficient water and wastewater pumps and motors with
more efficient equipment.
B4.a.4 Assess, maintain and repair existing plumbing fixtures, pipes and irriga-
tion systems in all municipal buildings and facilities.
B4.a. 5 Upgrade agency plumbing and irrigation systems with state-of--the-art
water -efficient technology.
B4.a.6 Encourage the use of recycled water for municipal facilities and opera-
tions, including parks and medians, where appropriate.
B4.a.7 Use compost and mulch in agency landscaping to conserve water.
4-9
CITY OF NATIONAL CITY
FINAL CLIMATE ACTION PLAN
PROPOSED MEASURES AND POLICIES
4-10
5 IMPLEMENTATION, PERFORMANCE STANDARDS, AND
MONITORING PROGRAM
Climate change is one of the most critical challenges facing society today.
Overcoming climate change will require substantial efforts from government,
organizations, and individuals. Meeting National City's reduction target will
require both persistence and adaptability. The City needs to prioritize ac-
tions; mobilize residents, business owners and staff; and work with neighbor-
ing jurisdictions and regional agencies to create workable solutions. The pre-
vious chapters present and analyze reduction measures intended to reduce
greenhouse gas (GHG) emissions in National City by 15 percent below 2005
baseline levels by 2020 and further reduce emissions by 2030. As described in
Chapter 4, implementation of the CAP measures will exceed the reduction
targets for both the community and government operations emissions. These
measures represent the hard work and initiative of the City of National City
to go above and beyond normal practice by proactively addressing our rela-
tionship to global climate change. This chapter outlines the steps, perform-
ance standards, and monitoring program that will be taken to implement the
GHG emission reduction measures in National City.
A. Performance Standards for Reduction Measure Implementation
This chapter separates reduction measures into two main time periods for
implementation: 2011 to 2015 and 2015 to 2020. Additional measures will be
implemented between 2020 and 2030 as advances make new technologies and
practices available. Phases indicate when implementation of the measure be-
gins. Overall maintenance of the program will extend well beyond the allot-
ted phase. All reduction measures will begin implementation by 2015. The
quantitative reduction effects, as detailed in Tables 5-1 (Community -wide) and
5-2 (Government Operations), serve as the standards by which performance
towards achievement of reduction target will be measured.
The phasing prioritization of the implementation lists was generated to iden-
tify which reduction measures are more effective and/or feasible and should
therefore be implemented first. All of the reduction' strategies are essential to
reach the goals set forth in this CAP; however some are expected to be
5-I
CITY OF NATIONAL CITY
FINAL CLIMATE ACTION PLAN
IMPLEMENTATION, PERFORMANCE S T A N D A R D S. A N C
MONITORING PROGRAM
TABLE 5- I PERFORMANCE STANDARDS FOR IMPLEMENTATION OF REDUCTION MEASURES
— COMMUNITY -WIDE
Total Total
Reduction Reduction
in 2020 in 2030 Implementation
Reduction Measure (MTCO2e) (MTCO2e) Phase
A2.c.1 Conduct education campaigns or similar
efforts to promote fuel -efficient or "eco-driving"
practices, such as reducing idling and gentle accel- 28,153 28,153 2011-2015
erations.
A1.a.1 Encourage energy audits of existing build-
ings that inform building owners of their energy
usage.
Al.a.2 Encourage energy audits at the time of sale
of commercial and residential properties and pro-
vide information about potential upgrades.
27,112
32,681 2011-2015
A2.a.1 Foster land use intensity near, along with
connectivity to, retail and employment centers
and services to reduce vehicle miles traveled 26,790 40,211 2011-2015
(VM'1) and increase the efficiency of delivery of
services.
A 1.d.1 Support mechanisms that encourage instal-
lation of smart appliances that interface with smart
meters and provide real time electricity pricing in-
formation to consumers.
14,894
14,894 2015-2020
A4.a.4 Work with the Sweetwater Authority to
identify uses for existing unused reclaimed water
to decrease the amount of water imported by the
Sweetwater Authority.
A4.a.5 Identify and support programs for residen-
tial reuse of gray water to decrease the amount of
energy needed to meet water needs.
7,223 7,223 2011-2015
A1.e.1 Provide information and resources about
peak demand and climate change, as well as envi-
ronmental and monetary costs associated with
•
peak electricity demand.
6,322
6,322 2011-2015
5-2
CITY OF NATIONAL CITY
FINAL CLIMATE ACTION FLAN
IMPLEMENTATION, PERFORMANCE STANDARDS, AND
M O N I l O R I N G PROGRAM
TABLE 5- I PERFORMANCE STANDARDS FOR IMPLEMENTATION OF REDUCTION MEASURES
— COMMUNITY -WIDE (CONTINUED)
Total Total
Reduction Reduction
in 2020 in 2030 Implementation
Reduction Measure (MTCO2e) (MTCO2e) Phase
A4.a.1 Adopt water efficiency principles similar to
the Ahwahnee Water Principles for Resource Effi-
5,993 5,993 2011-2015
cient Land Use for new and existing residential
and commercial developments.
A3.a.5 Work with EDCO to encourage waste
audits and waste reduction plans for existing and 4,895 4,895 2011-2015
new commercial developments.
A2.b.5 Encourage employers to institute programs
that provide financial incentives for commuters to
reduce their vehicle trips and use alternative trans-
portation modes like walking, bicycling, public
transit and carpooling, often as an alternative to
subsidized employee parking.
a) Parking Cash Out: Commuters offered subsi-
dized parking are also offered the cash equivalent if
they use alternative travel modes.
b) Travel Allowances: Financial payments pro-
vided to employees in lieu of parking subsidies.
Commuters could use the travel allowance to pay
for parking or for another travel mode.
c) Transit and Rideshare Benefits: Free or dis-
counted fares provided to employees.
d) Reduced Employee Parking Subsidies: Com-
muters who drive would pay a portion or all of
their parking costs.
3,838 3,838 2011-2030
A1.b-1 Encourage private development projects to
exceed the energy efficiency requirements of Cal -
Green by providing technical assistance, financial
assistance and other incentives.
Al.b.2 Encourage LEED certification for all new
commercial and industrial buildings.
2,736 2,736 2015-2020
A1.a.4 Adopt an energy financing program to
2,531 2,531 2011-2015
5-3
CITY OF NATIONAL CITY
FINAL CLIMATE ACTION PLAN
IMPI EMFNTATIO IMPLEMENTATION PERFORMANCE STANDARDS, AND
MONITORING PROGRAM
TABLE 5-I PERFORMANCE STANDARDS FOR IMPLEMENTATION OF REDUCTION MEASURES
— COMMUNITY -WIDE (CONTINUED)
Total Total
Reduction Reduction
in 2020 in 2030 Implementation
Reduction Measure (MTCO2e) (MTCO2e) Phase
encourage energy efficiency retrofits in existing
buildings.
A2.b.3 Implement strategies that prioritize parking
for high occupancy vehicles (HOVs) — carpools, 1,743 1,743 2015-2020
vanpools and transit vehicles.
A4.a.2 Support landscape design educational pro-
grams to help residential and commercial custom-
ers instal] low water use landscaping, thereby re-
ducing water -related energy use.
972 972 2015-2020
A2.e.1 Develop streamlined permitting require-
ments and standardized design guidelines and sit-
ing criteria for all types of electric charging sta-
tions.
793 793 2011-2015
Al.c.1 Support the SDG&E feed -in tariff or other
policies that will facilitate increased, cost-effective
installation of small-scale renewable energy sys-
tems like solar photovoltaics.
A 1.c.2 Encourage local homebuilders to partici-
pate in the New Solar Homes Partnership to in-
stall solar photovoltaics on new homes.
775 775 2015-2020
A2.b.2 Implement bicycle corridor improvements
and supportive infrastructure.
479 479 2015-2020
A1.a.3 Support increased use of solar water heating
in residential, pool and commercial uses.
389 389 2011-2015
A1.a.5 Provide low- or no -cost weatherization
improvements for low-income households.
383 383 2015-2020
A3.a.3 Educate owners and residents of multi-
family housing about recycling requirements and
opportunities.
A3.a.4 Work with members of the Regional Solid
Waste Association (RSWA) to establish a curbside
composting pilot project through the EDCO
waste collection service.
267 267 2011-2015
5-4
CITY OF NATIONAL CITY
FINAL CLIMATE ACTION PLAN
IMPLEMENTATION, PERFORMANCE STANDARDS, AND
MONITORING PROGRAM
TABLE 5- I PERFORMANCE STANDARDS FOR IMPLEMENTATION OF REDUCTION MEASURES
— COMMUNITY -WIDE (CONTINUED)
Total Total
Reduction Reduction
in 2020 in 2030 Implementation
Reduction Measure (MTCO2e) (MTCO2e) Phase
A3.a.6 Encourage EDCO to implement a restau-
rant food waste collection pro -gram.
254 254 2015-2020
A3.a.1 Implement a program to reduce, reuse and
recycle community construction and demolition
waste.
A3.a.2 Establish incentives for residents to partici-
pate in green waste recycling programs.
141 141 2015-2020
A2.b.4 Encourage employers to institute telework
programs and alternative work schedules to reduce
commuting during peak hours.
122 122 2015-2020
A4.a.3 Encourage water efficiency audits at point
of sale for commercial and residential properties.
91 91 2015-2020
A2.d.2 Continue to coordinate traffic signals to
facilitate efficient traffic conditions.
80 80 2015-2020
A2.a.2 Reduce parking requirement in smart
growth areas to discourage the use of single -
occupancy vehicles.
66 66 2011-2015
A2.b.1 Support the San Diego Metropolitan Tran-
sit Service (MTS) in making performance and qual-
ity improvements to existing transit service in
National City.
62 62 2015-2020
Al.b.3 Increase enforcement of building energy
requirements to reduce the rate of noncompliance.
23 23 2011-2015
A2.d.1 Implement neighborhood traffic calming
projects (e.g., replace stop -controlled intersections
with roundabouts).
9
9 2011-2015
Additional measures as available based technologi-
cal advances.
TBD TBD 2011-2030
Source: DC&E, 2010.
5-5
CITY OF NATIONAL CITY
FINAL CLIMATE ACTION PLAN
I M P I F N F N T A T I O N, PERFORMANCE STANDARDS. AND
MONITORING PROGRAM
TABLE 5-2 PERFORMANCE STANDARDS FOR IMPLEMENTATION OF REDUCTION MEASURES
— GOVERNMENT OPERATIONS
Reduction Measure
Bl.a.2 Establish public facility energy efficiency stan-
dards and provide employees with guidelines, instruc-
tions and requirements for efficient use of facilities.
Total Total
Reduction Reduction
in 2020 in 2030 Implementa-
(MTCO2e) (MTCO2e) tion Phase
350 350 2011-2015
B3.a1 Continue to integrate alternative transporta-
tion fuels and vehicles into the government fleet and 259 269 2011-2015
the fleets of contractors.
B1.a.4 Utilize all available rebates and incentives for
energy efficiency and distributed generation installa-
tions, such as state public good programs and solar
programs. 212 306 2011-2015
Bl.a.5 Continue to convert street lighting, water
pumps, water treatment and other energy intensive
operations to more efficient technologies.
Bl.a.6 Participate in peak demand reduction pro-
grams and undertake peak demand reduction meas-
ures at local government facilities.
Bl-a.7 Implement off-peak scheduling of pumps, mo-
tors and other energy intensive machinery where
feasible.
207 337 2011-2015
Bl.a.3 Encourage all new municipal buildings and
facilities to meet at least LEED Silver certification
standards.
178 296 2015-2020
B2.a.1 Implement programs and provide incentives to
encourage reduced emissions from employee com-
mute, including telecommuting, alternative work
schedules, carpooling/vanpooling, and active trans-
portation.
95 109 2011-2015
Bl.a.8 Support the installation of solar panels on mu-
nicipal facilities, including the community swimming 88 125 2015-2020
pool
5-6
CITY OF NATIONAL CITY
FINAL CLIMATE ACTION PLAN
IMPLEMENTATION PERFORMANCE STANDARDS. AND
MONITORING PROGRAM
TABLE 5-2 IMPLEMENTATION OF REDUCTION MEASURES — GOVERNMENT OPERATIONS
(CONTINUED)
Reduction Measure
B1.a.9 Conserve and expand parks, open space and
other natural lands for car -bon sequestration.
B1.a.10 Manage parks, open space and other natural
areas to ensure the long-term health and viability of
trees and other vegetation.
Bi.a.11 Develop and implement a community -wide
urban forestry management and reforestation pro-
gram to significantly increase the carbon storage po-
tential of trees and other vegetation in the commu-
nity.
Total Total
Reduction Reduction
in 2020 in 2030 Implementa-
(MTCO2e) (MTCO2e) tion Phase
77 77 2011-2015
B1.a.1 Continue to audit city buildings and facilities
to quantify energy use and identify opportunities for
energy savings through efficiency and conservation
measures.
71 119 2011-2015
B4.a.7 Use compost and mulch in agency landscaping
to conserve water.
11
18 2011-2015
Bl.a.12 Encourage rooftop gardens, especially for
large, flat -roofed industrial, commercial and institu-
tional buildings.
B4.a.1 Audit the City's water and wastewater pumps
and motors to identify the most and least efficient
equipment.
B4.a.2 Develop and implement a motor/pump effi-
ciency cycling schedule to use more efficient water or
wastewater motors/pumps first.
B4.a.3 Replace least efficient water and wastewater
pumps and motors with more efficient equipment.
B4.a.4 Assess, maintain and repair existing plumbing
fixtures, pipes and irrigation systems in all municipal
buildings and facilities.
B4.a.5 Upgrade agency plumbing and irrigation sys-
tems with state-of-the-art water -efficient technology.
B4.a.6 Encourage the use of recycled water for mu-
nicipal facilities and operations, including parks and
medians, where appropriate.
Source: DC&E, 2010.
5
5
4
5 2011-2015
5 2015-2020
4 2011-2015
5-7
CITY OF NATIONAL CITY
FINAL CLIMATE ACTION PLAN
IMPLEMENTATION, PE RFORNANCE Sl ANDARDS, AND
MONITORING PROGRAM
implemented on a later timeline due to obstacles of available data, technology,
or finances.
B. Implementation Funding
One of the main barriers to seeing through an implementation plan is lack of
available funds. There are multiple grant and loan programs through State,
federal, and regional sources to combat climate change. With the establish-
ment of this plan for action, National City is in a position to apply for fund-
ing to implement the supporting measures in a timely fashion. Funding
sources may include the San Diego Association of Governments, as a well as
State and federal agencies with similar programs.
One very important current federal funding source is the American Recovery
and Reinvestment Act of 2009 (ARRA). ARRA's Energy Efficiency and
Conservation Block Grant (EECBG) program is in the process of awarding
over $300 million directly to most California cities and counties. National
City has received a $561,700 allocation for climate action planning and im-
plementation.
In addition, funding opportunities will increase with implementation of re-
cent State legislation. In the energy sector, SB 1754 provides for State finan-
cial assistance for installing renewable energy projects. Further, AB 2466, on
the other hand, mandates that local governments be paid for the excess re-
newable energy they generate. With the funding from current State legisla-
tion and grant programs like those above, National City is likely to receive
assistance in seeing through its climate action goals and measures.
C. Plan Adaptation, Re -Inventory and Monitoring
This CAP represents National City's community -wide response to the threat
of climate change at the time of preparation. The field of climate action plan-
ning is rapidly evolving. Over the next decade, new information about cli-
5-8
CITY OF NATIONAL CITY
FINAL CLIMATE ACTION PLAN
IMPLEMENTATION PERFORMANCE STANDARDS, AND
MONITORING PROGRAM
mate change science and risk is likely to emerge, new GHG reduction strate-
gies and technologies will be developed, and State and federal legislation are
likely to advance. Therefore, in order to remain relevant and to be as effec-
tive as possible the CAP must evolve over time.
The Planning Division of the Development Services Department (Depart-
ment) will be responsible for continually monitoring the City's progress to-
wards meeting the reduction targets. The CAP, as a whole, will be reviewed
and modified every three years to evaluate implementation and achievement
of measure reductions and to identify potential plan update needs.
As part of the monitoring evaluation, the City will re -inventory their GHG
emissions. The process of conducting a re -inventory will allow the City to
monitor progress and report results toward local emissions reduction targets
and identify opportunities to integrate new or improved measures into the
emissions reduction plan. If forecast target reductions are not being met, the
Department will determine which measures are not achieving the target and
which measures are exceeding the target. As new technology comes online
each year, the Department will consider improvements to climate science,
explore new opportunities for GHG reduction and climate adaptation, and
determine what innovations can be implemented to help reduce emissions to
reach reduction targets.
5-9
CITY OF NATIONAL CITY
FINAL CLIMATE ACTION PLAN
IMPLEMENTATION, PERFORMANCE 5 1 A N D A R D S, AND
MONITORING PROGRAM
5-10
ITEM #4
NATIONAL CITY WELLNESS
COMMITTEE NEWSLETTERS
Wellness Committee
Newsletters
Evkptoees
oh- the
Move!
National City
Wanness Program
UPCOMING
EVENTS:
National City Wellness
Program Newsletter
90 Day Weight Loss
Challenge Weigh Ins
When: Thurs., May I
Time: I:00pm — 4:00pm
Where: City Hall Gym
Olivewood Gardens
Field Trip
When: Wed., May 7
Time: 12:OOpm — 2:OOpm
Where: RSVP to attend
1 Free Zumba Classes
When: Mon., Wed., & Fri.
Time: 6:30pm — 8:O0pm
Where: MLK Comm. Ctr.
April 15, 2014
Congratulations to Thrive Across America Teams
1st: Finance Ladies (Karla Apalategui, Gloria Alvarado, Dora Gallegos, Sheila Pangco &
Adella Salazar) with an average of 39.7 minutes per workout.
2nd: We don't get paid to WORKOUT! (Walter Amedee, Robert Drew, Robert
Hernandez, Frank Parra & Eddie Sanchez) with an average of 38.2 minutes per workout.
3rd: One foot in front of the other (Carlos Aguirre, Jessica Cissel, Damon Dong, Kathy
Guzman, Angelita Marchante, Bonifacio Salazar, Stacey Stevenson & Alfredo Ybarra) with
an average of 32.3 minutes per workout.
Each TTA Team has won an Applebees Gift Card worth $80, $60, and $40.
Ready to Roll: 5 Ways to Motivate Your Biking
May is National Bike Month, sponsored by the League of American Bicyclists. With
National Bike to Work Day slated for May 16, there has never been a better time to add
biking to your routine. Biking is an easy way for people of all ages to add exercise to
their day. Regular biking builds strength, muscle, and cardiovascular fitness. It burns
calories, reduces stress, and can help build coordination, all while protecting your joints
with low -impact activity. Here are 5 ways to motivate your to get on your bike and ride:
• Get your ride ready: If it has been a while since you've dusted off your bike, make
sure to check it over to be sure it is road -worthy. A trip to a bike shop for a tune-up can
be a great investment. Check your tires to be sure they are properly inflated, and make
sure that your seat is adjusted comfortably for your height.
• Learn the rules of the road: You will be a more confident biker if you understand
the rules of the road. Take a few minutes to learn your state's laws on wearing a helmet,
sharing the road with other vehicles, and riding on sidewalks. This helps keep others and
yourself safe. If you are new to biking, don't hesitate to take a few practice rides on less -
traveled streets before committing to biking in more populated areas or during rush
hour.
• Take an after -dinner ride: Bike trips don't have to be long or difficult to make a
significant difference in your health. Biking for 15 minutes at a moderate pace can burn
100 calories for an adult of average weight. Try to add in an after -dinner bike ride most
days, and see the results.
• Replace a car trip: Biking benefits your bank account as well as your body. By
replacing just one short car trip a week with a• bike trip, you can save a noticeable
amount of money spent on gas. Look at your typical trips and errands, and pick those
that could be easily replaced with a bike trip. Cutting out 10 miles of commuting by car
could save $1 or more — consider putting your gas savings into a fund and rewarding
yourself when you reach $50 or $100.
• Involve your friends and family: Biking is great sport to do in a group. Get your
friends and family together on the weekend and take a "bike hike." Check to see if your
local area has maps of bike paths that you can explore. Many areas have a network of
paths that lead to area parks or other fun and interesting destinations.
Issue #19
Don't crack under pressure; pass on the salt
A silent killer is stalking millions of Americans, many of whom don't even know they are potential victims. The stealthy
assassin: high blood pressure or hypertension. The disease has few, if any, symptoms. As a result, many people don't
realize they have a problem until it's too late. Left uncontrolled, high blood pressure can have deadly consequences —
including stroke, heart attack, heart failure, and kidney disease. Just how big of a problem is high blood pressure and
why should you care?
According to the American Heart Association:
• One out of every three Americans has high blood pressure.
• Nearly 20% of adult Americans are living with high blood pressure and don't know it.
• Only about half of the more than 76 million Americans diagnosed with high blood pressure are controlling it.
According to the Centers for Disease Control and Prevention:
• High blood pressure costs the nation $47.5 billion annually in direct medical expenses and $3.5 billion each year in
lost productivity.
• Reducing average population sodium intake from 3,300 mg to 2,300 mg per day may reduce cases of high blood
pressure by I I million and save $18 billion in healthcare costs annually.
Have you ever thought about how much sodium you get daily? Even if you have, you've likely underestimated what you
really consume: The average American takes in more than twice the recommended amount.
The American Heart Association recommends no more than 1,500 mg of sodium daily for African- Americans and
people 51 and older, as well as people with diabetes, high blood pressure, or chronic kidney disease. One teaspoon of
salt (sodium chloride) equals about 2,000 mg.
Sodium is an essential mineral. It helps nerves and muscles to work and keeps fluids balanced. However, in some
people, sodium increases blood pressure, placing added stress on the heart. More than 76 million Americans have been
diagnosed with high blood pressure. Likely, more are undiagnosed; high blood pressure usually has no symptoms, so
people don't realize they have it or should get it checked out.
About 75% of most people's sodium intake comes from processed and prepared foods. Make a habit of reading food
labels on products you buy and nutrition information provided by fast-food restaurants and other eateries.
Skin Check: What to show your doctor?
May is Melanoma/Skin Cancer Detection and Prevention Month. Skin cancer is the most common type of cancer in the
United States. More than 3.5 million skin cancers are diagnosed annually in more than 2 million people. Between 40
and 50% of Americans who live to age 65 will have skin cancer at least once. The key is prevention and early detection.
The five-year survival rate for patients whose melanoma is detected early, before the tumor has penetrated the skin, is
about 97%. The five-year survival rate falls to 15% for those with advanced disease.
Once a month, check your skin from head to toe and look for any changes that may be early signs of skin cancer. See a
doctor if you find any of the following:
• Patches of scaly skin or oozing or bleeding from a bump or mole.
• Any mole that has changed in color, size, surface, shape, or how it feels, including itchiness, tenderness, or pain.
• Any mole that is not round; is bigger than a pencil eraser; or has different colors, such as tan, black, or dashes of red,
white, and blue.
Source: American Academy of Dermatology
104
KNSFR PERMANENTS. thrive
Take steps to reduce your risk of cancer
While there's no guaranteed way to prevent cancer, there are many things you can
do to lower your risk. Most importantly, get regular checkups and recommended
screenings. Making healthy lifestyle changes like quitting smoking and wearing
sunscreen can also help. Here are more tips on reducing your risk:
Act out,
Regular, moderate
exercise can reduce your
risk of both colon cancer
and breast cancer.
Listen to Mom.
Eating vegetables rich in
nutrients and fiber can
help protect against many
diseases —even cancer.
Savor your sips.
Drink alcohol in moderation
—one drink a day for women
and two for men.
Visit kp.orglbetterawareness to learn more about cancer and reducing your risk.
Services covered under your health plan are provided and/or arranged by Kaiser Permanent@ health plans
around the country: Kaiser Foundation Health Plan, Inc., in Northern and Southern California and Hawaii • Kaiser
Foundation Health Plan of Colorado • Kaiser Foundation Heath Plan of Georgia, Inc., Nine Piedmont Center, 3495
Piedmont Road NE, Atlanta, GA30305, 404-364-7000 • Kaiser Foundation Health Plan of the Mid -Atlantic States,
Inc., in Maryland, Virginia, and Washington, D.C., 2101 E. Jefferson St, Rockville, MD 20852 • Kaiser Foundation
Health Plan of the Northwest;, 500 NE Multnomah St, Suite 100, Portland, OR 97232. Services for self -insured
plans are administered by Kaiser Permanente Insurance Company, One Kaiser Plaza, Oakland, CA 94612.
National CityWellness
EvwpLcaiees
cwthe Program
Newsletter
Notional City
Wel6sess Program
June 12, 2014 Issue #21
UPCOMING
EVENTS:
Smoothie Day
When: Mon., June 16
Time: 9:OOam — I0:OOam
Where: Library
Physician
Ambassador Talk
When: Thurs., June 26
Time: 12:OOpm — 1:O0pm
Where: MLK North Room
Free Zumba Classes
When: Mon., Wed., & Fri.
Time: 6:30pm — 8:00pm
Where: MLK Comm. Ctr.
Do you practice "headache hygiene"?
Headaches happen to almost everyone at one time or another. If you're lucky, you only
get an occasional headache, but 45 million Americans wrestle with frequent, chronic
headaches each year.
You may be able to curb headaches with "headache hygiene" — taking care of your body
in ways that may reduce the risk, frequency, intensity, and severity of headaches.
• Keep a regular sleep schedule. Go to sleep and wake up at the same time every day,
including your days off when you're tempted to "sleep in."
• Eat regular meals. Don't skip meals, especially breakfast. Low blood sugar, which can
result from not eating, may trigger a headache. Avoid too much sugar.
• Reduce stress. Avoid conflicts and calmly resolve problems. Take a daily "stress break."
• Exercise regularly. Shoot for at least 30 minutes, three times a week.
• Limit caffeine and alcohol to one or two drinks per day.
• Drink plenty of water throughout your day. Make sure you're getting the equivalent of
at least six 8-ounce glasses of water per day.
4 tips for a safe 4th
Celebrate Independence Day without illness or injury
• The rule of "not letting food sit out for more than two hours" is shortened to
one hour if the temperature is above 90° F. When in doubt, throw it out.
• Always wear a life jacket when boating — no matter your age or swimming
experience level. The U.S. Coast Guard estimates that life jackets could have aved the
lives of more than 80% of boating fatality victims. Remember, life jackets for adults do not
work for children.
• The hours between I0 a.m. and 4 p.m. are the most hazardous for outdoor
ultraviolet (UV) radiation exposure in the United States. Seek shade during these times.
Remember to always reapply sunscreen (with an SPF of 15 or higher) every two hours
when you're in the sun (set a timer) or right after you swim. Make sure the sunscreen
protects against both UVA and UVB rays.
• Watch for signs of heat exhaustion or heat stroke, especially in children. Kids'
bodies absorb more heat on a hot day than adults do. Also, children are less able to
lower their body heat by sweating. A child's body temperature may increase three to five
times as fast as an adult's body temperature. Signs of trouble include red, hot, and moist
or dry skin; no sweating; a strong, rapid pulse or a slow, weak pulse; a throbbing
headache; dizziness; confusion; being grouchy (or grouchier than normal); or acting
strangely.
Be your healthiest
Cardiovascular Health
A talk with the Ambassador Physician
This class is FREE and available to all City of National City employees. Lunch will be provided.
Date: Thursday, June 26, 2014
Time: 12:00pm-1:.00pm
Location: MLK North Room
Contact: Walter Amedee @ (619) 336-4556 or WArriedee@nationalcityca.gov
nationalcityca.gov
RSVP: Please RSVP to Walter Amedee by June 19, 2014
healthworks
by WISER PERMANUITL
firmeel
•
How it works
Sometimes a lack of time, resources, or support can make it hard to live your healthiest Wellness coaching
by phone can help you eliminate those barriers, allowing you to make positive changes.
Partner with a coach today to:
• Focus on healthy habits —Make healthy behavior changes to help you lose Height, quit smoking,
manage atiess, get more active, or make healthier food choices.
• Create a customized plan —Work with your coach to outline manageable steps you can take to reach
your goals. Little changes over time can help you achieve long-term success.
• Schedule convenient telephone sessions —Coaching takes place over the phone,
so you can set up calls at times that work for you.
Wellness coaching is available at no charge for kaiser Permanente members.
Coaching is offered in English and Spanish, and no referral is needed.
simply pick up the phone and call to get started.
Call 1-866-862-4295, Monday through Friday, from 6 a.m. to 7 p.m. Pacific time, to make
an appointment
References to -Kaiser Permanence members' or -members" ,ndude Indlvtduyis covered under either a Kaiser Permanente health plan
or an employer self.furtded coverage plan administered through Kaiser Permanente.
Kaiser Foundation health plans around the country: Kaiser FFundatto . Health Pan. Inc., to Northern and Southern California and Hawaii • Kaiser
Foundation Health Ran of Colorado • Kaiser Foundation Health Plan of Ohio • Kaiser Foundation Health Plan of Georgia, Inc., Nine Piedmont
Center. 3495 Ret ,ont Road NE. Atlanta. GA 30305. 404-3647030 • Kaiser Foundation Heahh Ran of the Mid -Atlantic States, Nx., in Maryland,
Wgtrlm, and Washington. D.C., 2101 E..leferson St., Rockville, MD 20852 • Kaiser Foundation Health Plan of the Northwest 503 NE Multnomah
St Suite 100, Portland OR 97232
Mosso', nck BA Anwry Pali
IA KAISER PERMANENTE•
National CityWellness
cw the
MOVe!
National City
Wellness Program
UPCOMING
EVENTS:
Free Yoga Class
When: Thurs., May 29
Time: 12:00pm — I :00pm
Where: MLK South Room
Smoothie Day
When: Mon., June 16
Time: 9:00am — 1 O:00am
Where: MLK North Room
Physician
Ambassador Talk
When: Thurs., June 26
Time: 12:00pm — I :O0pm
Where: MLK North Room
Free Zumba Classes
When: Mon., Wed., & Fri.
Time: 6:30pm — 8:OOpm
Where: MLK North Room
Program Newsletter
May 15, 2014
Issue #20
Congratulations to 90 Day Weight Loss Challenge Winners!
JENNIFER KNIGHT
City Attorney's Office
ROBERT DREW
Fire Administration
Thanks to everyone who participated: we lost 113.5 pounds. Jennifer and Robert each won a FitBit.
3 powerful persuaders for group exercise
On any given day in the U.S., only about 16% of people age 15 and older participate in sports or
physical activity, according to the U.S. Department of Labor, Bureau of Labor Statistics. By
comparison, Americans who watch television on an average day is roughly five times more.
So, how can we get more people to engage in physical activity on a daily basis? Maybe the answer
lies in helping people to come together in groups to exercise. Studies have shown friends and family
often have socially shared behaviors. In one report, risk of obesity rose if the person's social
network was obese.
Maybe the reverse can be true. Maybe if people work out with friends, family, and co-workers, they
will become more physically active on a regular basis.
According to Lynne Vaughan, Chief Innovation Officer of the national YMCA, "Working out in a
group provides support, accountability, and structure. People don't want to let their buddy or
group down, which is terrific in terms of adherence to an exercise routine."
The concept of group workouts is growing— beyond the traditional aerobics classes (although
they are still popular). Social exercising groups now include new -mother stroller groups, boot
camps at local parks, beach -front yoga, and dance classes at recreational centers just to namela few.
According to the 2008 Fitness Programs and Equipment Survey by IDEA, 43% of respondents. said
they offer social exercise classes, and 67% said they expect growth in this area.
If you have difficulty staying dedicated to working out because you're trying to do it alone, you may
want to think about joining others. Group exercise — whether in a class setting or as an organized
bunch of people who get together regularly — can help individuals stick to a fitness routine.
I. Participants may be pushed to another level in their exercise, thanks to encouragement from a
class instructor or other participants. People may be more motivated to continue participating
when they see themselves doing more than they thought they could.
2. Groups, by nature, are social. After getting to know others and developing friendships, people
may look forward to attending future sessions.
3. Participating in a group is usually more affordable than one-on-one exercise. The cost of a class
can be split among many participants. And organized events frequently offer "group rates" for a
certain number of people who want to participate together.
Don't crack under pressure; pass on the salt
A silent killer is stalking millions of Americans, many of whom don't even know they are potential victims. The stealthy
assassin: high blood pressure or hypertension. The disease has few, if any, symptoms. As a result, many people don't
realize they have a problem until it's too late. Left uncontrolled, high blood pressure can have deadly consequences —
including stroke, heart attack, heart failure, and kidney disease. Just how big of a problem is high blood pressure and
why should you care?
According to the American Heart Association:
• One out of every three Americans has high blood pressure.
• Nearly 20% of adult Americans are living with high blood pressure and don't know it.
• Only about half of the more than 76 million Americans diagnosed with high blood pressure are controlling it.
According to the Centers for Disease Control and Prevention:
• High blood pressure costs the nation $47.5 billion annually in direct medical expenses and $3.5 billion each year in
lost productivity.
• Reducing average population sodium intake from 3,300 mg to 2,300 mg per day may reduce cases of high blood
pressure by I 1 million and save $18 billion in healthcare costs annually.
Have you ever thought about how much sodium you get daily? Even if you have, you've likely underestimated what you
really consume: The average American takes in more than twice the recommended amount.
The American Heart Association recommends no more than 1,500 mg of sodium daily for African- Americans and
people 51 and older, as well as people with diabetes, high blood pressure, or chronic kidney disease. One teaspoon of
salt (sodium chloride) equals about 2,000 mg.
Sodium is an essential mineral. It helps nerves and muscles to work and keeps fluids balanced. However, in some
people, sodium increases blood pressure, placing added stress on the heart. More than 76 million Americans have been
diagnosed with high blood pressure. Likely, more are undiagnosed; high blood pressure usually has no symptoms, so
people don't realize they have it or should get it checked out.
About 75% of most people's sodium intake comes from processed and prepared foods. Make a habit of reading food
labels on products you buy and nutrition information provided by fast-food restaurants and other eateries.
Skin Check: What to show your doctor?
May is Melanoma/Skin Cancer Detection and Prevention Month. Skin cancer is the most common type of cancer in the
United States. M?re than 3.5 million skin cancers are diagnosed annually in more than 2 million people. Between 40
and 50% of Americans who live to age 65 will have skin cancer at least once. The key is prevention and early detection.
The five-year survival rate for patients whose melanoma is detected early, before the tumor has penetrated the skin, is
about 97%. The five-year survival rate falls to 15% for those with advanced disease.
Once a month, check your skin from head to toe and look for any changes that may be early signs of skin cancer. See a
doctor if you find any of the following:
• Patches of scaly skin or oozing or bleeding from a bump or mole.
• Any mole that has changed in color, size, surface, shape, or how it feels, including itchiness, tenderness, or pain.
• Any mole that is not round; is bigger than a pencil eraser; or has different colors, such as tan, black, or dashes of red,
white, and blue.
Source: American Academy of Dermatology
VINYASA YOGA CLASS
MIX SOUTH ROOM
140E 1ZTH STREET
TIME
12FM-1 PM
LEAD BY RH1ANNON KELL.EY
COME BE INSPIRED WITH A FREE VINYASA YOGA CLASS STYLED WITH
POWER VINYASA MOVEMENTS AID SPRINKLED WITH SLOW DEEP
ORO1NDRIO STRETCHES FOR INTENSE ENERGY TO CARRY YOU TIHIOUH
YOUR WEEKEND! ALL LEVELS FROM BEGINNER TO ADVANCED
PRACTITIONER WELCOME PLEASE BRING YOUR OWN YOGA MAT!
RSVP TO: WALTER AMEDEE
WAM EINEQNA HOPU LCI TYCA.GOV
KAISER PERMANENTE. thrive
Take steps to reduce your risk of cancer
While there's no guaranteed way to prevent cancer, there are many things you can
do to lower your risk. Most importantly, get regular checkups and recommended
screenings. Making healthy lifestyle changes like quitting smoking and wearing
sunscreen can also help. Here are more tips on reducing your risk:
Act out.
Regular, moderate
exercise can reduce your
risk of both colon cancer
and breast cancer.
Listen to Mom.
Eating vegetables rich in
nutrients and fiber can
help protect against many
diseases —even cancer.
Savor your sips.
Drink alcohol in moderation
—one drink a day for women
and two for men.
Visit kp.org/betterawareness to learn more about cancer and reducing your risk.
Services covered under your health plan are provided and/or arranged by Kaiser Permanente health plans
around the country: Kaiser Foundation Health Plan, Inc., in Northern and Southern California and Hawaii • Kaiser
Foundation Health Plan of Colorado • Kaiser Foundation Health Plan of Georgia, inc., Nine Piedmont Center, 3495
Piedmont Road NE, Atlanta, GA30305, 404-364-7000 • Kaiser Foundation Health Plan of the Mid -Atlantic States,
Inc., in Maryland, Virginia, and Washington, D.C., 2101 E. Jefferson St, Rockville, MD 20852 • Kaiser Foundation
Health Plan of the Northwest, 500 NE Multnomah St, Suite 100, Portland, OR 97232. Services for self -insured
plans are administered by Kaiser Permanente Insurance Company, One Kaiser Plaza, Oakland, CA 94612.
Employee Benefits
Broker Newsletters
Live Well, Work Well
PC 17.'
April Is Awareness Month for
Autism SpectrumDisorder
April is designated as National Autism
Awareness Month, and April 2 is World
Autism Awareness Day. These observances arc
intended to raise awareness about autism
spectrum disorders (ASDs). According to the
U.S. Centers for Disease Control and
Prevention (CDC), 1 in 88 children in the
United States have ASD, and the diagnosis is
far more common among boys than girls.
Despite autism being so common, many
people do not know exactly what autism is.
According to the CDC, ASDs are a group of
developmental disabilities that cause social,
communication and behavioral challenges.
"Spectrum" refers to the wide range of
symptoms and levels of impairment that those
diagnosed with ASDs can have. The National
Institute of Mental Health lists five autistic
spectrum disorders: autistic disorder (classic
autism), Asperger's disorder (Asperger
syndrome), pervasive developmental disorder
not otherwise specified (PDD-NOS), Run's
disorder (Rest syndrome) and childhood
disintegrative disorder (CDD).
Research has yet to pinpoint the cause of
ASDs, but studies suggest that both genes and
environment are likely contributing factors.
Genes. Although family history does not seem
to affect or predict an ASD diagnosis, once
one sibling is diagnosed with an ASD, other
siblings have 35 times the usual risk of also
April 2014
developing an ASI).
Environment. The environment includes
anything surrounding your body that can affect
your health, including water, air, food,
medications and other materials you may come
in contact with. Environmental influences on
ASDs arc still being researched, but various
factors may each play a small role in ASD
development.
There has been some concern that childhood
vaccines cause ASDs. Although there may be
other unknown causes of ASDs, the CDC
states that there is no causal relationship •
between childhood vaccines and ASDs. Several
regulatory bodies, including the CDC, continue
to monitor vaccines for safety and
effectiveness.
Early detection and diagnosis of an ASD is
essential for providing the most effective
treatment. Make sure an ASD screening is part
of your child's wellness checkups.
Whether you
choose an app,
online calculator or
automatic transfer,
budgeting doesn't
have to be painful.
Budget Tools: Make It Easy
If you don't enjoy crunching numbers and sticking to budgets, there arc a variety of budgeting tools
available that can help make budgeting —and improving financial health —easy, and maybe even fun.
Apps - Easy and convenient, an app on your mobile device can help you track your budgeting and
savings goals. Many different apps are available --for example, Mint (wwwaniutcom) can track
expenses according to category, and Check (https://cheek.me) helps you meet your bills' due dates.
Online calculators - Basic online budget calculators can help you see where your money goes. You
can spend a few minutes entering numbers into budget categories to give yourself a good overview
of your finances. Simply search online for "budget calculator" to find a calculator that works for you.
Automatic transfers - The easiest way to increase your savings is to make it automatic and painless.
Simply set up an automatic deposit to a savings account and then check in from time to time to see 40
how a little bit each month can add up to great savings.
Rescue Old Produce
.
..................•.....•.........
The bananas on the counter have turned brown, the apples arc no longer crisp
and the tomatoes have definitely seen better days. You might be tempted to just
throw old, shriveled fruits and vegetables in the trash or compost bin, but pause
before you do. Even when they're past their prime, many fruits and veggies can
still be put to nutritious use. In some cases, older fruit and veggies might even
be better. For these delicious dishes, you won't need any tools that you don't
already have sitting in your kitchen.
Applesauce — Applesauce is made by cooking chopped apples in a small
amount of water on the stovetop. Simmer and mash apples with a potato
masher until they reach desired chunkiness. You can add strawberries, pears or
other fruits for different flavors, as well as cinnamon or a splash of vanilla.
Breads — Bananas, apples and zucchini arc just a few of the fruits and
vegetables that can be incorporated into bread or cake recipes. Grate or mash
and add to a more traditional recipe, or search for a recipe that is huilt around a
particular fruit. Shredded apple and zucchini are also great pancake additions.
Pies — Traditionally, pies can be made with any type of filling inside a pastry.
Use a pre -made or homemade crust and mix together a fruit filling with those
soft apples, berries or other fruits. Check out a cookbook for more ideas.
Smoothies — For a cold, nutritious treat, blend a variety of fruits and vegetables
into smithereens. Any type of fruit or vegetable can he thrown into the blender
and churned into a cold treat. Alter the ratio of different fruits, and try adding
milk, yogurt, ice, vanilla or honey to change up the flavors.
National Park Week
Are you bored with getting your exercise by strolling around the neighborhood
or running at the local gym? The U.S. National Park Services has preserved vast
pieces of American land that are the perfect places to get outside and be active,
whether it's the majestic Yellowstone National Park in the West or the lesser -
known Big Bend National Park in Texas with its hundreds of bird species.
The opening weekend of National Park Week is April 19-20, and both days are
get -in -free days. Visit www.nps.gov/findapark/index.htun to fmd a park near
you or to plan a trip. With great scenery and many options, you can choose a
park where you can enjoy a quiet stroll, a vigorous hike, a bike ride, or a horse
or mule ride. You can also find spots to go rock climbing and swimming.
With more than 400 spots around the nation, the national parks are some of the
best pieces of American naturc and history. What better way to get your family
outside and moving in the spring air than by visiting a national park?
Live Well, Work We
Baked Trout
This flavorful dish takes advantage of seasonal tomatoes and
healthy fish. Whether you buy fillets at the store or reel `ern in
on a line, here's a great recipe to celebrate spring.
• 2 lbs. trout fillets (or other fish, cut into six pieces)
• 3 tbsp. lime juice (or about 2 limes)
• 1 tomato (medium, chopped)
• 12 onion (medium, chopped)
• 3 tbsp. cilantro (chopped)
• 1/2 tsp. olive oil
• 1/4 tsp. black pepper
• 1/4 tsp. salt
• V4 tsp. red pepper (optional)
Preheat oven to 350° F. Rinse fish and pat dry. lace in
baking dish. In a separate dish, mix remaining ingredients
together and pour over fish. Bake for 15 to 20 minutes or
until fork -tender.
Yield: 6 servings. Each serving provides 300 calories, 13g of
fat, 110mg of cholesterol, 200mg of sodium and ig of fiber.
Source: USDA
Simple Steps to Cyber Security
Recent Internet bugs and vulnerabilities have
had a widespread impact, compromising the
security of computers as well as personal
information you may enter online.
Although you can't stop criminals from
attempting a cyher attack, you can take
several steps to reduce your risk of having
your personal information stolen, misused or
deleted. Start by using strong passwords,
avoiding malware and viruses, and protecting
yourself against scams and security breaches.
Password security
• Do not use the same password for
multiple accounts, especially important
accounts such as online banking or an
online store with your credit card on file.
• Passwords should not be a word found in
the dictionary or a combination easily
• guessed by a friend; be creative and mix
up letters, numbers and symbols to make
a strong password.
• Passwords should be periodically
changed, especially in the wake of the
Heartbleed bug that left much encrypted
information vulnerable to exploitation.
M alwa re
• Don't click on links or download
attachments in unsolicited emails.
• Don't download anything from sites you
don't trust.
• Don't enter personal information on a
website if you clicked on a link; instead,
type the URL into the address bar to
make sure you go to the site you want.
• Scan all external devices, such as USB
flash drives, for viruses and malicious
software (malware) before using.
• Install antivirus security software.
Scams and other security breaches
• Never email personal infornation on an
unsecured Wi-Fi network; the network
can be hacked and the information
accessed by unauthorized users.
• Don't disclose private information unless
necessary, and always verify the source if
asked to input sensitive information into a
website or email.
• Before entering credit card numbers or
other payment information when
shopping online, double-check that
you're on the website you think you are
and check the URL for "https," which is a
general indication that the page is
encrypted for your security. Some
browsers also display a "lock" icon to
indicate that a website is secure.
The most common
firework injuries
are burns, with
hands and fingers
the likeliest places
to be harmed.
'Firework Safety Month
As warmer weather arrives and Independence Day approaches, fireworks may be part of your
various summer celebrations. While the bright colors and flashing lights of fireworks are a great
addition to a summer party, make sure you use common sense and a few basic safety guidelines
to keep the fun from turning into a fire or injury.
• Buy fireworks from a reputable source; don't alter them and don't use homemade fireworks.
• States have different rules for fireworks; if they're illegal, leave them to the professionals.
• Follow local laws when shooting and report any illegal explosives.
• A designated adult should supervise all fireworks, and children should not handle them.
• Use fireworks outside in a clear area away from buildings, vehicles and animals.
• Have water buckets or a hose nearby.
• Soak duds and spent fireworks in water before disposing of them in the trash.
• Never consume alcohol before shooting fireworks.
• Light fireworks one at a time.
•
•
Fat Myths
When it comes to fat consumption, it often
seems like there's a lot of noise and little
agreement about how much (or how little)
you should eat. This can be frustrating for
people who are trying to be healthy and
follow expert recommendations, and it's
tempting to try to eliminate fat intake
altogether and let the experts fight it out.
But is the amount of fat you eat really the
issue? According to the Harvard School of
Public health, it's time to end the low -fat
myth. Research has shown that the number of
calories from fat that you eat, whether high or
low, isn't really linked with disease. What
really matters is the .type of fat.
Unsaturated fats, which are found in nuts,
avocadoes, fish and vegetable oils, are
considered "good" fats. Some of these, like
Live Well, Work Well
it Kxe
omega-3 fatty acids, are considered essential
fats that must be eaten regularly because the
body cannot produce them internally.
Saturated fats, which are found in cheese,
butter, red meat and some oils, have long
been seen as a key culprit of heart disease
and high cholesterol.
The American Heart Association, along with
the Harvard School of Public Health,
recommends limiting saturated fat
consumption, but cautions against doing so
by choosing products that replace fat with
sugars and other refined carbohydrates.
In fact, a 2009 review published in the
American Journal of Clinical Nutrition
concluded that replacing saturated fats with
carhs had no discernable benefits, while
replacing saturated fats with unsaturated fats
reduced the risk of heart disease.
Finally, there are trans fats, found in heavily
processed breads, baking mixes, shortening,
snack foods and fried foods. For once, there
is little disagreement —the overwhelming
scientific consensus suggests that trans fats
are dangerous. Last year, the Food and Drug
Administration took the dramatic step of
seeking to redefine artificial trans fats as
"generally not recognized as safe."
As for obesity, the trend is clear: Over the
past 30 years in thc United States, the
percentage of calories from fat in people's
diets has gone down, but obesity rates have
skyrocketed. This suggests that limiting fat
intake is not a silver bullet for weight loss.
With the exception of trans fats, eliminating
all fat to make your overall diet healthier is a
bad idea. The key to a healthy diet, including
fat intake, has always been balance.
Stroke is among the
leading causes of
death in the United
States and is a
major cause of adult
disability.
Stroke Awareness Month
Strokc is among the leading causes of death in the United States and is a major cause of adult
disability. There are two types of strokes that cause damage to the brain by stopping blood flow:
ischemic and hemorrhagic. Ischemic strokes are caused by a blood clot, while hemorrhagic
strokes arc caused by ruptured blood vessels.
If thc stroke occurs in the brain's right side„Ihe left side of the body and face will be affected,
which could produce paralysis, vision problems and inquisitive behavior. A stroke occurring on
the left side of the brain may produce paralysis on the right side of the body, speech or language
problems and slow, cautious behavior.
•
The chance of having a stroke approximately doubles for each decade of life after age 55.
Gender, ethnicity and heredity have also been found to be determining factors in the likelihood of
suffering a stroke. However, there are preventive measures you can take to reduce your risk of
stroke, including eating a healthy diet, maintaining a healthy weight, getting enough exercise, III
reducing alcohol consumption and not smoking.
Pilates 101
Pilates is a style of exercise that has recently surged in popularity. It builds
flexibility, muscle strength and endurance in your body's core.
Its inventor and namesake Joscph Pilates developed the system in the first
half of the 20th century. Drawing on bodybuilding, yoga and gymnastics,
Pilates refined his system while held in an internment camp during World
War I. Having access to only bare -bones equipment, he designed a crude
series of resistance machines, and even today, some Pilates equipment
resembles furniture that might be found in a prison hospital. After the war, he
immigrated to the United States and opened a studio in New York City,
where he taught until the 1960s.
Despite its relative newness on the fitness scene, Pilates has been embraced
for the emphasis it puts into improving coordination and balance, as well as
developing strong arms, legs, hips, back and abdominal muscles.
People of all fitness levels can enjoy the benefits of Pilates, and it can be an
integral part of a total fitness program. Pilates allows for different exercises
to be modified for difficulty ranging from beginning to advanced. Intensity
can be increased over time as the body conditions and adapts to the exercises.
A word of caution, however, when looking for a Pilates studio or trainer:
There is no mandatory accreditation process for Pilates instruction, and
anyone with no prior training can offer "Pilates" to the public. To find a
qualified instructor in your area, check with local gyms and don't be afraid to
ask about background training and apprenticeships.
Emergency Savings
No one can predict the future, but it's a pretty safe bet that everyone will run
into unforeseen expenses. If an expense is large enough, it can put an
unprepared person into the position of having to borrow money or withdraw
investments to cover costs.
Emergency savings accounts are an incredibly helpful precaution to guard
against uncertainty. Using extra money from paychecks, you should make
regular deposits until you have built up a sum large enough to cover your
expenses through a prolonged emergency, such as major medical bills, car
repairs or the loss of a job. Most experts recommend saving enough to cover
at least three months' worth of bills and living expenses.
An emergency savings account has the added benefit of generating interest —
even if you stop making contributions, money will still be added. With a fully
funded account, you can handle unexpected expenses worry -free.
Live Well, Work We
Sensational Six -
Layer Dinner
This delicious casserole brings full restaurant flavor for a
fraction of the cost ($1.03 per serving). For a variation, use
peas or corn instead of green beans, or use your favorite
cream soup instead of tomato soup.
• 2 medium potatoes, sliced
• 2 cups sliced carrots
• `'A tsp. black pepper
• Y cup onion, sliced
• 1 pound ground bccf, browned and drained
• 1 %2 cups green beans
• I can tomato soup
Lightly grease a baking dish, or spray with ooking spray.
Layer ingredients into the dish in the order listed. Cover
dish and bake at 350° F for 45 minutes or until tender and
thoroughly heated. Remove cover and hake an additional
15 minutes.
Yield: 6 servings. Each serving provides 260 calories, 6g of
fat, 2.5g of saturated fat, 65mg of cholesterol, 480mg of
sodium and 3g of fiber.
Source: USDA
RETURN TO WORK
PROGRAM (DRAFT
DOCUMENT)
City of National City
Return to Work (RTW) Program
PURPOSE
To provide temporary modified or alternative transitional (temporary) work for all
employees who are recovering from on-the-job or personal injuries/illnesses and are unable
to return to their regular full -duty status.
POLICY
The City of National City will make every effort to provide temporary or alternative work for
employees who are unable to perform the duties of their regular position. Placements will
be determined by availability of an appropriate assignment given the employee's knowledge,
skills, and ability; availability of transitional work assignments; and the medical limitations
imposed. All placements will comply with federal and state laws including, but not limited
to the Americans with Disabilities Act.
DEFINITIONS
Tran i
limite
basis.
odifiedk:::
Pro es employees with the opportunity to perform their job in a
pacity or perform alternative work in another position on a temporary
Permanent and StationaryAs dented bya licensed medical=physician. Generally, the term
indicates an employee's. injury or illness'has reachedl'maximil`°m medical impro'velnent or an
employee's condition has been stationary for a reasonable period of time.
Essential Job Functions: Job duties and responsibilities that are fundamental to the
employment position, as opposed to marginal.
PROCEDURES
Before an employee returns to work after a serious injury or illness that affects their ability
to perform th4 essential duties of their position, an employee must:
• Provide a written physician's note or the City's Return to Work Limitation Form
completed by a licensed physician.
• The medical note must release the employee to return to full -duty status, or it should
state any work restrictions or limitations.
• The medical note shall be provided to his/her immediate supervisor.
• A copy of this medical note shall be provided to the Human Resources/Risk
Management Department.
DRAFT 02/01/14 1
PROCEDURES CONTINUED
The supervisor will review the restrictions/limitations/modification and determine if work
is available or if the restrictions can be temporarily accommodated.
• If the employee can perform the essential functions of their job, with or without
temporary accommodation, the department shall return the employee to their
position. The Human Resources/Risk Management Department shall be available to
assist supervisors and/or employees with return -to -work
restrictions/limitations/modifications or related questions.
• If the employee cannot return to work within his/her position Human
Resources/Risk Management will be contacted to determine if there is an appropriate
temporary alternative position/assignment the employee can be assigned.
Whenever possible, the employee will be placed within his/her department.
• Human Resources/Risk Management will monitor the employee's medical status
until the employee is released to full duty. Human Resources/Risk Management will
meet periodically with the employee and/or department to assist with the employee's
return to work and/or to comply with the Americans with Disabilities Act. If
ary, the Citywilleprovide employees with benefit and retirement is fortnation.
The City has the' right t0 have an employee examined by a City -designated physician if
with restrictions, Human Resources/Risk Management will notify the.=. employee's
depart ment ofhhe employee's restrictions and willhelp identify whether modified or
alternative work is available.
confirmation or clarification is needed as to'the employee's bili zto perform'the essential
functions of their job. When the City -designated Physician releases an employee to work
• Transitional work assignments are limited in number and variety, therefore an
employee who had an industrial injury or illness will be given preference over a
personal injury or illness. Transitional work assignments may be changed at any time
if such change is deemed by the City to be in the best interest of the employee or City.
• Regular employees will be given preference over probationary or temporary
employees. Any probationary period may be extended depending on the transitional
assignment.
• Generally, no single transitional work assignment will exceed 90 days. Transitional
work beyond 90 days is determined case -by -case, based on the physician's
recommendations and the City's ability to provide transitional work.
• Transitional work assignments shall not be provided beyond one year.
COMPENSATION
While temporarily assigned to transitional work, the employee will be paid the salary that
would be received in his/her regular position.
DRAFT 02/01/14 2
Salary adjustments and/or probationary requirements shall be in accordance with all
appropriate City rules, regulations and/or policies.
If the employee is assigned to alternative work outside his/her department, the department
in which the employee normally works pays the employee's salary.
The employee is responsible for notifying the department in which he/she is placed of any
required or requested time off in accordance with City rules/regulations/ policies.
PERMANENT AND STATIONARY
When an employee is determined to be permanent and stationary and can perform the
essential functions of his/her position, the employee will be returned to his/her usual and
customary job or an equivalent position.
In the event of permanent limitations, Human Resources/Risk Management will meet with
the employee and the employee's department to initiate an interactive discussion to explore
a possible accommodation.
RESPONSIBILITIE'S
All empltyees are:responsble for:.
•
• Notifying their supervisors soon'as possible with any physician's requirement for
tide of 'work or any work restrictions by providing a copy of the physician's
document.
• Completing and signing appropriate forms such as leave slips, workers' compensation
forms, FMLA, SDI/STD/LTD forms in a timely manner.
• Cooperating and participating with the guidelines of the Return to Work Program.
• Promptly returning all phone calls and contacts by their supervisor or Human
Resources/Risk Management.
• Returning to work as soon as transitional modified or alternate work has been
identified.
• Immediately notifying their immediate supervisor when released in modified or
regular duties by their physician.
The employee's immediate supervisor. or department manager or appointing authority shall
be responsible for:
• Responding to all phone calls and keeping in contact with the Human Resources/Risk
Management Department.
• Helping to identify useful, productive activities within the department that could be
used as transitional tasks.
• Notifying the Human Resources/Risk Management Department if the department is
not able to find transitional/modified/limited jobs for their employee. Human
DRAFT 02/01/14 3
Resources/Risk Management will assist in locating an appropriate assignment in
alternate departments.
The immediate supervisor. or department manager or appointing authority of the
alternative department shall be responsible for:
• Supervising employees with accommodations just as they would other employees.
This includes required discipline for work performance issues and/or discipline
according to standard City procedures.
• Keeping an accurate record of the employee's time worked and time off and reporting
it to the employee's department payroll administrator.
Human Resources/Risk Management staff shall be responsible for:
• Following up on every injury or illness as soon as it is reported.
• Keeping in close communication with the employee and immediate supervisor or
department manager or appointing authority.
• Assisting employees in completion of any required claim forms and monitoring the
employee's disability benefits for accuracy.
• Monitoring the employee's work status and transitional work assignment to ensure
it is appropriate based on their limitations.
• A review of the p ogrant will be done on a routibe'basis ,,to ens tt k ornpiiance,
,consistenty, and changes to federal or laws.
Payrolltaff shall lie resp' s le for:
• Ensuring employeels paid according to theappropriate policies/procedures/MOU's
While anrployee`is working under the return to wcirk program.
DRAFT 02/O1/14 4
ITEM #4
NATIONAL SCHOOL DISTRICT
WELLNESS PLAN
Additional
Program
Highlights
• Only foods and beverages meeting the
guidelines will be sold on campus each
day until 30 minutes after the school
day.
• Only snacks meeting the guidelines
will be served during the school day.
• The use of food as incentives or
rewards is discouraged. However,
when food is used, only foods and
beverages meeting the guidelines will
be served.
• Birthday celebrations that include food
items should take place after lunch.
Only foods and beverages meeting the
guidelines will be served.
• Only foods or beverages produced in a
commercial kitchen or facility which is
subject to regular health inspections by
a local, state, or federal agency may
be served to students; no homemade
foods of any kind may be served.
• Food shall never be withheld from a
student as a form of punishment.
Staff Support
NSD staff members are encouraged to serve as
positive role models.
NSD staff will encourage all students to lead a
healthy and active lifestyle.
Physical
Activity
All students in grades K-6, including students
with disabilities, special health-care needs, and
in alternative educational settings, will receive
daily physical education (or its equivalent to
reach 200 minutes every ten days) for the entire
school year. Students will spend at least 50 per-
cent of physical education class time participat-
ing in moderate to vigorous physical activity.
Moderate Physical Activity - Any movement
that causes moderate increases in breathing,
sweating, and heart rate. Such activities include
brisk walking, active play, active housework, and
gardening.
Vigorous Physical Activity - Any movement
that causes heavy breathing and sweating and
high increases in heart rate. Examples of such
activities include jogging, aerobic dancing, biking,
swimming, skating, soccer, and other active
sports.
DEFINITIONS
Permitted Foods - Foods and beverages that
meet or exceed the guidelines stated in Senate Bill
(SB) 12 and SB 965.
SB 12 - State Law for Food Standards in schools.
SB 965 - State Law for Beverage Standards in
schools.
Consider Allergies
before giving out any
foods or beverages.
ATIONAL
CHOOL
ISTRICT
WELLNESS
Nutrition Policy
Guidelines
For Staff and Parents
Child Nutrition Services
1500 N Avenue
National City, CA 91950
Phone: 619-336-7730
Fax: 619-336-7531
Guidelines for Allowable Foods
and Beverages Served by NSD
Child Nutrition Services
Permitted snacks contain
• No more than 30% of calories from
fat.
• No more than 10% of calories from
saturated fat.
• No more than 35% sugar by weight.
• No more than 175 calories per
individual food/snack item.
Permitted entrees contain
• No more than 400 calories per
entree.
• No more than 4 grams of fat per 100
calories.
Note: Entrees do not need to meet the
above listed snack standards.
Permitted beverages are
• Fruit -based drinks with no less than
50 percent fruit juice and are without
added sweeteners.
• Vegetable -based drinks no less than
50 percent vegetable juice and are
without added sweeteners.
• Drinking water that is without added
sweeteners.
• Milk (two percent fat, one percent fat,
nonfat, soymilk, rice milk or other
similar nondairy milk).
• Electrolyte replacement beverages
containing no more than 42 grams of
sugar per 20 oz. serving.
Examples of
Permitted Foods:
• Bottled water with no added sweeteners
• 2% and 1% plain milk
• Non -Fat milk (plain or flavored)
• 100% Fruit juice
• Fresh fruit & vegetables
• Baked chips
• Whole grain breads and crackers
• Pretzels
• Graham crackers
• Frozen juice bars (100%)
• Reduced fat/sugar ice cream
Examples of
Foods NOT Permitted:
• Soda or other carbonated drinks
• Water with added sweeteners
• Candy
• Chewing gum
• Snow cones, ice cream cups
• Non -baked chips or other fried foods
• Cookies, Cakes, Cupcakes, Brownies
• Muffins, Donuts
• Candy coated popcorn
These lists are not intended to be all-inclusive.
For example, certain kinds of crackers, popcorn,
etc., may or may not meet the
nutritional requirements.
A complete version of the Wellness
Policy is available at the front desk of
the District Office or can be found at
www.nsd.usideoartments/nutritioni.
Please don't hesitate to contact
NSD Child Nutrition Services at (619)
336-7730 if you have any questions.
Guidelines for Rewards
and Celebrations
Rewards
Class/Student reward(s)
from teacher/staff to student(s)
When rewarding students for academic perform-
ance or good behavior, non-food items are highly
recommended. If food items (snack or entree) are
given as a reward, they must meet or exceed
guidelines as listed. Consider allergies before
giving out any food.
Celebrations & School Sponsored
Activities
Good Citizen Awards, Graduation,
Birthday Celebrations, Dances
All persons providing beverages and snacks for
class celebrations and school sponsored
shall provide items that adhere to guidelii
listed. Class and/or birthday celebrations n
planned for after lunch. Consider allergies oerore
giving out any food.
Fundraising Activities and Food
Sales
The superintendent or designee shall encourage
school organizations to use healthy food items
or non-food items for fundraising purposes.
Schools will encourage fundraising activities that
promote physical activity. The District will make
available a list of suggested fundraising ideas.
ITEM #5
NO BACKUP
ITEM #6
NATIONAL SCHOOL DISTRICT
TECHNOLOGY MASTER PLAN
ATIONAL
CHOOL
ISTRICT
Creating Successful Learners, Now!
TECHNOLOGY MAST5R PLAN
2014-2018
Prepared By
NSD Technology Plan Update Committee
Governing Board Approval: April 23, 2014
TABLE OF CONTENTS
BACKGROUND AND OVERVIEW
Background 2
Mission Statement 2
1. PLAN DURATION 2
2. STAKEHOLDERS 3
3. CURRICULUM COMPONENT 4
3A Description of teachers and students current access to technology tools both during the school day and
outside of school hours. 5
3B Description of the district's current use of hardware and software to support teaching and learning 6
3C Summary of the district's curricular goals 8
3D List of goals, measurable objectives, annual benchmarks, and an implementation plan for using technology
to improve teaching and learning by supporting the district curricular goals ... 10
3E List of clear goals, measurable objectives, annual benchmarks, and an implementation plan detailing how
and when students will acquire technology skills and information literacy skills needed to succeed in the
classroom and the workplace 17
3F List of clear goals and an implementation plan that describe how the district will address the appropriate
and ethical use of information technology 18
3G List of goals and an implementation plan that describe how the district will address Internet safety 19
3H Description of goals about the district policy or practices that ensure equitable technology access for all
students. 20
31 List of goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to
make student record keeping and assessment more efficient 21
3J Describe the process that will be used to monitor the Curriculum Component 22
3K List of clear goals, measurable objectives, annual benchmarks, and an implementation plan that support the
implementation of technology in the district's dual language immersion program 25
3L List of clear goals, measurable objectives, annual benchmarks, and an implementation plan that support the
implementation of technology in the district's special education program 26
3M List of clear goals, measurable objectives, annual benchmarks, and an implementation plan that support the
implementation of technology in the district's preschool program 27
3N List of clear goals, measurable objectives, annual benchmarks, and an implementation plan that support the
implementation of technology in the district's libraries 28
4. PROFESSIONAL DEVELOPMENT COMPONENT 30
4A Summary of teachers', administrators' and staff current technology proficiency and integration skills and
needs for professional development 30
4B List of clear Goals, measurable objectives, annual benchmarks, and an implementation plan for providing
professional development opportunities based on your District needs assessment data 34
4C Describe the process that will be used to monitor the professional development 46
5. INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT, AND SOFTWARE COMPONENT
CRITERIA 47
SA Describe the existing hardware, Internet access, electronic learning resources, and technical support
already in the district that will be used to support the Curriculum and Professional Development
Components of the plan 47
5B Describe the technology hardware, electronic learning resources, networking and telecommunications
infrastructure, physical plant modifications, and technical support needed by the district's teachers,
students, and administrators to support the activities in the Curriculum and Professional Development
components of the plan 56
5C List of clear annual benchmarks and a timeline for obtaining the hardware, infrastructure, learning resources and
technical support the other plan components identified in Section 5B. 57
5D Describe the process that will be used to monitor Section 5B & the annual benchmarks and timeline of
activities including roles and responsibilities 64
6. FUNDING AND BUDGET COMPONENT CRITERIA 66
6A List established and potential funding sources 66
6B Estimate annual implementation costs for the term of the plan 66
6C Describe the district's replacement policy for obsolete equipment 69
6D Describe the process that will be used to monitor Ed Tech funding, implementation costs and new funding
opportunities and to adjust budgets as necessary 69
7. MONITORING AND EVALUATION COMPONENT CRITERIA 71
7A Describe the process for evaluating the plan's overall progress and impact on teaching and learning ........71
7B Schedule for evaluating the effect of plan implementation 72
7C Describe the process and frequency of communicating evaluation results to tech plan stakeholders 73
8. EFFECTIVE COLLABORATION STRATEGIES WITH PARENTS, ADULT LITERACY PROVIDERS AND
COMMUNITY MEMBERS TO MAXIMIZE THE USE OF TECHNOLOGY CRITERION 74
8A List of clear goals, measurable objectives, and an implementation plan to use technology to improve
communication between home and school and community 76
8B List of benchmarks/action steps to use technology to improve communication between home and school
and community 77
9. EFFECTIVE, RESEARCH -BASED METHODS, STRATEGIES AND CRITERIA 78
9A Summarize the relevant research and describe how it supports the plan's curricular and professional
development goals 78
9B Describe the district's plans to use technology to extend or supplement the district's curriculum with
rigorous academic courses and curricula, including distance -learning technologies 80
10. BIBLIOGRAPHY 81
11. APPENDICES 85
11A NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS FOR STUDENTS 86
11B NETS PERFORMANCE INDICATORS FOR STUDENTS 87
11C CRITERIA FOR EETT FUNDED TECHNOLOGY PLANS 90
11D TECHNOLOGY MATURITY MODEL DESCRIPTION 98
11E PROFILE OF TECHNOLOGY LITERATE STUDENTS 99
11F RECOMMENDED STANDARDS AND MODELS 104
11G CURRICULUM AND INSTRUCTION INTEGRATION LESSONS 110
11H INTERNET ACCEPTABLE USE CONTRACT FOR EMPLOYEES 113
111 INTERNET ACCEPTABLE USE CONTRACT FOR PARENTS AND STUDENTS 117
11J TECH PLAN CONTACT INFO 119
Scope of Effort
The long-term goal of the Technology Update Plan Committee is to create a system of integrating technology into
the classroom and throughout the district. Once the system is approved and in place, it can be tested, modified, and
re-evaluated to ensure the goals and objectives are being accomplished. The components that follow are
recommended guidelines for school district education technology broadband initiatives of the American Recovery and
Reinvestment Act of 2009, and an educational technology integration system unique for National School District.
The following Technology Use Plan (TUP) is based on a thorough needs assessment of the district office and its 10
school sites and surveys of district staff. The plan is separated into 11 components:
Background and Mission Statements
Plan Duration
Stakeholders
Curriculum Component
Professional Development Component
Infrastructure, Hardware, Technical Support and Software
Funding and Budget
Monitoring and Evaluation
Effective Collaborative Strategies with Parents, Adult Literacy Providers, and Community Members to
Maximize the Use of Technology
Effective, Research -Based Methods and Strategies
Effective Communication Strategies with Stakeholders
The Curriculum; Professional Development; Infrastructure, Hardware, Technical Support and Software; Funding
and Budget; and Monitoring and Evaluation components are divided into three parts:
Needs & Resource Assessment
Goals
Monitoring & Evaluation
Contact Information
Paula Jameson -Whitney
Assistant Superintendent, Educational Services
National School District
1500 N Avenue
National City, California 91950
(619) 336-7742
Background and Overview
Background
National School District is located in National City, just south of San Diego, ten miles north of the Mexican border.
We are a district with ten elementary schools serving preschool through sixth grades, with a student population of
approximately 5,800. Our district has a rich history, reaching back 125 years, making it one of the oldest school
districts in the county. Our student population reflects the diverse multiethnic community of National City,
comprising a minority population of over 90 percent.
Mission Statement
Our mission is to create an environment that integrates technology as a natural part of the educational experience,
and provides all learners with the skills to access knowledge that will build a foundation for their future.
We will accomplish this vision by creating a dynamic technological environment that allows the community of
learners equal access to interact and collaborate successfully. We believe that the use of technology as a part of
the curriculum should focus on supporting higher -level learning, problem solving, critical thinking skills, and
collaboration.
National School District has identified eight long-term goals for integrating technology into the District. These goals
will guide the technology planning process and the implementation of the plan during the three-year duration of
this plan. These goals are:
Increase access to technology for the learning community of NSD.
Integrate technology into the curriculum aligned with the California state frameworks and Common Core State
Standards (CCSS) (content and performance standards).
Integrate technology to automate department paperwork and processes across the district.
Provide ongoing staff development for the implementation and use of technology.
Provide ongoing communication with and between the Board, Cabinet, other administration, teachers, staff,
students, parents, and the community.
Establish district standards for infrastructure, procurement, hardware, software, and communications including
upgrade and maintenance.
Identify the resources necessary to implement the technology plan.
Establish an ongoing process as a means to evaluate the effective implementation of the technology plan.
In addition, the technology plan is aligned with the District's Local Control Accountability Plan, Local Educational
Agency Plan and Title III Year 4 Improvement plans as well as the District's Strategic Plan. The core strategies of the
strategic plan include and correlate to the technology plan as indicated:
• High quality, standards -based instructional program which correlates to the curriculum and effective, research -
based methods components of the plan
• High quality staff which correlates to the professional development component of the plan
• Safe and healthy learning environment which correlates to the infrastructure, hardware, technical support, and
software component of the plan
• Effective communication and outreach which correlates to effective collaboration strategies and monitoring
and evaluation components of the plan
• Managing fiscal resources which correlates to the funding and budget component of the plan
1. PLAN DURATION
This Technology Use Plan (TUP) will be in effect for a period of four years, from July 1, 2014 through June 30, 2018.
The plan outlines goals, benchmarks and timelines based on the four-year period of the plan. The effectiveness of
the plan will be monitored and evaluated as stated in each objective. The plan addresses all 30 criteria required for
state approval.
2. STAKEHOLDERS
National School District considers involvement of district support staff, administrators, community, teachers,
parents, and students as essential partners for the success of all educational programs. Currently, NSD has over
300 certificated employees, over 250 total classified employees, and 19 total administrators. The district strongly
believes that students' accomplishments rely on the collaboration between home and school community. The
National School District technology plan update committee involved a variety of stakeholders in a variety of ways
during this update process.
Board of Education
Alma Sarmiento
Brian Clapper
Rosalie "Rosie" Alvarado.
Barbara Avalos
Elizabeth "Liz" Vasquez
President
Clerk
Board Member
Board Member
Board Member
Administration
Christopher Oram, Ed.D Superintendent
Paula Jameson -Whitney Assistant Superintendent, Ed. Services
Chris Carson Assistant Superintendent, Bus. Services
Cindy Frazee Assistant Superintendent, H.R.
Technology Plan Update Committee
Paula Jameson -Whitney Assistant Superintendent, Ed. Services
Cindy Vasquez, Ed.D Director, Ed. Services
Larry Troisi District Office, MIS Supervisor
David Brashear Principal, Central
Michelle Manchester Teacher and Technology Liaison, Central
Veronica Silva Principal, El Toyon
Felipe de la Pena Teacher, El Toyon/Vice Principal, Central
Clint Anderson Teacher, Harbison/Vice Principal, Lincoln Acres
Stephanie Buttell-Maxin Teacher Dual Language and Technology Liaison, Kimball
Kelly Larsen Teacher and Technology Liaison, Las Palmas
Hernan Baeza Teacher and Technology Liaison, Lincoln Acres
Leticia Hernandez Principal, Otis
Deborah Hernandez Principal, Palmer Way
Kirsten Maduena Teacher and Technology Liaison, Rancho de la Nacion
Elizabeth Gonzalez Teacher, Otis
Noemy Salas Coordinator, Student Support Services Preschool
Arlene Pedroza Library Media Specialist, Kimball and Lincoln Acres
The technology update plan committee developed guidelines for the development, implementation, monitoring
and evaluation of the National School District 2014-2018 Technology Master Plan. The committee will also assist in
the implementation of the activities described in the objectives. The plan consists of a comprehensive program
that effectively uses technology to help students meet or exceed the state academic content standards in all core
content areas including Language Arts, Mathematics, Science and Social Studies along with the English Language
Development standards.
The National School District Governing Board supports the educational technology goals that provide guidance in
addressing the district's technology needs. The plan also provides a clear focus to enhance the district's curricular
program and, improve school community technology skills needed to effectively implement the use of technology
in the classroom, computer labs, and/or library media centers. Technology curricular goals are included in each
school site's Single Plan for Student Achievement that is approved by the School Site Council (SSC) and Governing
Board.
3. CURRICULUM COMPONENT
One of the primary reasons for developing a TUP is to find ways to effectively integrate technology into the
curriculum. Simply adding technology to a learning environment does not, in and of itself, ensure that it will be
integrated effectively. We believe that technology should promote higher -level learning, problem solving, critical
thinking skills, and collaboration across all curricular areas. As a parallel development, National School District is
continuing to refine the use of the Online Assessment Reporting System (OARS) and reports available through the
NSD District Website as online repositories of classroom and district assessments.
We will continue to raise the level of technology integration in the learning experience for all students. Teachers
must become more comfortable using technology to support student learning in the classroom. We want to see a
measurable impact of technology on student achievement. Students should become better readers, writers and
mathematicians because of their interaction with classroom technology. Teachers should be using technology tools
to assist them in making good instructional decisions for their students. The evaluation that we did as part of our
technology planning effort has assisted us in identifying several areas of focus that will serve as the cornerstone of
the technology plan for the district. This plan will address how the district's technology effort will continue to
support the curricular needs of students over the next four years — encompassing the 2014-2015 school year
through the 2017-2018 school year.
Planning for high performance learning begins by focusing on student learning. CCSS curriculum standards need to
be aligned with student technology standards. As we continue the process of merging common core standards
with instruction and aligning technology standards, the district will be better prepared to plan for staff
development and infrastructure management.
Our curriculum goals are divided into four areas:
Integrate technology tools/equipment to support student learning and to aid teachers in the delivery of the core
curriculum
Use assessment data to guide student learning activities and lesson plan development for all classrooms
Identify appropriate software and courseware to support the instructional program of the entire district
Continue to increase student achievement in all core content areas including Language Arts, Mathematics, Science,
Social Studies and Visual and Performing Arts as well as English Language Development.
3A Description of teachers' and students' current access to technology tools both during
the school day and outside of school hours.
Teachers' Access:
Through our technology planning committee meetings and the technology survey, both quantitative and
qualitative data was utilized to identify areas of need for this plan.
The results of surveys show that technology is currently used in the following instructional settings by classroom
teachers and support staff:
68% "in the classroom or other instructional area, including carts"
20% "in a computer lab"
12% "in the library media center"
0% "my students don't use technology tools"
All teachers in the district have a teacher multimedia workstation installed in their classroom. Those computers are
connected to the Internet and the district WAN and allow teachers to conduct district business from their
classrooms. In addition, all teachers in the district have an NSD issued laptop that they use to plan lessons, access
email, control the Promethean boards for the classrooms and conduct district business. Teachers who have laptops
assigned have access to technology 24 hours — seven days per week at home and at school. All classrooms in the
district have a phone with a line to the outside.
Every classroom within the district has a Promethean board system installed. These systems include the
ActivBoard, ActiVotes, ActivSlates, and a speaker system that allow for the use of multimedia. All teachers have
access to a projector that allows them to display computer content on a large screen.
Students' Access:
National School District has made positive strides in providing all students access to the latest technology. Many of
the schools use technology tools across the curriculum, yet the need exists to increase computer access for
individual students before, during, and after school.
Student surveys indicate that 50% of the students do not have access to a computer at home. Due to the low-
socio-economic status of the majority of the homes in National City, most parents can either not afford to
purchase a computer or cannot afford to upgrade their outdated systems to keep up with the constant
sophistication of newer computer systems. In addition, student access to Internet at home is limited as well.
Educational technology tools are used extensively as part of each school's daily instructional program. Students are
also offered additional opportunities to use technology in creative and enriching ways during, before and after
school classes. All classrooms in the district have a minimum of five computer workstations and a printer installed
for student use. Many of the intermediate classrooms (grades 4-6) have as many as eight computer workstations.
All computers have access to the Internet and the resources on the district WAN.
Seven out of ten schools in the National School District have a 32-unit computer lab. Computer lab schedules cycle
students through the lab on a rotating basis. The labs provide access to the Internet, email, Microsoft Office Suite
applications, and varied educational software programs like SuccessMaker, Accelerated Reader and Imagine
Learning. Most labs have a ceiling mounted projector that allows for group demonstrations/presentations. All ten
schools have either a 33-unit netbook and/or laptop cart.
3B Description of the district's current use of hardware and software to support teaching
and learning
As a result of the technology survey completed by staff, it was determined that students use technology for a variety of
purposes for various lengths of time. Both the percent of time daily and the various tasks are indicated in the graphs below.
This information will be used to help determine how best to increase the time students use the computers and for more
targeted purposes in meeting the requirements of the common core standards. Currently, the majority of time students spend
using technology (primarily computers) is for the purpose of reinforcement and practice. Although this is an excellent use of
technology, according to the common core standards it is not the intended primary purpose/use of technology.
Daily Percent of Time Technol
Use of Technology Daily
Certificated
Staff
Classified
Staff
Less than 30 Minutes
17%
5%
20 to 60 Minutes
68%
70%
1to2Hours
11%
20%
More than 2 Hours
4%
5%
Percent of Time Students
Technology Tool
Daily
Weekly
Monthly
Quarterly
Rarely
Not
available
Word Processing
5%
5%
14%
14%
30%
32%
Research, using the Internet,
or other online products
5%
10%
14%
21%
18%
32%
Use digital tools and peripheral devices
(digital cameras, Promethean, video, etc.)
50%
13%
8%
4%
13%
12%
Multimedia, web and/or presentation
products
3%
3%
7%
12%
35%
40%
Correspond and collaborate with experts,
authors, students from other
schools, etc.
4%
6%
2%
2%
29%
57%
Solving real world problems or analyzing
data
12%
8%
4%
6%
29%
41%
Graphically presenting
information (concept mapping, etc.)
15%
14%
8%
3%
25%
35%
District teachers use data on student academic performance to inform instructional decisions in their classrooms.
Currently, teachers use the OARS system to track data in their classrooms. In addition, district staff uses the
district's data warehouse to generate reports and monitor student achievement. The district collects performance
data on students several times over the course of the school year. Many teachers use the EnVision Math and OARS
test item banks to generate classroom developed assessments to further monitor students' progress.
All schools have access to the following software:
SuccessMaker Software Courses:
Math Concepts and Skills — Spanish (TK-2)
Reading English (TK-6)
Math English (TK-6)
Vamos a Leer (TK-2)
Scholastic ReadAbout Scholastic Reading Inventory
Scholastic Reading Counts (SDC & RSP) Discovery Education Streaming
Renaissance Leaming Accelerated Reader Renaissance Learning STAR Reading (1-6)
Brain Pop and Brain Pop Jr.
Scholastic Read180 and System44 (RSP)
VPort (SDC/ReadWell and Language!)
Dibels/IDEL/DAZE
Mdasshome (Amplify)
McGraw-Hill Fonetica
Renaissance Learning STAR Spanish Reading (1-2)
Renaissance Learning STAR Math (1-6)
Renaissance Learning STAR Early Literacy (K-1)
Promethean Planet/Activinspire
In addition to the software titles listed, every school has a myriad of digital resources that are part of the
instructional materials adoptions that have taken place over the past several years. These resources include:
Houghton Mifflin Reading
Most print resources have been made available to be used on the Promethean ActivBoards and are also available
on the NSD website.
Houghton Mifflin Website
EnVision Mathematics
All print resources have been made available to be used on the Promethean ActivBoards and are also available on
the NSD website.
Pearson Successnet Website
Harcourt California Reflections
Geo Skills CD-ROMS alifornia Student Edition, CD-ROM
California Audiotext CD Collection CA Assessment Test Generator CD-ROM
All -In -One Planner with Assessment CD-ROM Harcourt California Reflections Website
MacMillan/McGraw Hill Science
3C Summary of the district's curricular goals that are supported by the technology plan
We know that simply adding technology to a learning environment does not ensure that it will be integrated
effectively. We believe that the use of technology in the curriculum should support higher --level learning, problem
solving and critical thinking skills and directly support the student's mastery of CCSS content standards across all
content areas. National School District uses OARS as a data management/reporting system for the classroom, the
reporting functions of other software programs used in the district, and the district's data warehouse where
teachers and principals can access and generate additional reports.
We will continue to raise the level of technology integration in the student learning experience for all students.
Using educational technology tools will become a regular part of how students and teachers work on core
curriculum learning. We want to see a measurable impact of technology on student achievement. Students should
become better readers, writers and mathematicians because of their interaction with classroom technology.
Teachers will use technology tools to assist them in making targeted instructional decisions for their students. The
evaluation that we did as part of our technology planning effort has assisted us in identifying several areas of focus
that will serve as the cornerstone of the technology plan for the district. This plan will address how the district's
technology effort will continue to support the curricular needs of students over the next four years —
encompassing the 2014-2015 school year through the 2016-2018 school years.
Planning for high performance learning begins by focusing on student learning. California state common core
standards must be aligned with student technology standards.
The Board adopted curriculum goals that are supported by this plan are recorded in the district document entitled,
"Board Policy 6011 Instruction" and are divided into four areas:
Integrate technology tools/equipment to support student learning and to aid teachers in the delivery of the
core curriculum
Use assessment data to guide student learning activities and lesson plan development for all classrooms
Identify appropriate software and courseware to support the instructional program of the entire district
Continue to increase student achievement in Language Arts and Mathematics as a primary focus, and as the
plan progresses, in other curricular areas such as English Language Development (ELD), Science, Social
Studies and the Arts as well
State and local accountability requires that all students meet Smarter Balanced Assessment Consortia (SBAC) state
performance targets (as they are developed and refined) in Language Arts and Mathematics content standards. To
this end, the district has adopted high quality standards -based instructional materials and developed common core
instructional sequence guides to assist teachers in meeting these benchmarks.
Table 1(below) outlines the standards and assessment tools by subject area:
Subject Area Source of Performance Standards Assessment Tools
ENGLISH LANGUAGE
ARTS
STATE COMMON CORE CONTENT STANDARDS
CALIFORNIA LANGUAGE ARTS FRAMEWORK
CURRICULUM EMBEDDED ASSESSMENTS (LEARNING
HEADQUARTERS WRITING (LHQ))
ANNUAL PERFORMANCE TARGETS
DISTRICT BENCHMARKS
SITE BENCHMARKS
MATH
STATE COMMON CORE CONTENT STANDARDS
CALIFORNIA MATHEMATICS FRAMEWORK
CURRICULUM EMBEDDED ASSESSMENTS
ANNUAL PERFORMANCE TARGETS
DISTRICT BENCHMARKS
SITE BENCHMARKS
SCIENCE
NEXT GENERATION SCIENCE STANDARDS
CALIFORNIA SCIENCE FRAMEWORK
CURRICULUM EMBEDDED ASSESSMENTS
ANNUAL PERFORMANCE TARGETS
DISTRICT BENCHMARKS
SITE BENCHMARKS
SOCIAL STUDIES
STATE CONTENT STANDARDS
CALIFORNIA SOCIAL SCIENCE FRAMEWORK
CURRICULUM EMBEDDED ASSESSMENTS
ANNUAL PERFORMANCE TARGETS
ENGLISH LANGUAGE
DEVELOPMENT
STATE ELD STANDARDS
CAUFORNIA LANGUAGE ARTS FRAMEWORK
ANNUAL PERFORMANCE TARGETS
DISTRICT BENCHMARKS
VISUAL AND
PERFORMING ARTS
STATE CONTENT STANDARDS
CALIFORNIA VISUAL AND PERFORMING ARTS
FRAMEWORK
EMBEDDED WITHIN DISTRICT BENCHMARKS
STANDARDIZED TESTING AND REPORTING
SBAC
CST/CMA SCIENCE (GRADE 5 ONLY)
CAPA/NCSC
CALIFORNIA ENGUSH LANGUAGE DEVELOPMENT TEST
(CELDT) GRADES K-6; VCCALPS FOR SDC (MOD/SEVERE)
DISTRICT BENCHMARK ASSESSMENTS
CLASSROOM ASSESSMENTS
TEACHER OBSERVATIONS
DISTRICT WRITING ASSESSMENTS — ALL GRADES
DIBELS/IDEL/DAZE
SCHOLASTIC READING INVENTORY
STAR READING (ENGLISH AND SPANISH)
STAR MATH
3D List of clear goals, measurable objectives, annual benchmarks, and an implementation
plan for using technology to improve teaching and learning by supporting the District
curricular goals
The district and site strategic and master plans call for addressing needs in English Language Arts, Mathematics,
Science, History -Social Science, Visual and Performing Arts, and English Language Development.
Mathematics
All students currently use SuccessMaker mathematics software to support mathematics instruction in the
classroom and two schools use IXL mathematics software as well. Many district classrooms also use Promethean
ActivBoards and peripherals to support mathematics lessons. Promethean ActivBoards have a variety of software
resources that can be used to support math instruction (coordinate graphs, protractors, rulers, clocks, etc.) The
district's adopted mathematics curriculum, Pearson EnVision Math, provides online resources for every math
lesson. The district technology liaisons along with assistance from educational services personnel will continue to
investigate, pilot and recommend mathematics software for possible district implementation.
Goal: By May 2018, 90% of students in grades 3-6 will demonstrate a 3-5% growth annually towards proficiency on
the common core claims as measured by the state assessment (SBAC), special education assessments
(CAPA/NCSC), and IEP goals in mathematics.
OBJECTIVES
IMPLEMENTATION PLAN /BENCHMARKS
TIMELINE
Objective 1: Students will utilize technology
resources (to include not only those parts of the
adopted curriculum) to enhance their learning of
mathematics content towards mastery of the
common core mathematics standards and the
eight standards of mathematics practice.
Objective 2: Students will use educational software
that supports use of the eight standards of
mathematical practice and specifically, analytical
thinking and problem solving with relevant, real-
world applications.
Objective 3: Students will learn to use a variety of
technological math tools.
Objective 4: Students will use the Internet for
research and to enhance their understanding of
common core mathematics standards as well as to
collaborate with others in mathematics.
Objective 5: Students will use graphic organizing
and presentation software to brainstorm and
organize their work.
Objective 6: Students will use multimedia to
enhance their presentation skills.
Identify or develop appropriate age/grade level activities to
ensure accomplishment of objectives.
Review of assessment data to determine trends, strengths, and
needs.
Facilitate students' successful completion of activities and
mastery of objectives.
Conduct yearly user/staff surveys to identify strengths and
weaknesses of implementation.
Assess need for additional professional development, hardware or
software.
Identify software and Internet resources to be used.
Purchase needed software.
Identify and schedule needed professional development.
Develop plan for acquiring hardware needed to achieve student
performance targets.
Ongoing throughout the year
ongoing throughout the year
Assess Fall, Winter, Spring
during District Assessment
Windows
Spring 2014, 2015, 2016, 2017,
2018
Spring 2014, 2015, 2016, 2017,
2018; add to master calendar as
developed
Ongoing throughout the year
Ongoing throughout the year
Annually; review and identify;
add to master calendar as
developed
Annually; review and refine as
needed
Evaluation
Instrument(s):
Schedule for
Evaluation
Program Analysis and
Modification Process
Data To Be Collected & Position(s) Responsible
Teacher surveys, principal
observations and PD sign -in
sheets and evaluations.
June of each year
Tech liaisons and technology
committee will analyze progress
and make changes with
stakeholders' assistance.
Teachers and site principals wit evaluate site survey information to
determine site goals for the new year.
Principals will collect data from informal walkthroughs of
classrooms; the data will be reviewed and synthesized; information
will be provided to Ed Services to be disseminated as appropriate.
10
Language Arts
Students currently use SuccessMaker language arts software to support instruction in the classroom. District
classrooms also use Promethean ActivBoards and peripherals to support language arts lessons. Promethean
ActivBoards have a variety of software resources that can be used to support instruction in reading, writing and
language. Teachers also use a variety of instructional software to support instruction in language arts. The district's
adopted language arts curriculum, Houghton Mifflin California Reading Medallion, provides online resources for
language arts lessons. In addition, the dual language program utilizes a variety of instructional software to
promote dual language instruction and achievement. The district technology liaisons along with assistance from
educational services personnel will continue to investigate, pilot and recommend language arts software for
possible district implementation.
Goal: By May 2018, 90% of students in grades 3-6 will demonstrate a 3-5% growth annually towards proficiency on
the common core claims as measured by the state assessment , (SBAC) special education assessments
(CAPA/NCSC), and IEP goals in language arts.
OBJECTIVES
IMPLEMENTATION PLAN /BENCHMARKS
TIMELINE
Objective 1: Students will utilize technology
resources (to include not only those parts of the
adopted curriculum) to enhance their learning of
ELA content towards mastery of the common core
ELA standards (which include the college and
career anchor standards).
Objective 2: Students will use educational software
that supports the common core ELA standards and
specifically, analytical thinking and problem solving
with relevant, real -world applications.
Objective 3: Students will learn keyboarding and
word processing (as stated in the common core
content ELA content standards).
Objective 4: Students will use the Internet for
research and to enhance their understanding of
common core ELA standards as well as to
collaborate with others in ELA.
Objective 5: Students will use graphic organizing &
presentation software to brainstorm and organize
their work.
Objective 6: Students will use multimedia to
enhance their presentation skills.
Identify or develop appropriate age/grade level activities to
ensure accomplishment of objectives.
Review assessment data to determine trends, strengths, and
needs.
Facilitate students' successful completion of activities and
mastery of objectives.
Conduct yearly user/staff surveys to identify strengths and
weaknesses of implementation.
Assess need for additional professional development, hardware
or software. .
Identify software and Internet resources to be used.
Purchase needed software.
Identify and schedule needed professional development.
Develop plan for acquiring hardware needed to achieve student
performance targets.
Ongoing throughout the year
Ongoing throughout the year
Assess Fall, Winter, Spring
during District assessment
Windows
Spring 2014, 2015, 2016, 2017,
2018
Spring 2014, 2015, 2016, 2017,
2018; add to master calendar
as developed
Ongoing throughout the year
Ongoing throughout the year
.
Annually; review and identify;
add to master calendar as
developed
Annually; review and refine as
needed
Evaluation
Instrumgnt(s):
Schedule for
Evaluation
Program Analysis and
Modification Process
Data To Be tollerted & Position(s) Responsible
Teacher surveys, principal
observations and PD sign -in
sheets and evaluations.
June of each year
Tech liaisons and technology
committee will analyze progress
and make changes with
stakeholders' assistance.
Teachers and site principals will evaluate site survey information to
determine site goals for the new year.
Principals will collect data from informal walkthroughs of
classrooms; the data will be reviewed and synthesized; information
will be provided to Ed Services to be disseminated as appropriate.
11
English Language Development
English Learner students identified by their school site currently use Imagine Learning software to support English
Language Development (ELD) instruction in the classroom. District classrooms also use Promethean ActivBoards
and peripherals to support ELD lessons. Promethean ActivBoards have a variety of software resources that can be
used to support instruction in reading, writing, speaking, and listening. Teachers also use a variety of instructional
software to support instruction in ELD. The district's adopted ELD curriculum, EL Achieve Systematic ELD, provides
some online resources for ELD lessons. The district technology liaisons along with assistance from educational
services personnel will continue to investigate, pilot and recommend ELD software for possible district
implementation.
Goal: By May 2018, 90% of students in grades 3-6 will demonstrate required growth annually towards proficiency
on the state annual measurable objectives as measured by the California English Development Language Test
(CELDT/to be replaced with the English Learner Performance Assessments for California (ELPAC)), special
education assessment (VCCALPS), and IEP goals in language arts/ELD.
OBJECTIVES
IMPLEMENTATION PLAN /BENCHMARKS
TIMELINE
Objective 1: Students will utilize technology
resources (to include not only those parts of the
adopted curriculum) to enhance their learning of
ELD content towards mastery of the common core
ELD standards (which correlate to the ELA
common core standards and college and career
anchor standards).
Objective 2: Students will use educational software
that supports the ELD standards.
Objective 3: Students will use the Internet for
research and to enhance their understanding of
the ELD and common core ELA standards as well
as to collaborate with others in ELD and ELA.
Objective 4: Students will use graphic organizing
and presentation software to brainstorm and
organize their work.
Objective 5: Students will use multimedia to
enhance their presentation skills.
Identify or develop appropriate age/grade level activities to
ensure accomplishment of objectives.
Review assessment data to determine trends, strengths, and
needs.
Facilitate students' successful completion of activities and
mastery of objectives.
Conduct yearly user/staff surveys to identify strengths and
weaknesses of implementation.
Assess need for additional professional development, hardware
or software.
Identify software and Internet resources to be used.
Purchase needed software.
Identify and schedule needed professional development.
Develop plan for acquiring hardware needed to achieve student
performance targets.
Ongoing throughout the year
Ongoing throughout the year
Assess Fall, Winter, Spring
during District Assessment
windows
Spring 2014, 2015, 2016, 2017,
2018
Spring 2014, 2015, 2016, 2017,
2018; add to master calendar
as developed
Ongoing throughout the year
Ongoing throughout the year
Annually; review and identify;
add to master calendar as
developed
Annually; review and refine as
needed
Evaluation
Instrument(s): '
Schedule for
'Evaluation
Program Analysis and
"Modification Process
Data To Be Collected & Positionis) Responsible
Teacher surveys, principal
observations and PD sign -in
sheets and evaluations.
June of each year
Tech liaisons and technology
committee will analyze progress
and make changes with
stakeholders' assistance.
Teachers and site principals will evaluate site survey Information to
determine site goals for the new year.
Principals will collect data from informal walkthroughs of
classrooms; the data will be reviewed and synthesized; information
will be provided to Ed Services to be disseminated as appropriate.
12
Science
Students currently use word processing and web research in science, along with science materials kits from FOSS
and AIMS activities. Some schools in our district use STEM software as an integral part of their instructional
program. District classrooms also use Promethean ActivBoards and peripherals to support science instruction.
Promethean ActivBoards have a variety of software resources that can be used to lesson delivery. The district's
adopted science curriculum, MacMillan/McGraw-Hill California Science, provides some online resources for
lessons. Additional science related software is used and a variety of websites are accessed in the implementation
and delivery of science content in order to meet the requirements of the Next Generation Science Standards. The
district technology liaisons along with assistance from educational services personnel will continue to investigate,
pilot and recommend science software for possible district implementation.
Goal: By May 2018, 90% of students in grade 5 will demonstrate a 3-5% growth annually towards proficiency in the
science standards as measured by the state assessment (CST/CMA), special education assessment (CAPA/NCSC),
and IEP goals.
oal 1: Integrate Next Generation Science content standards into day-to-day teaching, learning and application of the
LA and Mathematics common core content standards (as applicable) to include an integral use of technology.
OBJECTIVES
IMPLEMENTATION PLAN'/BENCHMARKS
MELINE
Objective 1: Students will utilize technology
resources (to include not only those parts of the
adopted curriculum) to enhance their learning of
science content towards mastery of the next
generation science standards.
Objective 2: Students will use educational software
that supports the science standards.
Objective 3: Students will use the Internet for
research and to enhance their understanding of
science and next generation science standards as
well as to collaborate with others regarding
science.
Objective 4: Students will use graphic organizing
and presentation software to brainstorm and
organize their work.
Objective 5: Students will use multimedia to
enhance their presentation skills.
Objective 6: Explore the common core standards
and how teachers can begin to use them during
science instruction, specifically technology
integration.
Objective 7: Integrate CCSS with Next Generation
Science standards (units of study).
Identify software and Internet resources to be used.
Purchase needed software.
Identify and schedule needed professional development.
Develop access plan to ensure the availability of technology to
support objectives in accordance with priority of tasks.
Identify or develop appropriate age/grade level activities to
ensure accomplishment of objectives.
Facilitate students' successful completion of activities and mastery of
objectives.
Conduct yearly user/staff surveys to identify strengths and
weaknesses of implementation.
Assess need for additional professional development, hardware or
software.
(Summer 2014, 2015, 2016,
2017, 2018
,Spring 2014, 2015, 2016, 2017,
2018
Fall 2014, 2015, 2016, 2017
Summer 2014, 2015, 2015,
2017, 2018
Fall 2014, 2015, 2016, 2017
Spring 2014, 2015, 2016, 2017,
2018
Spring 2014, 2015, 2016, 2017,
2018
Monthly after school and
district Thursday workshops in
2015, 2016, 2017, 2018
Evaluation
lnstrument(s):
Schedule for
Evaluation
Program Analysis and
Modification Process
Data To Be Collected & Position(s) Responsible
Teacher surveys and weekly
site principal observations
and PD sign -in sheets and
evaluations.
June of each year
Tech liaisons and technology
committee will analyze progress and
make changes with stakeholders'
assistance.
Teachers and site principals will evaluate site survey
information to determine site goals for the new year.
Principals will collect data from informal walkthroughs of
classrooms; the data will be reviewed and synthesized;
information will be provided to Ed Services to be disseminated.
13
History -Social Science
All students currently use a variety of software to support access to primary sources and resources relevant to
history -social science instruction in the classroom. District classrooms also use Promethean ActivBoards and
peripherals to support lessons. Promethean ActivBoards have a variety of software resources that can be used to
support math instruction (coordinate graphs, protractors, rulers, clocks, etc.) The district's adopted history -social
science curriculum, Harcourt Reflections, provides online resources for lessons.
Students currently use word processing and web research in history -social science. Many teachers use digital
resources that come with the HSS adoption. Primary sources, documents and publications such as Scholastic News
provide relevant information for use during instruction and as integral pieces to "units of study."
oal 2: Integrate History -Social Science content standards into day-to-day teaching and learning of the ELA and
athematics common core content standards (as applicable) to include an integral use of technology.
OBJECTIVES
Objective 1: Students will use the Internet for
research and to enhance their understanding of HSS
standards.
Objective 2: Students will use graphic organizing &
presentation software to brainstorm and organize
their work.
Objective 3: Stu dents will use educational
software that supports analytical thinking.
Objective 4: Students will use multimedia such as
scanners, digital still and video cameras to
enhance their presentation skills.
Objective 5: Students will utilize technology
resources that are part of the adopted textbook to
enhance their learning of HSS content.
Objective 6: Explore the common core standards
and how teachers can begin to use them during
HSS instruction, specifically technology
integration.
IMPLEMENTATION PLAN,/BENCHMARKS
Identify software and Internet resources to be used.
Purchase needed software.
Identify and schedule needed professional development.
Develop access plan to ensure the availability of technology to
support objectives in accordance with priority of tasks.
Identify or develop appropriate age/grade level activities to
ensure accomplishment of objectives.
Facilitate students' successful completion of activities and
mastery of objectives.
Conduct yearly user/staff surveys to identify strengths and
weaknesses of implementation.
Assess need for additional professional development, hardware or
software.
TIMELINE
Summer 2014, 2015, 2016, 2017,
2018
Spring 2014, 2015, 2016, 2017,
2018
Fan 2014,2015,2016,2017
Summer 2014, 2015, 2016, 2017,
2018
Fall 2014, 2015, 2016, 2017
Spring 2014, 2015, 2016, 2017,
2018
Spring 2014, 2015, 2016, 2017,
2018
Monthly after school and district
Thursday workshops in 2014,
2015, 2016, 2017
Evaluation
Instrument(s):
Schedule for
Evaluation
Program Analysis and
Modification Process
Data To Be Collected & Position(s)Responsible
Teacher surveys and weekly
site principal observations
and PD sign -in sheets and
evaluations.
June of each year
Tech liaisons and technology
committee will analyze progress and
make changes with stakeholders'
assistance.
Teachers and site principals will evaluate site survey information
to determine site goals for the new year.
Principals will collect data from informal walkthroughs of
classrooms; the data will be reviewed and synthesized;
information will be provided to Ed Services to be disseminated as
appropriate.
14
Visual and Performing Arts
Teachers have participated in the VAPA, Picture This, Picture These, COTA, and IVIE visual and performing arts
programs designed to positively impact student achievement by making cross -curricular connections between the
visual and performing arts and content standards in a way that is meaningful to students outside of a traditional
education setting. In addition to reinforcing the traditional curriculum, including these standards into daily lessons
promotes 21st century literacy skills and develops technology -literate students.
oal 3: Integrate Visual and Performing Arts standards
ommnn core content standards (as applicable),
ntegral use of technology.
OBJECT IVES ..
into day-to-day teaching and learning of the ELA
ELD standards, and Next Generation science standards
IMPLEMENTATION PLAN'/BENCHMARKS
and Mathematics
to include an
TIMELINE
Objective 1: Work with teachers who have
participated in VAPA activities to include COTA and
Picture This/These along with SDCOE resource
personnel to develop teacher training options which
provide opportunities to integrate arts into common
core instruction and expand projects in place.
Objective 2: Develop classroom instructional
resources (lesson plans, Promethean flipcharts, etc.)
to support implementation of quality visual and
performing arts lessons in the classroom.
Objective 3: Offer follow up training for existing
COTA and Picture This/These teachers so that they
can continue to refine their skills in using video
and multimedia to enhance their instructional
program.
Objective 4: Identify hardware and software to be
used in the classroom to support integration of the
arts across the curriculum; select a group of pilot
teachers and work with them with field specialists
to support integration.
Identify software and Internet resources
Purchase needed software.
Identify and schedule needed professional
Develop access plan to ensure the
support objectives in accordance
Identify or develop appropriate age/grade
ensure accomplishment of objectives.
Facilitate students' successful completion
mastery of objectives.
Conduct yearly user/staff surveys to
weaknesses of implementation.
Assess need for additional professional
to be used.
development.
availability of technology to
with priority of tasks.
level activities to
of activities and
identify strengths and
development, hardware or
Summer2014, 2015, 2016, 2017,
2018
Spring 2014, 2015, 2016, 2017,
2018
Fall 2014, 2015, 2016, 2017
Summer 2014, 2015, 2016, 2017,
2018
Fail 2014, 2015, 2016, 2017
Spring 2014, 2015, 2016, 2017,
2018
Spring 2014, 2015, 2016, 2017,
2018
Monthly after school and district
Thursday workshops in 2014,
2015, 2016, 2017, 2018
software.
Evaluation
instrument(s):
Schedule for
Evaluation
Program Analysis and
Modification Process
Data To Be Collected & Position(s) Responsible
Teacher surveys and weekly
site principal observations
and PD sign -in sheets and
evaluations.
June of each year
Tech liaisons and technology
committee will analyze progress and
make changes with stakeholders'
assistance.
Teachers and site principals will evaluate site survey information
to determine site goals for the new year.
Principals will collect data from informal walkthroughs of
classrooms; the data will be reviewed and synthesized;
information will be provided to Ed Services to be disseminated as
appropriate.
15
Technology Integration
Currently students utilize relatively traditional technology resources. This includes CAI software, MS Office (Word,
PowerPoint, and Excel), web resources, Accelerated Reader/Reading Counts and SRI to name a few. The
Promethean ActivBoard and the frequent use of streaming media, such as Discovry Education Streaming and
BrainPOP, have begun to transition classroom technology into 21st Century uses: multimedia and web resources.
This transition can continue to empower our students to be ready to compete in our global economy.
oa) 4: Continue to integrate nonstandard technology into classroom instruction and professional development including the
se of environments such as Edmodo, Google Applications for Education, Blending Learning, and Flipped Classroom as well as
rezis, podcasting, blogs, wilds, and 1 to 1 computing throughout the 2014 2018 school years.
OBJECTIVES
Objective 1: Integrate 1 to 1 computing in all
classrooms in the NSD.
Objective 2: Identify and develop support
mechanisms and resources for teachers as they
utilize non-standard technology in the classroom to
include special devices for special education
Students and students in the dual language
program.
Objective 3: Explore and determine alternate ways
to support teachers, students, and parents with
non-standard technology uses to support mastery
of the common core standards in ELA and
mathematics, the ELD standards, Next Generation
Science standards, and other curricular content
standards.
Objective 4: Explore and determine alternate ways
to support teachers, students, and parents with 1
to 1 computing needs around the clock. (Consider
the concepts of flipped classrooms, blended
learning, STEM, STEAM, Google Apps for Education,
Edmodo, Wixie, Code, PBL, The Cloud, etc.).
IMPLEMENTATION
LAN /BENCHMARKS
*NSD will work together with SDCOE and various vendors, as
necessary, to install the technical infrastructure and create the
web -based interface NSD users will use. This includes registering
new domains, creating student, teacher, and administrator
accounts, building databases, and connection file services and
directory services.
• Acquisition of new student laptop/chromebook carts. In this
phase, training will include the use of netbooks and laptops in
the classroom to positively affect teacher instruction and the use
of technology in the home environment. Community awareness
will be ensured through presentations to City staff in National
City including but not limited to the Mayor's office, City Council
members, and community DAC/DELAC meetings.
• Teacher training will be rolled out in multiple phases
throughout the academic year (initial and follow up). This will
include training on refining the use of current software and
hardware to meet student needs and the requirements of
common core standards.
• Pilot projects will be rolled out in multiple phases
throughout the academic year (initial and follow up). This will
include training on new environments and devices for students
and staff, and to understand how 1 to 1 computing and the
numerous environments can and will affect teacher instruction in
the classroom and student assignments for completion at home.
TIMELINE
• Throughout school year of
2014, 2015, 2016, 2017, 2018
• Throughout school year of
2014, 2015, 2016, 2017, 2018
• Throughout school year of
2014, 2015, 2016, 2017, 2018
• Throughout school year of
2014, 2015, 2016, 2017, 2018
Evaluation,
Instrument(s):
Schedule for
Evaluation
Program Analysis and
Modification Process
Data To Be Collected & Position(s)"Responsible'
Teacher surveys and weekly
site principal observations
and PD sign -in sheets and
evaluations.
June of each year
Tech liaisons and technology
committee will analyze progress and
make changes with stakeholders'
assistance.
Teachers and site principals will evaluate site survey information
to determine site goals for the new year.
Principals will collect data from informal walkthroughs of
classrooms; the data will be reviewed and synthesized;
information will be provided to Ed Services to be disseminated as
appropriate.
16
3E List of clear goals, measurable objectives, annual benchmarks, and an implementation
plan detailing how and when students will acquire the technology skills and information
literacy skills needed to succeed in the classroom and the workplace.
The National Educational Technology Standards (NETS) is an ongoing initiative of the International Society for
Technology in Education (ISTE) http://cnets.iste.org. Their standards will be the basis of skills students are required
to learn at each grade level and are taught within the context of English Language Arts, ELD, Mathematics, Science,
History, and Visual and Performing Arts. See Appendix A - NETS for Students.
oal 5: By May 2018, 90% of students within the NSD will demonstrate mastery of National Educitional Technology Standards
NETS) at their appropriate grade level.
OBJECTIVES IMPLEMENTATION PLAN /BENCHMARKS TIMELINE
Objective 1: MI students will receive a copy of the NETS.
(Primary, K-2, will receive "student -friendly" NETS
standards.)
Objective 2: Students demonstrate NETS proficiency.
Objective 3: Upper grade students operate technology
without assistance from teaching staff.
Identify software and Internet resources to be used.
Purchase needed software.
Identify and schedule needed professional development.
Develop access plan to ensure the availability of technology
to support objectives in accordance with priority of tasks.
Identify or develop appropriate age/grade level activities to
ensure accomplishment of objectives.
Facilitate students' successful completion of activities and
mastery of objectives.
Conduct yearly user/staff surveys to identify strengths and
weaknesses of implementation.
Assess need for additional professional development,
hardware or software.
2014, 2015, 2016, 2017, 2018
Ongoing throughout the school year
2014, 2015, 2016, 2017, 2018
Summer 2014, 2015, 2016, 2017,
2018
Fall 2014, 2015, 2016, 2017, 2018
Fall 2014, 2015, 2016, 2017, 2018
Spring 2014, 2015, 2016, 2017, 2018
Spring 2014, 2015, 2016, 2017, 2018
Summer 2014, 2015, 2016, 2017,
2018
Evaluation
Instrumentis):
Schedule for
Evaluation
Program Analysis and
Modification Process
Data To Be Collected & Position(s) Responsible
NETS Performance
Indicators for Technology
Literate Students (see
Appendix B).
Yearly
Teachers, tech liaisons and site
Principal will analyze progress and
make changes with stakeholders'
assistance.
Teachers and site principal will analyze student performance
against NETS Performance Indicators.
Principals will collect data from informal walkthroughs of
classrooms; the data will be reviewed and synthesized; Ed
Service will disseminate as appropriate.
17
3F List of goals and an implementation plan that describe how the district will address the
appropriate and ethical use of information technology in the classroom so that students
and teachers can distinguished lawful from unlawful uses of copyrighted works, including
the following topics; the concept and purpose of both copyright and fair use; distinguishing
lawful from unlawful downloading and peer to peer file sharing; avoiding plagiarism; and,
appropriate interacting and collaborating with others online.
Part of the district curriculum will be to use Digital Citizenship lessons to teach and discuss the appropriate and
ethical use of information technology. Students will be taught how to distinguish from lawful and unlawful uses of
copyrighted works, including but not limited to, distinguishing from lawful and unlawful downloading and peer -to -
peer file sharing, appropriate sites, and appropriate interactions and conversations online. Students, their parents
and staff will review the district Acceptable Use Policy and sign stating that they have read and understand the
policy and agree to uphold its requirements.
oal 5: Promote ethical use of technology in the classroom by students and staff.
OBJECTIVES
Objective 1: Implement and refine structured
lessons that cover the ethical use of technology in
the classroom (Digital Citizenship lessons).
Objective 2: Distribute curriculum (lessons) to
teachers and make available on the district
website.
Objective 3: Incorporate training on these issues
as part of district staff development dealing with
technology.
Objective4: Implement and refine the district
acceptable use policy. Policy is included in the HR
Resource booklet and the student handbook.
IMPLEMENTATION PLAN /BENCHMARKS TIMELINE
Review and refine structured lessons on ethical use of
technology for students.
Present information to staff and parents a minimum of 1
time per year about ethical use of technology and their
responsibility to monitor their children/students' use of
technology (School Site Council meetings, DAC meetings,
Open House).
Facilitate students' successful completion of curriculum and
technology activities and mastery of objectives.
Conduct yearly user/staff surveys to identify strengths and
weaknesses of implementation.
Assess need for additional professional development.
2014, 2015, 2016, 2017
Fall 2014, 2015, 2016, 2017
Fall 2014, 2015, 2016, 2017
Spring 2015, 2016, 2017, 2018
Spring 2015, 2016, 2017, 2018
Evaluation
Instrument(s):
Schedule for
Evaluation
Program Analysis and
Modification Process
Data To Be Collected & Position(s) Responsible
Teacher surveys and weekly
site pPrincipal observations,
PD sign -In sheets and
evaluations, and survey
results.
Yearly
Teachers, staff, tech liaisons, and site
principal will analyze progress and
make changes with stakeholders'
assistance.
Teachers and site principal will analyze student performance
against NETS Performance Indicators.
Principals will collect data from informal walkthroughs of
classrooms; the data will be reviewed and synthesized;
information will be provided to Ed Services to be disseminated
as appropriate.
18
3G List of goals and an implementation plan that describe how the district will address
Internet safety, including how students and teachers will be trained to protect online
privacy and avoid on line predators.
Part of the district curriculum will include lessons on Internet safety for students. Students will be taught how to
recognize unsafe situations on the Internet including recognizing and avoiding online predators. Parents will also
be provided education on Internet safety. Additionally, training for support staff will contain elements of Internet
safety as well. Students, their parents and staff will review the district Acceptable Use Policy and sign stating that
they have read and understand the policy and agree to uphold its requirements.
oal 6: Promote Internet safety in the classroom by students and staff.
OBJECTIVES`
Objective 1: Implement structured lessons that deal
with Internet safety in the classroom.
Objective 2: Distribute lessons to teachers.
Objective 3: Incorporate training on these issues as
part of district staff development dealing with
technology.
Objective 4: Implement and refine the district
acceptable use policy. Policy is included in the HR
Resource booklet and the student handbook.
IMPLEMENTATION PLAN /BENCHMARKS'TIMELINE
Form committee to develop structured lessons on Internet
safety for students.
Present information to staff and parents a minimum of 1
time per year about ethical use of technology and their
responsibility to monitor their children/students use of the
Internet (School Site Council meetings, DAC meetings, Open
House).
Facilitate students' successful completion of curriculum and
technology activities and mastery of objectives.
Conduct yearly user/staff surveys to identify strengths and
weaknesses of implementation.
Assess need for additional professional development.
Fall 2015, 2016, 2017
Fall 2015, 2016, 2017
Fall 2015, 2016, 2017
Spring 2015, 2016, 2017, 2018
Summer 2014, 2015, 2016, 2017,
2018
Evaluation
Instrument(s):
Schedule for
Evaluation
Program Analysis and
Modification Process
Data To Be Collected & Positionjs)Responsible
Teacher survey and site
principal observations.
Yearly
Teachers, site principal and Asst
Supt of Ed Services will analyze
progress in this area.
Teachers and site principal monitor inclusion of these topics
through ongoing lessons with students.
Principals will collect data from informal walkthroughs of
classrooms; the data will be reviewed and synthesized;
information will be provided to Ed Services to be disseminated
as appropriate.
19
3H Description of goals about the district practices that ensure equitable technology access for
all students.
The district is in the process of initiating a major upgrade of its Wireless LAN and WAN capabilities to its school sites
through eRate. This upgrade will involve upgrading the wireless access points in every classroom so that sufficient
bandwidth will be available for any technology initiative where high density access is required. At present, the district
does not have sufficient wireless bandwidth to deploy high density, large quantity wireless computer deployments,
given the current wiring and classroom connectivity configurations. At present, the district's current VPN device
allowing remote access is outmoded and cannot support large numbers of simultaneous connections from student
homes to conduct after-hours learning activities. The district intends to significantly increase those capabilities so that
they may offer this capability to any teacher and/or student wanting after-hours access. This also supports the district
initiative to continue development of a common Internet portal for all students and teachers to access that goes
beyond the current district intranet for providing enhanced learning, collaborative, communication, creative and
research opportunities for all students and staff. The district is planning to replace its current firewall services with
greatly enhanced hardware and software to allow many concurrent users protected access to district resources, per
CIPA mandated requirements.
Goal 7: Provide expanded access to technology for all students.
OBJECTIVES
IMPLEMENTATION PLAN /BENCHMARKS TIMELINE
Objective 1: The district will maintain a
minimum standard of five computer
workstations for every regular education
classroom and a minimum of three computer
workstations for every special education
classroom.
Objective 2: Students have opportunities to
explore technology without structured
lessons.
Objective 3: The district will continue to
create ways for students without
connectivity at home to acquire access.
(Cox Connect2Compete is one program
currently being used.)
Objective 4: Students performing below
grade level standards will be given access to
district adopted software to assist in
accelerating their lea ning.
Develop access plan to ensure the availability of technology
to support objectives in accordance with priority of tasks.
Publicize access to students and parents.
Facilitate students' successful completion of curriculum and
technology activities and mastery of objectives during
expanded access times.
Conduct yearly user/staff surveys to identify strengths and
weaknesses of implementation.
Assess need for additional professional
development, hardware or software.
Identify funding sources for providing district -funded
hardware for all students.
Monitor implementation of minimum computer standard
to ensure that no classroom falls below the standard.
Ongoing 2014, 2015, 2016, 2017,
2018
Fall 2015, 2016, 2017
Spring 2015, 2016, 2017, 2018
Spring 2015, 2016, 2017, 2018
Spring 2015, 2016, 2017, 2018
Spring 2015, 2016, 2017, 2018
Spring/Summer 2014, 2015, 2016,
2017
Evaluation
Instrument(s):
Schedule for
Evaluation
Program Analysis and
Modification Process
Data To Be Collected & Position(s) Responsible
Teacher survey and site Yearly
principal observations.
Teachers, tech liaisons, site principal,
and Ed Services staff will analyze
progress and make changes with
stakeholders' assistance.
Teachers and site principal monitor computer use during non -
classroom times.
Ed Services and MIS staff will work to ensure district software is
available to students.
20
31 List of clear goals measurable objectives, annual benchmarks, and an implementation plan
to use technology to make student record keeping and assessment more efficient and
supportive of teachers' efforts to meet individual student academic needs.
oal 8: Use technology to provide improved record keeping and assessment.
OBJECTIVES
MPLEMENTATION PLAN JBfNCHMf�R
Objective 1: District will continue to implement the
district data management system (OARS) and use
the Report Manager on the NSD website that track
student progress towards standards mastery.
Objective 2: District will provide a web -based
classroom management system that is accessible to
administrators, teachers, students and parents.
Field test pre -populated information during verification of
residency.
Utilize district PD Thursdays and site data team meetings
throughout the school year to focus on assessment data.
Spring 2014, 2014, 2015, 2016, 2017,
2018
Fall 2014 with annual reassessment
each year
Objective3: Utilize Student Information System
that features a standards -based grade book that
Develop access plan to ensure the availability of technology
Fall 2015, 2016, 2017
reports to students and parents.
to support objectives in accordance with priority of tasks.
Objective 4: Pre -populate student information for
parents to verify, change, and/or delete.
Conduct yearly user/staff surveys to identify strengths and
weaknesses of implementation.
Spring 2014, 2015, 2016, 2017, 2018
Objective 5: Identify platform for online report card
Assess need for additional professional
and develop common core report card.
development, hardware or software.
Spring 2014, 2015, 2016, 2017, 2018
Evaluation
Schedule for
Program Analysis and
Instrument(s):
Evaluation
Modification Process
Data To Se Collected & Position(s) Responsible
Teacher surveys and weekly
June of each year
Tech liaisons and technology
Teachers and site principals will evaluate site survey
site principal observations
committee will analyze progress and
information to determine site goals for the new year.
and PD sign -in sheets and
make changes with stakeholders'
evaluations.
assistance.
Principals will collect data from informal walkthroughs of
classrooms; the data will be reviewed and synthesized;
information will be provided to Ed Services to be disseminated
as appropriate.
21
3J Describe the process that will be used to monitor the curricular component (sections 3D-3I)
goals, objectives, benchmarks, and planned implementation activities including roles and
responsibilities.
The effectiveness of the plan and program success will be monitored and evaluated as stated in each objective. All
stakeholders will be informed of activities, student achievement and staff progress, through ongoing meetings,
personal contacts, email, websites, letters, school bulletins, and voicemail. In this way, appropriate modifications can
be made in a timely manner. Specific goals, objectives benchmarks and the process that will be used to monitor
strategies are described in each component. Instruments of evaluation and the person responsible are listed after each
goal. The Superintendent and principals will monitor the implementation of the technology plan together with the
technology planning committee and technology liaisons in all areas. Additionally, at the end of each school year, Ed
Services will report plan implementation progress to the Board of Education.
Indicators of Success
Success is measured by the extent to which program indicators are met in the areas addressed in a particular goal.
Teachers, technology liaisons, and site principals evaluate the success of goals related to curriculum implementation,
student acquisition of technology skills, the equitable access of technology by students, effective use of technology for
record keeping, and effective use of technology to communicate with parents.
The district educational services staff, technology liaisons, and technology committee are responsible for monitoring
the plan and proposes appropriate recommendations to the superintendent for modifications if they are necessary.
Indicators will be that:
Students will reach high academic standards, at or above annually established district academic goals in reading,
writing, mathematics, history, and science. A pattern of growth will be demonstrated over the course of each ensuing
school year.
English learners will become proficient English speakers and reach high academic standards in the English curriculum.
English learners will meet all AMAO requirements/goals. This will ensure that the goals of the LCAP plan and Title III
Year 4 Improvement Plan are met as well.
Ed Services, Technology Liaisons, the Technology Planning Committee and the Principals will monitor the
implementation of benchmarks and timelines. Ultimately, Ed Services is responsible for compiling the information and
facilitating the discussion and development of next steps. Once these findings have been gathered, Ed Services will
work with the technology liaisons and the technology planning committee to develop action plans for addressing the
identified issues. Some of the goals will be evaluated in June of each of the three years of the plan. Other goals will be
evaluated in October, February and June of each of the years covered by the plan. An annual report to the Governing
Board on technology will include information on the achievement of technology goals and next steps for the new
school year.
22
Benchmark/Action Step
Persons) Responsible Annual
Dates
Integrate technology tools/equipment to support student learning and aid teachers in the delivery of the core curriculum
Research standards -based lessons that use technology to enhance instruction. The International Ed Services
Society of Technology Education (ISTE) provides examples for the successful integration of
technology at each grade level
Provide teachers with curriculum design models for creating their own technology -integrated
lessons that are aligned with District and common core standards
Provide standards -based lesson plans or units of instruction, integrating technology that can be
used in each of the core content areas, at each grade
Continue to implement an online repository for teachers to publish their best practices
Technology Liaisons
Technology Committee
Principals
Teachers
October
February
June
Use assessment data to guide student learning activities and lesson plan development for all classrooms
Continue implementation, development and deployment of data warehouse
Expand access to the data warehouse
Explore alternative methods for housing data (accessibility and ease of use)
Continue to support the effective utilization of the district data management system at school
sites
Provide staff development for teachers and principals on accessing and use of assessment data
for planning classroom instruction
Ed Services
Technology Liaisons
Technology Committee
Principals
Teachers
October
February
June
Identify appropriate software and courseware to support the instructional program of the entire
Technology liaisons and Ed Services will update the list of appropriate curriculum -aligned
software using the California Clearing -house database and COE resources (See Appendix B for a
preliminary list of exemplary rated software) and makes recommendations to the technology
committee
A focus should be placed on ensuring the software is aligned with technology -integrated
common core curriculum standards
Ed Services and technology liaisons will work together to continue to organize pilots of new
titles on the software list. Pilots will last at least one month (a quarter if at all possible) and
occur in at least two grade levels. Teachers piloting software will present their outcomes and
recommendations to the technology liaisons and technology committee. Technology liaisons
and teachers piloting will then make recommendations for district -wide implementation. A
Master schedule will be created for each year detailing what content areas and grade levels will
be piloting new software.
A process will be established for the ongoing review and additions of new software titles,
programs, etc.
district
Ed Services
Technology Liaisons
Technology Committee
Principals
Teachers
October
February
June
Continue to increase student achievement in Language Arts and Mathematics, Social Science and
As evidenced by accomplishing goals and objectives of Section 3C of Plan
Technology Planning Committee will periodically review overall progress
State and district benchmark exams will provide assessment data to confirm progress
Science
Ed Services
Technology Committee
Principals
Teachers
October
February
June
23
Students demonstrate mastery of National Educational Technology Standards (NETS).
Revise grade level technology standards for the district report card
Facilitate teacher training and to planning for inclusion of technology standards in classroom
lessons
Include technology component in all district training to support NETS for students and staff
Introduce non-standard technology into classroom instruction induding the use of podcasting,
blogs, wikis, and more specifically, 1 to 1 computing
Work with technology liaisons to pilot new non-standard technology; after pilot conduct an
evaluation and determine next steps for implementation; introduce new non-standard
technologies at technology liaison meetings
Ed Services
Technology Liaisons
Technology Committee
Principals
Teachers
Ed Services
Technology Liaisons
Technology Committee
Principals
Teachers
October
February
June
Ongoing
throughout
the school
years
Design professional development plan to support yearly goals and objectives, and schedule
activities.
Develop and implement ongoing PD and technology training to support ongoing district initiatives
and new initiatives; add PD to district PD calendar; include on the clock and off the clock
opportunities for teachers
Work with school sites to assist them in site level technology PD
Sites will designate one tech day every other month to further site and District technology
initiatives
The District will work with department heads to assist them in department level technology PD
Ed Services
Technology Liaisons
Technology Committee
Principals
Teachers
Department Heads
October
February
June
24
3K Description of goals about the district policy or practices that support the implementation of
technology in the district's dual language immersion program
The effectiveness of the implementation of the plan and program for the dual language immersion program will be
monitored and evaluated as stated in the indicators below. All stakeholders will be informed of activities, student
achievement and staff progress, through ongoing meetings, personal contacts, email, websites, letters, school bulletins,
and voicemail. In this way, appropriate modifications can be made in a timely manner.
Indicators of Success
Success is measured by the extent to which program indicators are met.
Dual Language school staff, technology liaisons, and site principals evaluate the success of goals related to the
curriculum implementation, student acquisition of technology skills, the equitable access of technology by dual
language immersion students to include software in English and Spanish, effective use of technology for record
keeping, and effective use of technology to communicate with parents of students in the dual language program.
Resources need to be provided in English and Spanish for all stakeholders.
The Dual Language Immersion site leadership team along with district Educational Services staff, technology liaisons,
and technology committee are responsible for monitoring the plan and proposing appropriate recommendations to the
Superintendent for modifications if they are necessary.
Indicators will be that:
Students participating in the Dual Language Immersion Program will reach high academic standards both in English and
Spanish, at or above established academic goals in reading, writing, mathematics, history, and science. A pattern of
growth will be demonstrated over the course of each ensuing school year.
English Learners will become proficient English speakers and reach high academic standards in the English Curriculum
and meet all AMAO requirements/goals.
Students learning the target language of Spanish will become proficient Spanish speakers and reach high academic
standards in the Spanish curriculum and meet site and district requirements/goals.
Ed Services, technology liaisons, the technology planning committee and the principals will monitor the
implementation of benchmarks and timelines. Ultimately, Ed Services is responsible for compiling the information and
facilitating the discussion and development of next steps. Once these findings have been gathered, Ed Services will
work with the technology liaisons and the technology planning committee as well as the site leadership team at the
Dual Language Immersion School to develop action plans for addressing the identified issues. Some of the goals will be
evaluated in June of each year of the plan. Other goals will be evaluated as set forth in this plan. The annual report to
the Governing Board on technology will include information on the achievement of technology goals and next steps for
the ensuing school year for the students in the dual language immersion program.
25
3L Description of goals about the district policy or practices that support the implementation of
technology in the district's special education program
The effectiveness of the implementation of the plan and program for the special education program will be monitored
and evaluated as stated in the indicators below. All stakeholders will be informed of activities, student achievement
and staff progress, through ongoing meetings, personal contacts, email, websites, letters, school bulletins, and
voicemail. In this way, appropriate modifications can be made in a timely manner.
Indicators of Success
Success is measured by the extent to which program indicators are met.
Program administrators, teachers, technology liaisons, and site principals evaluate the success of goals related to the
curriculum implementation, student acquisition of technology skills, the equitable access of technology by special
education students, effective use of technology for record keeping, and effective use of technology to communicate
with parents of students in the special education program. Resources need to be provided in English and Spanish for all
stakeholders.
The District's Special Education teachers, site principals, and program administrators along with District Educational
Services staff, technology liaisons, and technology committee are responsible for monitoring the plan and proposing
appropriate recommendations to the Superintendent for modifications if they are necessary.
Indicators will be that:
Students participating in special education programs across the district will reach high academic standards, at or above
annually established goals - as per their IEP - and in alignment with district academic goals in reading, writing,
mathematics, history, and science. A pattern of growth will be demonstrated over the course of each ensuing school
year.
Special education students will work towards meeting IEP goals/requirements along with becoming proficient in the
common core standards and reaching high academic standards in the core curriculum. Technology needs for student
instruction and support will be identified by staff and administration. MIS and Ed Services will work with the special
education department to establish criteria for selection of devices and programs as well as a process for procurement.
The criteria and process will be evaluated on an annual basis.
Ed Services, technology liaisons, the technology plan update committee and the principals will monitor the
implementation of benchmarks and timelines. Ultimately, Ed Services is responsible for compiling the information and
facilitating the discussion and development of next steps. Once these findings have been gathered, Ed Services will
work with the technology liaisons and the technology plan update committee as well as the special education staff to
develop action plans for addressing identified issues. Some of the goals will be evaluated in June of each year of the
plan. Other goals will be evaluated as set forth in this plan. The annual report to the Governing Board on technology
will include information on the achievement of technology goals and next steps for the ensuing school year for the
students in the special education program.
26
3M Description of goals about the district policy or practices that support the implementation of
technology in the district's preschool program
The effectiveness of the implementation of the plan and program success will be monitored and evaluated as stated in
the indicators below. All stakeholders will be informed of activities, student achievement and staff progress, through
ongoing meetings, personal contacts, email, websites, letters, school bulletins, and voicemail. In this way, appropriate
modifications can be made in a timely manner. Specific goals, objectives, benchmarks and the process that will be used
to monitor strategies are described in each component. Instruments of evaluation and the person responsible are
listed after each goal.
Indicators of Success..
Success is measured by the extent to which program indicators are met.
Preschool teachers, preschool program administrators, technology liaisons, MIS, and Ed Services evaluate the success
of goals related to the curriculum implementation, student acquisition of technology skills, the equitable access of
technology by students, effective use of technology for record keeping, and effective use of technology to
communicate with parents of students in the preschool program. Resources need to be provided in English and Spanish
for all stakeholders.
Preschool staff and leadership along with District Educational Services staff, technology liaisons, and technology
committee are responsible for monitoring the plan and proposing appropriate recommendations to the
Superintendent for modifications if they are necessary.
Indicators will be that:
Students participating in preschool programs across the district will reach high academic standards, at or above
annually established preschool goals across curricular areas. A pattern of growth will be demonstrated over the course
of each ensuing school year.
Preschool students will work towards meeting identified goals/requirements along with becoming proficient in the
preschool developmental standards and reaching high academic levels in their core curriculum. Technology needs for
student instruction and support will be identified by staff and administration. MIS and Ed Services will work with the
preschool to establish criteria for selection of devices and programs as well as a process for procurement. The criteria
and process will be evaluated on an annual basis. Additionally, preschool staff will work with MIS and Ed Services to
develop a process and system for ongoing repair and maintenance of preschool devices.
Ed Services, technology liaisons, the technology plan update committee and the principals will monitor the
implementation of benchmarks and timelines. Ultimately, Ed Services is responsible for compiling the information and
facilitating the discussion and development of next steps. Once these findings have been gathered, Ed Services will
work with the technology liaisons and the technology plan update committee as well as staff and administration at the
preschool to develop action plans for addressing identified issues. Some of the goals will be evaluated in June of each
year of the plan. Other goals will be evaluated as set forth in this plan. The annual report to the Governing Board on
technology will include information on the achievement of technology goals and next steps for the ensuing school year
for the students in the preschool program.
27
3N Description of goals about the district policy or practices that support the implementation of
technology in the district's libraries
The effectiveness of the implementation of the plan and program success as it relates to school libraries will be
monitored and evaluated as stated in the indicators below. All stakeholders will be informed of activities, student
achievement and staff progress, through ongoing meetings, personal contacts, email, websites, letters, school bulletins,
and voicemail. In this way, appropriate modifications can be made in a timely manner. Specific goals, objectives,
benchmarks, and the process that will be used to monitor strategies are described in each component. Instruments of
evaluation and the person responsible are listed after each goal.
Indicators of Success
Success is measured by the extent to which program indicators are met.
Library staff, teachers, technology liaisons, site principals, and Ed Services will evaluate the success of goals related to
the curriculum implementation, student acquisition of technology skills, the equitable access of technology by
students, effective use of technology for record keeping, and effective use of technology as it relates to the library and
the acquisition of appropriate library skills.
District library media specialists along with principals, teachers, district educational services staff, technology liaisons,
and technology committee are responsible for monitoring the plan and proposing appropriate recommendations to the
Superintendent for modifications if they are necessary.
Indicators will be that:
The Library Media Program should be the hub of our schools and play a central role in the education of our children.
The Library Media Program needs to be flexible, open -access to support all curricular areas and personal interests.
Students can access the Library Media Center at any time for individual or group work. Students who can access
resources independently in the Media Center — select books, find research materials, use the technology tools in order
to create, collaborate and communicate — are demonstrating their ability to learn to learn. Reader's Advisory,
reference help, and assistance with using technology are just some of the ways that the Library Media Specialist
facilitates the individual student's curiosity to learn. Through collaborative project -based units of a study, teachers and
media specialists come together to help students find, evaluate, use and present information in ways similar to real -
world expectations. Children produce multimedia presentations, create websites and produce digital movies. School
media centers have gone beyond the physical spaces they occupy as more of their resources are available 24/7 through
the power of the Internet.
In addition to providing a variety of print and electronic resources, our media centers also need to deliver a challenging,
collaborative, standards -based curriculum:
Research and Information Fluency - Students locate, access, evaluate, synthesize and use information effectively and
efficiently to conduct research, solve problems and manage projects through all content areas.
Communication and Innovation - Students interpret, evaluate, communicate, and work collaboratively to create
innovative products using digital and visual media.
Technology Operations and Concepts - Students demonstrate a sound understanding of technology concepts, systems
and operations and use computers and other technologies for productivity, problem -solving, and learning.
Digital Citizenship - Students practice responsible, legal, safe and ethical use of information resources and technology.
28
Literature Appreciation and Independent Learning - Reading is a foundation skill for learning, personal growth, and
enjoyment.
Students participating in our library curriculum will reach high academic standards, at or above established district
academic goals in reading, writing, mathematics, history, and science. A pattern of growth will be demonstrated over
the course of each ensuing school year.
Library Media Specialists, Ed Services, technology liaisons, the technology plan update committee, and the principals
will monitor the implementation of benchmarks and timelines. Ultimately, Ed Services is responsible for compiling the
information and facilitating the discussion and development of next steps. Once these findings have been gathered, Ed
Services will work with the technology liaisons and the technology plan update committee as well as the library media
specialists to develop action plans for developing an implementation plan and addressing identified issues. Some of
the goals will be evaluated in June of each year of the plan. Other goals will be evaluated as set forth in this plan. The
annual report to the Governing Board on technology will include information on the achievement of technology goals
and next steps for the ensuing school year for the library program.
29
4. PROFESSIONAL DEVELOPMENT COMPONENT
4A Summary of teachers' and administrators' current technology proficiency and
integration skills and needs for professional development.
Currently, NSD has over 300 total certificated employees, over 250 total classified employees, and over 20 total
administrators. Professional development programs in technology are comprehensive and coordinated with other
district academic goals. Technology is being integrated into the teaching and learning skills of our staff and
students. Training continues to address how teachers can integrate technology into their classroom instruction to
improve the academic achievement of all students. Additionally, classified staff and administrative staff will receive
training to ensure the level of support at the school level has a positive effect on student learning. Staff
development will focus on district and school site curriculum goals, and be guided by current research in the field.
Research has shown that with computer -aided instruction (CAI), student academic achievement improves.
Technology provides students with multiple pathways to learning. As the number of computers increase in
classrooms, students are provided with immense opportunities to engage in a variety of learning modalities (i.e.,
visual, auditory, and/or kinesthetic) during the learning process (Lee & Vail, 2005). When technology is infused
within the curriculum, young learners are provided a set of learning tools to assist them in achieving
developmentally appropriate academic goals across the curriculum (Judge, 2001). Drake (2001) found that CAI is
one of the six best practices which support literacy learning at the elementary school level. Advocates of CAI
(Chaika, 1999; Chang, 2002; Cotton, 2001; Garcia & Arias, 2000; Reeves, 1998; Schacter, 1999) claim that using CAI
enhances learning through the overall positive motivational factors associated with technology integration into the
curriculum. These CAI supporters indicate that CAI improves achievement through increased motivation. Cotton
(2001) and Roblyer, Castine, and King (1989) claim in their extensive research reviews that CAI boosts positive
attitudes of students toward learning.
Project Tomorrow released key national findings from Speak Up 2010. In this report "The New 3E's of Education:
Enabled, Engaged, Empowered - How Today's Students are Leveraging Emerging Technologies for Learning", it
states "we are building upon that student vision and focusing on three specific key trends that have generated
significant interest, in policy discussions and within our schools and districts: mobile learning, online and blended
learning and e-textbooks. Each of these trends include the essential components of the student vision of socially
-based, un-tethered and digitally rich learning, but they also directly address the three new "E's of Education" —
enable, engage and empower." Enabling students to reach their potential through increased access to educational
resources and experts that extend learning beyond the capacities or limitations of their school or community.
Engaging students in rich, compelling learning experiences that develop deeper knowledge and skill development,
especially the problem -solving, creativity and critical thinking skills so highly desired for our world today.
Empowering students to take responsibility for their own educational destinies and to explore knowledge with an
unfettered curiosity, thus creating a new generation of life-long learners.
To establish the current level of teachers', classified staff, and administrators' skills and their technology use in the
instructional setting a variety of assessments will be used to include a district survey developed by the technology
planning committee with reference to the formerly used EdTechProfile survey. The district survey will provide a
measure of teacher knowledge and expertise in several areas of educational technology. These results identify
computer skills needed for teachers. On -going professional development activities will be based on those
identified weaknesses, as well as needs identified by teachers and school administrators. The results of site and
district surveys are used to develop goals for professional offerings.
30
National Technology Assessment Surveys Results
National School District teachers have been participating in the EdTechProfile online survey of technology
proficiency for well over five years. However, it has been discontinued. Since the survey is no longer provided as a
tool at the state level, the technology planning committee has developed a similar survey to be used to gather
ongoing information. The information gathered will be used as the district continues to move forward with
technology integration across the district. Past summary information shows that teacher skills approached the
"proficient" level in only one of the nine categories word processing. Teacher skills are in the mid- to high -
intermediate range in general computer knowledge, Internet use, and email. Their skill levels are in the upper
range of the introductory level in databases, spreadsheets, presentation software and instructional technology.
This school year, the committee is attempting to assess all teachers, classified staff, and administrators. However,
in the future, the committee may choose representatives at each school to get a complete sample of staff
technology proficiency. We expect to see consistent growth in all areas. We will use this data to assist in planning
staff development activities over the next several years. Currently, we are seeing that the strongest areas for staff
are Internet, email and word processing skill; and general computer knowledge all with staff scoring at the
intermediate or advanced levels. The weakest areas for staff were in presentation, spreadsheet and newer
technologies such as blogging, chatting, graphing and mapping programs, and peripherals beyond the Promethean
smart board where most staff scored at the beginning and intermediate skill levels. Staff expertise using database
software was by far the lowest category. (See charts below)
Teacher Technology Proficiencies
0
50
100
0 Adv Skills
■ Int Skills
■ Beg Skills
31
Support Staff Technology Proficiencies
0 20 40 60 80
Administrator Technology Proficiencies
0 20 40 60 80
100
100
❑ Adv Skills
• Int Skills
■ Beg Skills
❑ Adv Skills
■ Int Skills
■ Beg Skills
32
With 100% of our classrooms with Promethean ActivBoards, we are seeing a sustained sense of excitement and
engagement on the part of teachers for integrating technology tools into their classroom. We will support that
energy and momentum with ongoing opportunities for professional growth. We are planning after school training
sessions for all levels of Promethean expertise across the district. Teacher training will continue throughout the
school year on various technology pilots and projects. All technology liaisons will be informed at regularly
scheduled meetings as to professional development options and opportunities.
District administrators need to continue to develop the necessary skills and proficiencies for responding to the
increasing need to analyze and use data to drive decisions about curriculum and instruction. In addition, all staff
needs to learn about how technology is an integral part of the common core standards and ongoing training and
professional development must occur to ensure that staff is able to integrate technology into daily instruction
more than for just reinforcement and practice. These goals will be accomplished through ongoing staff
professional development through a variety of means and administrator training sessions that are offered
throughout the year and as part of existing district administrative meetings (Instructional Leadership) that take
place on a monthly basis. Evaluation of the effectiveness of this training will be done through self -evaluation
surveys.
33
4B List of clear goals, measurable objectives, annual benchmarks, and an implementation
plan for providing professional development opportunities based on your district needs
assessment data (4A) and the curriculum component objectives (Sections 3D-3K) of the plan.
In order to more fully implement technology in the teaching and learning environment, the district must provide a
sustained and intensive training program supported by a variety of ways to assist the staff.
Those methods will include:
Coaching
Modeling
Substitutes for release time
Training (During the Day, Extended Day, Extended Year)
Attendance at conferences
Demonstrations
Technology Trainer of Trainers (tech TOTs)
Technology liaisons piloting tech projects
Forums for sharing best practices
An integral part of the district technology survey includes needs assessment. The results indicate that professional
development needs are of high importance. Needs assessments vary per grade level and department, but the results
indicate the following: as grade levels increase, a stronger need arises for professional development for advanced skills.
Therefore, targeted trainings for specific needs can be addressed. The primary focus of these trainings is to facilitate the
integration of technology in the classrooms, especially in light of the technology requirements of the common core
standards. As professional development trainings are provided teacher expertise increases. Therefore, implementation
of the curriculum component goals and technology will increase in the classrooms, thus, enhancing student
achievement. Professional development trainings will be ongoing in order to increase the level of professional and
personal technology growth per teacher. In addition, it is imperative that additional technology training occur for
support staff and parents as well.
Ongoing professional development trainings are based on the Standards for the Teaching Profession and the Teacher
NETS. Annual professional development consists of direct instruction, peer collaboration, and coaching. An annual
timeline is designed to help with the coordination of the trainings. Administrator training is also recognized and included
in this plan. As the site instructional leader, it is essential that district administration receive professional development in
technology as well.
The areas for these standards are:
Technology Operations and Concepts
Planning and Designing Leaming Environments and Experiences
Teaching, Learning and the Curriculum
Assessment and Evaluation
Productivity and Professional Practice
Social, Ethical, Legal, and Human Issues
Ongoing professional development trainings for support staff are based on a modified version of the Standards for the
Teaching Profession and are included in this plan. The district recognizes the importance of training all staff in technology
and as the district moves forward with integrating more technology across the district, it is imperative that staff
understand these changes and requirements. Additionally, as implementation of technology occurs, it is critical to
involve parents and community members in this process. Providing much needed Internet safety training and basic
computer training for parents will go a long way towards ensuring safe, legal, and ethical use of technology not only at
school but at home as well. Parents need to be educated along with staff in this ongoing process.
School site administrators and technology liaisons will be responsible for conducting the district technology
surveys. Staff will take the district technology survey on a regular basis. Results of the surveys will be analyzed
34
and a variety of means will be used to improve tech proficiency skills.
The technology update committee and technology liaisons will work to develop methods to work within the structure of
individual school schedules to support on -site staff development. Hence, data will be analyzed for implementation of the
staff development trainings. Progress will be measured via survey data, observations, walk-throughs, and training feedback.
Implementation Plan
As a district, we will use the National Educational Technology Standards for teachers (NETS) developed by ISTE
(International Society for Technology in Education).
NETS for Teachers (adapted from the ISTE website)
Educational Technology Standards and Performance Indicators for All Teachers
The ISTE NETS for Students (NETS•S), the ISTE NETS for Teachers (NETS•T), and the ISTE NETS for Administrators
(NETS•A) define the fundamental concepts, knowledge, skills, and attitudes for applying technology in educational
settings. The ISTE NETS for Teachers has been modified to meet the needs of support staff and are included in this plan.
NETS*T
TECHNOLOGY OPERATIONS AND CONCEPTS.
Teachers demonstrate a sound understanding of technology operations and concepts. Teachers:
Demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National
Education Technology Standards for Students)
Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.
PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES.
Teachers plan and design effective learning environments and experiences supported by technology.
Teachers:
Design developmentally appropriate learning opportunities that apply technology -enhanced instructional strategies to support the diverse
needs of leamers.
Apply current research on teaching and leaming with technology when planning learning environments and experiences.
Identify and locate technology resources and evaluate them for accuracy and suitability.
Plan for the management of technology resources within the context of leaming activities.
Plan strategies to manage student learning in a technology -enhanced environment.
TEACHING, LEARNING, AND THE CURRICULUM.
Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student
learning.
Teachers:
Facilitate technology- enhanced experiences that address content standards and student technology standards.
Use technology to support leamer-centered strategies that address the diverse needs of students.
Apply technology to develop students' higher order skills and creativity.
Manage student learning activities in a technology -enhanced environment.
ASSESSMENT AND EVALUATION.
Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies.
Teachers:
Apply technology in assessing student learning of subject matter using a variety of assessment techniques.
Use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and
maximize student learning.
Apply multiple methods of evaluation to determine students' appropriate use of technology resources for leaming, communication, and
productivity.
35
PRODUCTIVITY AND PROFESSIONAL PRACTICE.
Teachers use technology to enhance their productivity and professional practice.
Teachers:
Use technology resources to engage in ongoing professional development and lifelong learning.
Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student
learning.
Apply technology to increase productivity.
Use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.
SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES.
Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PreK-12 schools and
apply those principles in practice.
Teachers:
Model and teach legal and ethical practice related to technology use.
Apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
Identify and use technology resources that affirm diversity
Promote safe and healthy use of technology resources.
Facilitate equitable access to technology resources for all students.
36
Goal 1: Statf development will support the integration of technology into the currlcu!un; to improve student learning
and aid teachers in the delivery of the common core standards.
IIiIIPI EMENTA11ON
ENCHtti)X
FUME
Objective 1: Based on funding availability, and
continued annual survey results, by September 1st
of each year, the district will work with the
technology liaisons and district administration to
develop an annual action plan based on the goals of
the district technology plan. The plan will outline
and prioritize the outcomes for the school year
across the areas of the plan. The plan will include a
professional development component, designed to
raise the ability levels of staff to move from
introductory to intermediate, or from intermediate
to proficient. District staff will work with schools to
develop a technology component for their school
site plan outlining specific school site action steps
aligned to the district plan. The district will use
results from district surveys to establish benchmark
levels and to measure gains. Several steps are
provided in the implementation plan to ensure
consistent success over time.
Objective 2: By October 1 of each year, each school
will update their technology plan for implementing
and utilizing technology in the classroom as a part
of the SPSA process. The plan will contain a
professional development component, designed to
raise the ability levels of teaching staff to move
from introductory to intermediate, or from
intermediate to proficient at their school level. Staff
from the Educational Services department will work
with schools to develop and implement their plans.
Schools can use results from the district surveys to
establish benchmark levels and to measure gains, or
develop and use similar site surveys.
Objective 3: Begin to identify tech TOTs for a
variety of software and district programs to work
with staff on an ongoing basis.
Objective 4: Implement an online platform/system
for accessing district training.
Teachers will assist in developing their site technology plan
keeping in mind their own individual professional development
needs for raising their proficiency levels, based on their input on
the district technology survey.
Offer classes and sessions at the district office, based not only on
technology plan priorities but the annual outcomes as well.
Identify teachers at each site who have shown exemplary skill in
integrating technology. Assist these teachers to develop formal
training sessions, examples of best practices, and lesson plans
that are infused with technology. These teachers will be the
district's technology Trainer of Trainers (tech TOTs).
Ed Services staff will meet with all principals and key site
technology staff to evaluate site needs for professional
development and assist with updating the site tech plan for the
year.
Develop a list of online training resources that teachers may
utilize.
In-house staff that performs staff development services will be
compensated for their work at district rates (tech TOTs).
Develop a list of training resources, consultants, classes at the
county office, exemplary sites to visit, etc. that schools may use
to provide staff development opportunities. Ed Services staff will
assist site principals to match resources to site needs, and will
assist in evaluating and monitoring progress of site professional
development plan.
October 1st of each school year
Beginning October 1st of each
school year
Continue to identify TOT
teachers 2014, 2015, 2016,
2017, 2018
Fall 2014, 2015, 2016, 2017
Add training resources
throughout each year of plan
Evaluate needs each Spring and
develop plan for new year by
September 1' of each school
year
Publish Fall 2014, 2015, 2016,
2017
Evaluation
lnstrument{s)
District technology survey
and other survey results,
annual surveys, end of year
follow up, attendance logs
for staff development
activities.
Schedule for
Evaluation
Surveys and end of
year follow- up.
Program Analysis and
Modification Process
District, site principals and
teachers will plan activities
schedules and will evaluate based
on feedback.
Data To Be Collected "& Position's) Responsible
Survey results, bar graphs, attendance logs kept by site principals
and tech liaisons, assisted by Educational Services staff.
37
oal 2: Track and monitor teacher technology proficiency using the district technology survey ano additional
means as possible.
OBJECTIVES
IMPLEMENTATION PLAN. / BENCHMARKS
TIMELINE
Objective 1: Ongoing goals for professional
development in technology will be included with
the district survey results and used as a means to
measure progress towards established goals,
objectives and benchmarks. We will aim for 100%
of our instructional staff completing the online
assessment each year.
Objective 2: We will gather and publish summary
data from these assessments, and the district -level
committee along with the technology liaisons will
use this information to direct and focus our training
efforts each school year.
School site principals and technology liaisons will organize district
survey assessment at sites, aiming for 100% of staff each year
and maintaining that level of participation during each
subsequent year of the plan. District staff development
committee will analyze assessment data for planning for the
year.
All instructional staff will complete the district technology survey
on an annual basis. All other staff will complete the survey every
three years. Data collected will be presented In a variety of
formats (charts, graphs, etc.).
District technology survey assessments will continue, with the
goal of bringing staff to higher levels of technology proficiency.
District staff development committee, technology liaisons, and
Ed Services staff will monitor the assessment data to continue to
develop training opportunities directed at the need.
October of each school year
October of each school year
October of each school year
• Evaluation
Instrument(s):
Schedule for
Evaluation
Program Analysis and
Modification Process
Data To Be Collected & Position(s) Responsible
Principals and staff will
review teacher growth
charts, and summarize
findings at staff meetings.
Annual surveys, with
end of year follow-up.
Site principals and teachers will
plan activities and schedules and
will evaluate based on feedback.
Review of school district survey
results should show 80% of
teachers have moved up one level
in tech proficiency by end of year
of each year or have begun using a
new piece of hardware or software
program to further their
technology integration.
School Principals, site teachers, technology liaisons, the district
Technology Committee, and Ed Services staff will review survey and
share their feedback of the survey data.
38
Goal 3: Help staff attain increasing levels of proficiency based on the NETS standards/modified NETS standards, through
a focus on site -based training. Help staff attain increasing levels of proficiency based on job needs and requirements.
OBJECTIVES
Objective 1: Each school site forms a team to
update site technology plan as part of their regular
school site plan process. Each plan will be anchored
in the district strategic plan and LCAP curriculum
goals and customized to the individual needs and
personality of the school.
Objective 2: Each department will review the
survey results, get staff input and feedback, and
provide information to the Ed Services Staff who
will include these needs in the district annual plan.
Objective 3: Continue to develop a list of district
technology Trainer of Trainers to assist in the
implementation of hardware, software and
programs across the district in a variety of venues
and on a variety of devices,
IMPLEMENTATION PLAN / BENCHMARKS TIMELINE
School tech teams and district department staff will work to
create training activities, based on needs, which will be available
throughout the year. Ed Services will support this effort with
staff, funding, and expertise. Sharing of information about
successes in technology integration training is supported.
October of each school year
School site and department plans are refined and perfected on Each year during monthly Tech
an annual basis. Techniques, strategies and best practices are Liaison and Tech Planning
shared among the 10 school sites and district, and some resource Meetings
sharing begins to take place. The stage is set for creating a rich
environment of infusing educational technology into the
classroom environment.
Each school site publishes a calendar of at least 4 on -site sessions Quarterly in 2014, 2015, 2016,
of technology training (one each quarter).Each department 2017, 2018
publishes a calendar of at least 1-2 sessions of technology
training over the course of the school year. District and school
newsletters highlight exemplary classrooms practices.
Teachers utilize school site -based training sessions and Quarterly in 2014, 2015, 2016,
department staff utilize a variety of training sessions, as 2017, 2018
measured by attendance and teacher evaluation sheets. In-house
tech trainers are actively providing training, support and
mentoring, as measured by measured by activity logs and
principal observation.
Evaluation
Instrument(s):
Schedule for
Evaluation
Program Analysis and
Modification Process
Data To Be Collected & Position(s)Responsible
Self -evaluation and review.
Annual surveys, with
end of year follow-up.
Site principals, teachers,
department staff, technology
liaisons, tech TOTS, and Ed Services
staff will plan activities and
schedule events based on data.
Feedback from participating teachers, staff, instructors, principals,
technology liaison teachers, Ed Services staff, tech TOTS, and
technology planning committee.
39
oal 4: Maximize the effectiveness of the district wehsite for professional development and explore additional means
or staff development recordkeeping.
OBJECTIVES IMPLEMENTATION PLAN J BENCHMARKS
r
EL1NE
Objective 1: Develop calendar of professional
development classes aligned to the needs as a
result of the survey data. Teachers will be able to
view all scheduled training opportunities district -
wide, and to enroll with online forms. Training
sessions will have links to handouts and related
web -based resources for teachers.
Objective 2: Develop an online database of
information on hardware, software, and
educational applications that can be accessed at
any time. This will include trouble -shooting
guides, frequently asked questions, tips and tricks,
suggestions for implementation, and links to best
classroom practices in technology that will be
developed by teaching staff (see above).
Objective 3: Develop a webpage of links or access
to links, etc. via Edmodo or other resources which
provide online professional development
resources teachers may use to support their
individual plans for increasing their technology
proficiency.
Develop the online capability of teachers to view professional
development offerings, enroll in classes, track their attendance,
and even record continuing education units.
Expand use of podcasts, screencasts, vodcasts, webinars, etc.
that include short online video tutorials on critical skill topics.
Topics will include Promethean Board EAQs, district hardware
FAQs, and district software FAQs, etc.
Fall 2014; then after, ongoing
Fall 2014; then after, ongoing
'Spring 2014; then after,
ongoing
Evaluation
Instrument(s):
Schedule for
Evaluation
Program Analysis and
Modification Process
Data To Be Collected & Position(s) Responsible
District technology survey
and other information and
results.
Attendance logs for staff
development activities.
Annual surveys, end
of year follow-up.
Site principals, department heads,
technology liaisons, district
technology committee, teachers,
and Ed Services staff will plan
activities and schedules based on
data and feedback.
Survey results, bar graphs, attendance logs kept by site principals
and tech liaisons. Assisted by Ed Services staff.
40
Goal 5: Staff development efforts with the administrative staff focusing on the ISTE Technology Standards
for Administrators (NETS — A).
The areas for these standards are:
Leadership and Vision
Learning and Teaching
Productivity and Professional Practice
Support, Management, and Operations
Assessment and Evaluation
Social, Legal and Ethical Issues
We will use the existing structure of district leadership meetings as well as additional ad hoc training sessions to
present a series of brief and focused workshops on strategic skills and issues in technology. Our Ed Services staff
will work with principals, department heads, technology liaisons, and the district technology planning committee
to determine the topics.
Topics for Administrator Training
School principals are becoming proficient in using data management technology, including using OARS, the County
Student Information System (Genesis) and the district data warehouse (Report Manager). They are fully versed in
creating and interpreting essential reports of student progress. They work on a regular basis with grade level
teacher groups to improve teaching strategies based on data generated from the various information systems.
Over the next four years, administrators will want to become involved in higher level technology projects in the
classroom and understand how students benefit from them. In addition, principals continue to need to be well
versed in the programs that students use in order to assist teachers in their ongoing implementation.
Goal 5: Professional development for administrators will be en ongoing part of Instructional Leadership group activities.
• BJECT1VES
• bjective 1: School administrators and district
. epartment heads will all take the district
ethnology survey.
• bjective 2: School administrators and department
heads will, as a group, set their own agenda for a
series of mini -workshops throughout each year.
Evaluation
Instrument(s):
istrict technology surveys
nd other information and
urvey results.
ttendance logs for staff
evelopment activities.
Schedule for
Evaluation
nnual surveys, end
f year follow-up.
IMPLEMENTATION PLAN /.BENCHMARKS
.chool administrators will base their professional development
.lan on the ISTE standards for administrators.
• t the beginning of each year, Ed Services staff will work with
district administration to create and publish a calendar of topics
or training, including topics such as Promethean ACTIVstudio,
• igital video production, podcasting and weblogs.
Program Analysis and
Modification Process
District technology leadership, site
principals, and department heads
ill plan activities and schedules
nd will self -evaluate based on
eedback.
IMEUNE
.pring 2014, 2015, 2016, 2017
all 2014, 2015, 2016, 2017
Data To Be Collected ';& Position fs)
esponsible
.urvey results, bar graphs, attendance logs kept by Ed Services.
41
Goal 6: Staff development efforts with support staff focusing on the ISTE Technology Standards for
Teachers (modified for support staff).
The areas for these standards are:
Technology Operations and Concepts
Planning and Designing Learning Environments and Experiences
Teaching, Learning and the Curriculum
Assessment and Evaluation
Productivity and Professional Practice
Social, Ethical, Legal, and Human Issues
We will work to establish an ongoing structure of meetings and training sessions to present a series of brief and
focused workshops on strategic skills and issues in technology. Our Ed Services staff will work with principals,
department heads, technology liaisons, and the district technology planning committee to determine the topics.
Topics for Support Staff Training
Support staff are proficient in various user areas (i.e., email, texting, etc.) Over the next four years, support staff
will become involved in ongoing technology training related to job requirements that will benefit them and assist
them in their day-to-day work duties and responsibilities.
NETS*T (MODIFIED FOR SUPPORT STAFF)
TECHNOLOGY OPERATIONS AND CONCEPTS.
Support staff demonstrates a sound understanding of technology operations and concepts.
Support Staff:
Demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National
Education Technology Standards for Students)
Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.
PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES.
Support staff assists in the planning, designing and implementation of effective learning environments and experiences
supported by technology.
Support Staff:
Assist with designing and implementing developmentally appropriate learning opportunities that apply technology -enhanced instructional
strategies to support the diverse needs of leamers.
Knowledge of current research on teaching and leaming with technology when planning leaming environments and experiences.
Plan for the management of technology resources within the context of learning activities.
Plan strategies to manage student learning in a technology -enhanced environment.
TEACHING, LEARNING, AND THE CURRICULUM.
Support staff assists with the implementation of curriculum that include methods and strategies for applying technology to
maximize student learning.
Support Staff:
Facilitate technology- enhanced experiences that address content standards and student technology standards.
Use technology to support learner -centered strategies that address the diverse needs of students.
Apply technology to develop students' higher order skills and creativity.
Manage student learning activities in a technology -enhanced environment.
ASSESSMENT AND EVALUATION.
Support staff helps to apply technology to facilitate a variety of effective assessment and evaluation strategies.
Support Staff:
Apply technology in assessing student learning of subject matter using a variety of assessment techniques.
Use technology resources to review student data, interpret results, and work with teachers to improve instructional practice and maximize
student learning.
Apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and
productivity.
42
PRODUCTIVITY AND PROFESSIONAL PRACTICE.
Support staff use technology to enhance their productivity and professional practice.
Support Staff:
Use technology resources to engage in ongoing professional development and lifelong learning.
Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student
leaming
Apply technology to increase productivity.
Use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.
SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES.
Support staff understands the social, ethical, legal, and human issues surrounding the use of technology in PreK-12 schools
and apply those principles in practice.
Support Staff:
Models and is able to teach legal and ethical practice related to technology use.
Applies technology resources to enable and empower leamers with diverse backgrounds, characteristics, and abilities.
Promotes safe and healthy use of technology resources.
Helps the teacher facilitate equitable access to technology resources for all students.
43
oal 6: The National School District will utilize multiple approaches to providing professional development for staff,
ncluding alternatives to the traditional instructor -led class.
OBJECTIVES
IMPLEMENTATION PLAN /BENCHMARKS
TIMELINE
Objective 1: Proficient -level teachers can mentor small
groups of introductory -level teachers at their site. They
can shepherd the group through developing their skills
as indicated by the results of the district technology
surveys (such as email use, report building, and
webpage creation).
Objective 2: Ed Services staff will meet with all
principals, department heads and relevant technology
staff to review district technology survey results and
work with their staff to develop a list of needs for
training.
Objective 3: Mini -sessions could include short classes
taught after school, evenings, or on weekends, These
sessions would be sponsored by the District and held at
various locations using a wireless, mobile lab. These
sessions can be directed toward topics recommended in
minimum proficiency requirements as noted above.
Objective 4: Special technology in -services and pilot
projects can be developed to cover broader technology
issues. These sessions should be directed towards the
topics identified by the needs assessment, and in
assisting teachers to reach the minimum technology
proficiency level. Outside presenters should be
considered a resource for these events. In -services
should use minimum days as possible for maximum
participation.
Objective 5: Investigate feasibility of district technology
coach position to facilitate technology implementation
in the classroom by working with teachers and students.
Sites and departments will develop a plan for the year, utilizing as
much as possible, in- house talent and resources. District staff
will support these efforts.
Technology liaisons currently do not have release time built into
their contracts. They need several release days during the year
(at least 2-3 per year), for site support and training.
Mini -sessions will cover topics ranging from computer basics, to
the use of specific software types for instructional use. The
sessions should meet district training standards and be designed
to meet the needs of users with different ability levels. Sessions
should provide staff with material to be applied immediately.
The district's resources for technology training will always be
limited. Therefore, training two or three teachers and then
having them train others within the school will always be an
effective way to ensure that the needed technological knowledge
is shared throughout the district. Out -sourcing the initial training
of trainers is recommended as well as some follow-up training
sessions as well.
Ed Services will work with technology liaisons to develop and
submit parameters for district technology coach position as LCFF
funding comes on line.
Establish in Fall of each year
(2014, 2015, 2016, 2017)
Fall 2014, 2015, 2016, 2017
Fall 2014; and ongoing
thereafter
Annual staff development
calendars 2015, 2016, 2017
Begin work in Fall 2014
Evaluation
lnstrument(s):
Schedule for
Evaluation
Program Analysis and
Modification Process
Data To Be Collected & Position(s) Responsible
District technology surveys
and other information and
survey results. Attendance
logs for staff development
activities. Feedback from
administrators and
participating staff.
Annual review
During school -site review
processes, professional
development activities will be
analyzed and modifications made
to fit individual school needs.
Each school site, under the direction of the principal, will develop
implementation plans and evaluation strategies. Each department
head will develop implementation plans and evaluation strategies.
Ed Services staff will assist.
44
Goal 7: Staff development efforts with parents focusing on needs they identify through district and school
site surveys.
The areas for these standards are:
Learning and Teaching
Productivity and Professional Practice
Support, Management, and Operations
Social, Legal and Ethical Issues
We will work to establish a structure and training sessions to present a series of brief and focused workshops for
parents, not only at the district office but at various times and locations throughout the district.
Topics for Parent Training
Parents indicate the need to understand a variety of technology tools and uses of those tools and how they can
assist their students as they use technology at home.
Our Ed Services staff will work with parents, teachers, staff, principals, department heads, technology liaisons, and
the district technology planning committee to determine topics for training.
45
4C Describe the process(es) that will be used to monitor the professional development
section (4B) goals, objectives, benchmarks, and planned implementation activities including
roles and responsibilities.
The technology liaisons, district technology committee, principals and Ed Services will evaluate indicators of
growth in technology integration on an annual basis. The committee will use the information to refine and refocus
the plan for technology training. They will determine whether the plan ought to be accelerated, or whether the
plan should be slowed down and given more resources.
The committee will consider feedback from principals' observations of classroom activities as well as
questionnaires and other information from teachers about technology integration.
The committee will review attendance numbers from staff development and training sessions as well as online
training documentation.
Relevant standardized test scores from core curricular areas will be studied each year, to determine how
technology use is affecting student achievement.
Teachers will take the district technology survey each year, providing a measure of growth in technology
proficiency skills.
Other district staff will take the district technology survey every three years, providing an ongoing measure of
growth in technology proficiency skills.
Feedback and evaluations from parents after training will be used to measure parent growth in technology
proficiency skills and to determine applicable topics for further training.
Finally, the technology liaisons, tech committee and Ed Services will work with Human Resources, the Cabinet and
Board to recognize outstanding achievements in classroom uses of technology, and encourage others to replicate
the best practices.
Site administrators, teachers and pertinent staff will periodically receive training in the use of the student
information system and other district supported software programs to influence school site decisions. Training
may consist of analyzing informational reports dealing with classroom performance and school wide disaggregated
student data. Monitoring and evaluation of the staff development component is delineated [see evaluation
information following each goal]. Technology Liaisons, principals and the Superintendent will monitor the
implementation of the staff development component together with Ed Services staff. Progress will be monitored
annually and a report will be made to the Board of Education in the spring/early summer of each year. Changes in
student learning resulting from professional staff development will be measured by comparing student test scores
and portfolios before and after implementation of curricular goals.
Indicators of Success:
Success is measured by the extent to which program indicators are met in the areas addressed in a particular goal.
Technology liaisons, tech planning committee, principals, and Ed Services staff will evaluate progress toward goals
related to acquisition of technology skills, and integration of technology into curriculum units, record keeping, and
communication with parents.
Technology liaisons, tech planning committee, principals, and Ed Services staff will monitor the adherence to the
plan and make appropriate recommendations to the Superintendent.
Indicators will be that:
All staff will show growth towards intermediate proficiency levels and above on all areas of the district survey
beginning with 2014 and continuing thereafter. All staff will report a minimum frequency of "between weekly and
monthly" on all areas of the district technology survey continuing through 2014-2015, and beyond.
46
5. INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT AND SOFTWARE
COMPONENT
Goals
The standards for technology are determined by the Information Management Services department in the district,
in conjunction with the technology liaisons, school site, district technology committee, and cabinet.
Recommendations are established based on current budget and student needs. The following statements
represent the goals of this plan for standards for infrastructure, hardware, technical support and software across
the district:
• These are the goals that focus on standardization across the district:
• Standardization of district -supplied equipment, software, network and computer operating systems
• Standardization of district -supplied support to all district sites to include personnel needs as technology
needs and service requirements increase across the district
• Parameters for device platforms to be used by students, staff and administration to support common
core standards and other curriculum needs
• A plan, which addresses upgrades, replacement and increase of equipment
• Standardization of district -supplied computer furniture for classrooms
• A model for one-to-one computing that helps teachers and students meet the requirements of common
core standards as well as the Students NETS
• A model for professional development in technology for all district stakeholders
5A Describe the existing hardware, Internet access, electronic learning resources, and
technical support already in the District that will be used to support the Curriculum and
Professional Development Components (Sections 3 & 4) of the plan.
Hardware Infrastructure and Network Services:
In 2001, 2008, and planned again for 2015 (if eRate approval comes forth), the district upgraded all of its core
network routers and fiber optic switching at each site, consolidating all of its edge routing and layer 2 switching
into its Network Operations Data Center. This data center was constructed in 2001 to consolidate file and print,
email, web, remote access, domain naming, dynamic host protocol, application, data storage, back up, voice and
network management services in a single location for more efficient and effective network management and
delivery of service.
New servers were installed at the district network operations center (NOC) in 2001 and augmented in 2008, to
facilitate the utilization of hardware resources to provide centralized network storage, distributed, thin -client
based processing and virtualization of existing network servers to consolidate resources to a more manageable
level, providing a long term reduction in technology operating costs. Major version software upgrades to the
district's present Novell network operations and collaborative messaging platforms were completed to move the
district's operating system platform to a Linux-based, open source model that will result in lowered licensing and
operational costs at the server and client level.
Concurrently, new data servers were deployed at each of the district's 10 school sites to improve the capacity and
speed by which file and print services were rendered and to provide a robust Internet web services server at each
school site.
The district provides Primary DNS, DHCP, Internet mail, spam filtering, and CIPA-compliant Internet filtering to all
classrooms via its network infrastructure from its Network Operations Center.
External addressing and firewall services are provided by the SDCOE and National has a Cisco PIX firewall handling
internal firewall services. All schools have dedicated servers which provide secondary DHCP, WAN/LAN email, DNS
and file/print services to students and staff. These servers are RAID-5 with gigabit connectivity to the district WAN.
47
Several of our schools have 24- to 32-workstation computer labs for Internet, email, and educational instruction
use by students and teachers. In addition, these labs are used for staff training and for after school programs.
Printing, scanning, imaging and video services are provided by either networked or individual classroom devices.
Internet Filtering/Spam Prevention Infrastructure:
The district has in place an Internet filtering appliance at the data center utilizing a proprietary site filtering
subscription service to monitor and block access to Internet sites and services that violate the district's Internet
acceptable use policies across the district wide area network. This appliance is also designed to block malware
applications from being delivered to client workstations.
Additionally, in 2005, the district adopted a significantly enhanced email spam prevention service by installing a
subscription -based, Internet mail gateway -centric, locally managed spam/graymail-blocking solution to reduce the
proliferation of spam mail to the district.
Wireless Access Infrastructure:
All district campuses and administrative locations have complete encrypted security wireless Internet and network
access for use in mobile classroom, specialized education and instructional enhancement environments. All district
wireless access points were upgraded to encrypted 802.11g wireless standards in early 2012, increasing localized
bandwidth to accommodate increasing use of wireless technology at district sites to facilitate mobile computing
classroom and mobile computing lab needs as well as reduce network latency due to insufficient wireless
bandwidth. The district plans to augment this service as noted in the section "Future Technology Augmentation"
below. The district plans to upgrade this technology significantly in 2015-2016 (with eRate), replacing its current
access points with 8-radio multi -node wireless access points that will allow for increased wireless utilization to
meet common core needs, the requirements of common core testing and one-to-one student computing
initiatives.
Remote Access Infrastructure:
At present all district users have the capability to access district email and network retained files remotely via web
browser. This can be accomplished via conventional Internet services utilizing the district's intranet or any web
browser regardless of software platform from any home -based desktop, laptop or personal device with Internet
access.
The district has in place the infrastructure to accommodate full remote access to district network resources at any
point in the future based on the goals and objectives defined for such access. It plans to augment this service as
noted in the section "Future Technology Augmentation".
Telephony Infrastructure:
Telephones are installed in every district classroom, library and administrative office to facilitate communications
capabilities among staff and with parents. Cell phones are deployed at each site to provide necessary
communications portability providing immediate access to principals and administrators for emergency, safety and
public communications needs.
Telephony services provide phones in and voicemail to every classroom. The district provides a phone number and
voicemail service for every teacher. Teachers can access their voicemail from any phone at any time in or outside
the district. Each school has a PBX switch on site routing all calls inbound and outbound via a dedicated AT&T T-1
line. The district office PBX processes its calls via a DS-3 connection to AT&T. Each school has a non -PBX dedicated
land -line for emergency use only. The district has a satellite service phone for district -wide emergency use. The
District phone system has the capability to provide voice-over-IP and unified messaging services which are planned
to be activated by 2017 contingent on project funding.
48
In 2008, the district installed specialized PBX telephone system controllers that update the district's present eleven
year -old phone infrastructure and provides a hardware/software platform by which low-cost voice-over-IP phone
services may be introduced to the district. These controllers provide full hardware redundancy in the event of
network outages impacting district -wide VoIP telephone communications.
IDENTIFICATION OF COMPUTERS AND MOBILE DEVICES
The following tables provide a pictorial representation of the aging of computers and devices (which includes
netbooks, student mini laptops, ipods, and ipads) by school (table 1), aging of computers by school and percentage
(table 2), distribution of mobile devices by school and by type (table 3), and distribution of mobile devices by
school and by type of percentage of all computer devices at each site indicated. These tables provide a relatively
effective and efficient way in which to track standardization, replacement, etc. across the district as well as to
continue to highlight needs in infrastructure, software and support as growth in technology continues.
49
NSD Computer Aging
Analysis
as of 1/24/13
TABLE 1: Aging of computers by School (no tablets, excl. D.O. and preschool)
Central
135
83
74
13
45 60
El Toyon
Ira Harbison
9
1
49
114
8
112
153
59
6
0
37
32
43 _,''?...;$ 25
31 „ :w 30
Kimball
2
55
60
58
0
83
7 ;Ii 46
Las Palmas
27
140
62
70
0
36
0 - 3 56
Lincoln Acres
13
34
106
67
15
61
4 74
Olivewood
0
35
94
72
0
98
9 1 58
John Otis
Palmer Way
Rancho
Sub total schools:
Pre -School
District Office
Admin
Business
CNS(inc. kitchens)
Ed Services
HR
MIS
M80
Purchasing
Transportation
FRC
Sub total DO:
TOTALS
44
42
18
159
4
1
13
15
39
1
3
1
2
ZA
238
42
112
113
829
10
1
11
2
2
i$
ifs
57
66
35
683
3
3
4
1
11
,661
60
33
93
739
3
2
5
1
13
0
20
0
54
54
3
2
2
1
2
10
114
53
36
67
587
8
1
1
2
12
a
89
5 94
19 ` ; 61
31 120
194
2
2
/26
4
17
27
59
7
11
6
4
2
2
139
33111
50
TABLE 2 Aliroi comoutera by acnw4 aersenlsee>isNale4w cate�ry �ratatMert
Central
0.69
30.89
18.99
16.93
2.97
1922
10.30
100.00
47.83
El Town
2.95
16.07
2,62
50.16
1.97
12.13
14.10
100.00
66.23
Ira Harbison
0.29
32.66
32.09
16.91
0.00
9,17
8,88
100.00
49.57
Kimball
0.75
20.75
22.64
21.89
0,00
31.32
2.64
100.00
42.84
Las Palmas
8.06
41.79
18.51
20.90
0.00
10.75
0.00
100.00
62.69
Lincoln Acres
4.33
11.33
35.33
22.33
5.00
20.33
1.33
100.00
33.67
Olivevrood
0.00
11.36
30.52
23.38
0.00
31.82
2.92
100.00
34.74
John Otis
16.86
16.09
21.84
22.99
0.00
20.31
1.92
100.00
39.06
PaknerWay
12.80
34.15
20.12
10.06
6.10
10.98
5.79
100.00
44.21
Rancho
5.04
31.65
9.80
26.05
0.00
18.77
8.68
100.00
57.70
All &Iwo)avenge
8.18
24.68
3.1.25_
28.16_
180
18.48
5.66
100.00
47.84
District Office
53.96
12.95
7.91
7.91
7.19
8.63
1.44
100.00
20.86
All District Average
7.03
25.33
22i1
221E
3.L2
2289
- -
TABLE 3: Distribution of Mobile devices b school b • exc. D.O. and Pre-school
51
TAA stilly*Ma* deyjces by school, by type as percentage of AU. computing devices (excl. D.0, antlyre-acgagft
Central
6.93
30.88
6.09
0.00
7.98
0.21
52.10
El Toyon
41.10
13.59
10.68
0.00
1.29
0.00
66.67
Ira Harbison
7.33
0.67
7.33
23.11
0.67
21.78
60.89
Kimball
12.27
20.45
9.29
0.00
1.49
0.00
43.49
Las Palmas
9.73
38.35
13.86
0.00
1.18
0.00
63.13
Lincoln Acres
10.41
13.56
7.89
0.00
5.36
0.00
37.22
Olivewood
10.61
12.54
11.25
0.00
0.96
0.00
35.37
John Otis
12.45
13.96
12.08
0.00
0.75
0.75
40.00
Palmer Way
9.94
15.06
18.67
0.00
0.60
0.60
44.88
Rancho
15.79
31.30
9.97
0.00
1.11
0.00
58.17
Al device average>
1268
18.65
10.10
2.94
2.29 292
5199
Ali mobile average>
25.57
37616
20_38
5_94
n 5_88
100.00
52
Strategic Expansion:
The District has implemented expansion of the network capacity using a modular approach. This allows us to
expand when ERATE and other funding sources are made available to the District and to delay or reduce circuitry
when applications are slow or late in being awarded. This plan also allows us to guard against excess capacity while
maintaining necessary network resources to support curriculum and educational services needs at any point in
time.
Description of Existing Infrastructure:
All direct points of presence on the district WAN and to the Internet are currently comprised of 100 Mbps
bandwidth switched links via an 0C12 fiber optic interface provided by Cox Communications on a dedicated,
private fiber optic ring. This WAN connects the district's 10 schools and District Office and provides Internet
intranet, student and financial information to the district staff and students as appropriate.
Individual school LAN, file, print, email, Internet and network storage interfaces are provided by a homogenous
layer 2 switched network using approximately 15 Cisco switches and 1 Cisco router for each school's LAN,
consolidated and routed to Cox Communications from the District Network Operations Center via the San Diego
County Office of Education. (SDCOE).
Each school has a 1 gigabit fiber-optic backbone that currently provides 100 Mbps high-speed network connectivity
to the desktop for all district classrooms and offices. Most classrooms and offices are wired with Category 6
cabling. Those that are not are wired with category 5e cabling. Each classroom has a minimum of 5 network drops
and are outfitted with gigabit -uplink workgroup switches to optimize the number of network resources that can be
utilized per classroom.
The district schools and the district office have installed 802.11g- standard encrypted wireless networks to
facilitate mobile computing classrooms and mobile computing lab needs. There are approximately 8 access points
per school site, 80 in total.
The district provides Primary DNS, DHCP, Internet mail, spam filtering, and CIPA-compliant Internet filtering to all
classrooms via its network infrastructure from its Network Operations Center via a dedicated Internet filtering
appliance and a dedicated email Spam and malware filtering server.
External addressing and firewall services are provided by SDCOE and National has a Cisco 5000 PIX firewall
handling internal firewall services.
All schools have dedicated servers which provide secondary DHCP, WAN/LAN email, DNS and file/print services to
students and staff. These servers are RAID-5 with gigabit connectivity to the district WAN.
Each school has, a 30-workstation computer lab for Internet, email, and educational instruction use by students
and teachers. In addition, these labs are used for staff training and for after school programs.
Printing, scanning, imaging and video services are provided by either networked or individual classroom devices.
Telephony services provide phones in and voicemail to every classroom. The district provides a phone number and
voicemail service for every teacher. Teachers can access their voicemail from any phone at any time in or outside
the district. Each school has a PBX switch on site routing all calls inbound and outbound via a dedicated AT&T T-1
line. The district office PBX processes its calls via a DS-3 connection to AT&T. Each school has a non -PBX dedicated
land -line for emergency use only. The district has a satellite service phone for district -wide emergency use. The
District phone system has the capability to provide voice-over-IP and unified messaging services.
The acquired bandwidth is intended, along with providing normal file, print, Internet and email services, to allow
collaborative teaching with both District and non -district resources as well as provide distance learning capabilities
for each classroom. Additionally, the bandwidth will be utilized to provide access to educational materials on
demand via static or dynamic video and audio delivery mechanisms that will be used to support district and State
curriculum standards.
53
Bandwidth will also be extended to provide teacher training and professional growth opportunities that otherwise
would have to be conducted off site at significant expense to the district.
This bandwidth is completely manageable in terms of increasing or decreasing the available network resources
contingent on demand for services and/or budgetary considerations based on existing bandwidth provider
contracts.
Description of the level of ongoing technical support the district will provide:
The district currently manages over 8000 separate technologic assets comprising networked routers and switches,
wireless access points, networked servers, office and classroom workstations, display monitors, video projectors,
network cabling, telephony switches, individual telephones, network filtering and monitoring appliances, battery
UPS devices, keyboards and pointing devices (mice and pens).
To manage these assets, the district currently has a staff of four technicians (2 NOC based, and 2 school based),
including a technical services supervisor to monitor, maintain, troubleshoot, repair and replace infrastructure
assets as needed throughout. The division of labor for the management of assets is divided along networked asset
and classroom asset technical maintenance and management functions. As the district continues to grow its
technology infrastructure and the number of devices increases incrementally, there is a definite need to increase
technology support personnel. At the current time, response time is delayed due to lack of personnel.
The Technical Services Supervisor and the Systems Technician II positions are responsible for all aspects of the
district wide -area network and the local area networks at each school sites. This includes but is not limited to
installation, monitoring, maintenance, management and repair of all networked connectivity devices such as
switches, access points and routers, networked servers, laptops. PDAs, network cabling, telephony switches and
telephones. Additionally they are responsible for the configuration and updating of all operational software for
these devices. They are also responsible for the installation, hardware/software configuration and maintenance of
Internet/spam filtering appliances, network backup devices and networked printers/scanners/copiers.
The two Site Support technicians are responsible for the installation, maintenance troubleshooting and repair of all
classroom computer systems, printers, cabling to network jacks and "smart board" devices. They also perform
operating system, application and management utility software installation, configuration and maintenance. They
occasionally assist the Technical Services Supervisor with network maintenance issues as directed.
The Technical Services Supervisor is additionally responsible for managing the technical services staff duties and
assignments. This position additionally performs the administrative duties necessary to manage the department.
The supervisor works directly with Ed Services in making assessments and developing specifications for and testing
new technologies. The supervisor will also act in an advisory capacity to district departments and schools when
assessing new information systems and hardware.
The department has utilized a networked relational database for the last 10 years to input and monitor all work
requests in real time. We currently utilize a real-time web browser based work request system. The department
utilizes a variety of tools to remotely monitor and manage network assets and workstations to optimize their
efficiency given the large number of technology assets within the district.
National School District support staff for technology includes personnel both at the district and school levels.
Support Staff Responsibilities:
Technology Services Supervisor
hardware installation and repair
server maintenance
telecommunications
software installation
setting up new equipment
connectivity issues
updating the information system
system security
54
Computer Systems Specialist
monitor district servers and connection to the county
troubleshoots computer hardware and software
monitor district PBX, T-I and ISDN systems and hardware
Computer Systems Technician —two positions
provide site support for computer and network hardware systems
Database Analyst
assist with technology staff development
assist with data management systems
assist with the district data warehouse
assist in generating student performance data reports
Student Information System (GENESIS)
state database CALPADS
Site Technology Liaisons
computer -related problems
provide technology assistance
submit site technology work orders
serve as site contact for district technology staff
Education Services Department
state testing Pre -Identification demographics
update reclassification information for English Learners
record state mandated information for English Learners
California English Language Development Test (CELDT) and CAASPP Testing
supervise the implementation of District Technology Plan
A Computer Systems Technician visits each school one day per week to address any technical issues that the school
may be experiencing. The District utilizes an online work request system for timely monitoring of technology
support issues by the Technology Services Supervisor or by the technology user at the school site. The system
monitors and documents the status and disposition of any work request by any user in the system.
55
5B Describe the technology hardware, electronic learning resources, networking and
telecommunications infrastructure, physical plant modifications, and technical support
needed by the District's teachers, students, and administrators to support the activities in
the Curriculum and Professional Development components of the plan.
Future technology augmentation:
The district is undertaking several initiatives for classroom technology enhancement:
Upgrade of Wireless Network:
The district is planning to initiate a major upgrade of its Wireless LAN and WAN capabilities to its school sites. This
upgrade will involve installing the equivalent of a wireless access point in every classroom so that sufficient
bandwidth will be available for any technology initiative where high density access is required. At present the
district does not have sufficient wireless bandwidth to deploy high density, large quantity wireless computer
deployments, given the current wiring and classroom connectivity configurations.
Upgrade of Remote Access Capabilities:
At present, the district's current VPN device allowing remote access is outmoded and cannot support large
numbers of simultaneous connections from student homes to conduct after-hours learning activities. The district
intends to significantly increase those capabilities so that they may offer this capability to any teacher and/or
student wanting after-hours access. This also supports the district initiative with SDCOE to create a common
Internet portal for all students and teachers to access that goes beyond the current district intranet for providing
enhanced learning, collaborative, communication, creative and research opportunities for all students and staff.
Upgrade of Data Protection:
The district is planning to replace its current firewall services with greatly enhanced hardware and software to
allow many concurrent users protected access to district resources, per CIPA mandated requirements. In order to
fulfill the district's curriculum and professional development phases of the plan, the district will be augmenting its
current network infrastructure to optimize computing resources in the classroom (1 to 1 computing initiative),
Internet bandwidth, network storage and video conferencing capabilities for distance learning and professional
development capabilities.
56
5C List of clear annual benchmarks and a timeline for obtaining the hardware,
infrastructure, learning resources and technical support required to support the other plan
components identified in Section 5b.
The district has identified the following as short-term infrastructure goals to be achieved within the current 3-year
tech planning window:
Goal 1: Increase capacity for wireless connectivity at school sites: to facilitate reduction in student/computer ratios from
their present 4-to-1 to a 1-to-1 ratio.
OBJECTIVES
Objective 1: Initiate upgrade of Wireless LAN
and WAN capabilities to all school sites to
include several steps under the
implementation plan.
IMPLEMENTATION PLAN / BENCHMARKS
Develop project timeline and installation schedule.
Develop project verification and acceptance criteria with
installation vendors.
Develop installation test criteria to validate placement of access
points.
Establish communication plan for troubleshooting and follow up.
TIMELINE
Depending on district and eRate
funding availability in 2014 and
ensuing years of plan.
Depending on district and eRate
funding availability in 2014 and
ensuing years of plan.
Depending on district and eRate
funding availability in 2014 and
ensuing years of the plan.
Depending on district and eRate
funding availability in 2014 and
ensuing years of the plan
Evaluation
Instrument(s):
Schedule for
Evaluation
Program Analysis and
Modification Process
Data To Be Collected & Position(s) Responsible
Project logs of vendor and
Technical Services
Supervisor as project(s)
commence.
As established in the
installation contract.
Technical Services Supervisor will
review the project progress on a
biweekly basis.
Project logs from the vendor and Technical Services Supervisor.
57
Goal 2: Review and modify technology acquisition
include over 2500 computer systems (compute
individual assets to be managed.
The present model presumes a system lifecycle
year of their life. The development of this model
from the Technology Services (MIS) staff.
model: The district has expanded its present technology
/server, monitor, keyboard, mouse and printer) comprising
of 5 years and a phased cycle out of systems beginning
will be the responsibility of the technology planning
asset base to
over 8000
in the third
committee with input
TIMELINE ',
e BJECtIV'ES
MPLEMENTATION PLAN "'BENCHMARKS
Given the current budgetary restrictions on the
district, a revision of the acquisition/
deployment of technology assets needs to
include the following:
Objective 1: Establish process and system for
.iloting new devices, educational software and
applications.
Objective 2: Develop process and timeline for
asset replacement and update.
reate test bed for piloting of new devices, educational software
:nd applications.
Develop process and timeline for asset replacement and update.
Fall 2014 and continuing
hereafter throughout duration
•f plan.
Fall 2014 and continuing
hereafter throughout duration
of plan.
Evaluation
Instrument(s):
Schedule for
Evaluation
Program Analysis and
Modification Process
Data To Be Collected & Position(s) Responsible
Minutes of meetings
is scheduled
Develop plan and modify as
necessary.
Meeting minutes and reviews collected by Ed Services.
58
oal 3: Develop technology model for student home access: The district has long been desirous of providing secure
come access for students to district Intranet on a practical and cost-effective basis.
CdfECiiv
Perform following tasks allowing home user
access to NSD network:
Objective 1: Establish security protocol and
cost/purchase necessary hardware for
providing secure VPN connection to district
network by beginning of 2011- 2012 school
year and continuing thereafter.
Objective 2: Create means to securely access
NSD Intranet using network operating system
user accounts by beginning of 2011-2012
school year and continuing thereafter.
Objective 3: Institute trial access for students
by beginning of second quarter 2011-2012
school year and continuing thereafter.
INIPLEIVIENTATIp11I P / BEff CHMARKS
investigate partnerships for subsidized home access cost (SDCOE)
Define carrier(s) for home access
Define minimum hardware configuration as appropriate
Define access population parameters
Create security protocol and policy to define users
Input users
Create VPN channels for users
Modify routing and firewall configurations as necessary
Test remote access policies with user test bed
Modify remote access policies as necessary and retest
Deploy home access
IMELUNE
Beginning Spring 2011 and
continuing thereafter
throughout duration of plan.
Beginning Spring 2011 and
continuing thereafter
throughout duration of plan.
Beginning Spring 2011 and
continuing thereafter
throughout duration of plan.
Evaluation
Instrument(s):
Schedule for
Evaluation
Program Analysis and
Modification Process
Data To Be Collected & Position(s) Responsible
Meeting minutes; staff and
parent surveys.
As scheduled
Develop plan and modify as
necessary.
Meeting minutes, reviews and survey data compiled and reviewed
by Ed Services.
59
Goal 4: Develop technology staffing plan: The current increase in technology assets and the incumbent requirements for
service, support and training on these assets has placed a severe burden on the existing district technology staff's
capabilities to effectively provide support and follow up in an efficient manner on a timely basis. The information
services staff has instituted remote management and monitoring of key technology assets (servers, switches, routers
and workstations) but this alone will not be adequate as services increase and their service demands for support of these
services follows.
Technology training demands have likewise escalated in concert with increased hardware and software asset
deployment. A staffing and services plan is needed to meet the increased demand for training support services.
OBJECTIVES
Objective 1: Develop staffing plan associated with
specific services and servicing thresholds for
deployment as specific services come online.
Evaluation
Instrument(s):
Meeting minutes, plan
review, timelines.
Schedule for
Evaluation
nnual basis at year-
end.
MPLEMENTATION PLAN /BENCHMARKS.
IMELINE
stablish optimal service resource thresholds:
.chool site: hardware and software
Network: Hardware and software
Remote access: staff and student
Define staff deployment procedures
stablish training protocols for:
staff
eachers
.tudents
Define training conveyance methodology
n-person
Internet
idea
• emote access
refine training resource requirements:
In -person
Materials production and procurement
aterials management
.pring 2014 and updated
hereafter as technology
apacity and needs increase
.cross the district
Program Analysis and
Modification Process
Develop plan and modify as
necessary.
Data To Be Collected & Position(s) Responsible
Meeting minutes and reviews compiled and reviewed by Ed
.ervices and Cabinet.
60
oal 5: Provide on -demand video curriculum and training services, webinars, etcas needed by sta f.
iIMPL£IWIEN1ATION PLAN jr BENCHMA1iKS
EUNE
Objective 1: Video services matrix to be
developed by technology liaisons, MIS staff,
and Ed Services.
Objective 2: Investigate various ways to
provide online training through a variety
means (in district and out -of -district).
Define video service matrix
Define method of production, presentation and storage
product
Define methods of access:
Internet
Intranet
Remote access
Define hardware and software resource requirements
of video
Investigate service availability in -district and out -of -district.
Fall 2014 and continuing
thereafter
Fall 2014 and continuing
thereafter
Fall 2014 and continuing
thereafter
Fall 2014 and continuing
thereafter
Fall 2014 and continuing
thereafter
Evaluation
Instrument(s):
Schedule for
Evaluation
Program Analysis and
Modification Process
Data To Be Collected & Position(s) Responsible
Meeting minutes and review
of matrix
Annual basis
Develop matrix and modify as
necessary.
Meeting minutes and reviews compiled and reviewed by Ed
Services.
61
oaI 6: Continue to update district "warehouse" that stores all pertinent student personal and performance
nformation, and district financial data to satisfy Federal and State student informational reporting, student assessment
•ata and district budget and financial information. Establish and maintain systems, structures and staffing to ensure
he district Student Information System provides accurate information to the state database (CALPADS).
OBJECTIVES
IMPLEMENTATION PLAN / BENCHMARKS
IMELINE
Objective 1: Complete development of data
warehouse master database by end of 2010-2011
school year.
Objective 2: Define and develop database
reporting "front-end" user interface by end of
2010-2011 school year.
Objective 3: Define and develop report generation
tools, reporting formats and specific reports
beginning 2010-2011 school year and continuing
with establishing new parameters and reports as
needed.
Objective 4: Validate data integrity for all
elements of data warehouse, user interface and
reporting modules.
Objective 5: Explore the inclusion of additional
data sources.
Objective 6: Establish systems for accurate
training of staff in input of student data into
district Student Information System to include
ongoing validation and clean up.
Objective 7: Explore structures and staffing in
order to maintain accurate data and uploading to
state database on a biweekly basis.
Define
data elements and dependencies
data structure and flow
query structures, dependencies and flow
input/output structures, dependencies and flow
interface structures
report structures
data access policies
hardware/software resources and requirements
Construct
master tables
master queries
relational tables
relational queries
relational input/output formats
interface formats
reporting formats
Test
data integrity
data imports/exports
data input/output
data interfaces
data reporting
Deploy
Review for new parameters and update as needed
Explore staffing requirements and make recommendations as
needed
Beginning March -July 2011 and
continuing thereafter
'Beginning March -July 2011 and
continuing thereafter
Beginning March -July 2011 and
continuing thereafter
Beginning March -July 2011 and
continuing thereafter
Beginning July 2013 and
continuing thereafter
Beginning July 2013 and
continuing thereafter
Beginning March -July 2011 and
continuing thereafter.
Evaluation
Instrument(s):
Schedule for
Evaluation
Program Analysis and
Modification Process
Data To Be Collected & Position(s) Responsible
Meeting minutes and reviews
Annually
Develop plan and modify as
necessary.
Meeting minutes and reviews compiled and reviewed by Ed
Services and Business Services.
62
Goal 7: Update technology standards relative to the followinf
1) Equipment:
Desktop/server system hard
Mobile device standards
District web services/Intranet services standards
Network email hardware standards
Internet filtering and authentication standards
Remote access hardware standards
Voice services hardware standards
2) Software:
Desktop/server system operating system standards
Desktop system productivity, ant -virus, utility and Internet browser software standards
Network email software standards
Internet filtering and authentication standards
Remote access hardware standards
Voice services software standards
Educational needs and applications
3) Services and upgrades:
Desktop/server system hardware replacement cycle standards
Desktop/server system operating system upgrade and/or replacement cycle standards
Desktop system productivity, anti virus, utility and Internet browser upgrade/replacement standards
Network equ'.parent upgrade/replacement cycle standards
Network storage standards for archiving student work
Voice services equipment upgrade/replacement standards
Voice services software upgrade/replacement standards
District warranty/field services equipment standards
rare standards
�.BIECOINES
bjective 1: Create standards folio that can be
asily modified, referenced and reviewed by
istrict administrators beginning of 2011-2012
chool year and continuing thereafter.
Evaluation
Instrumentjsj:
Meeting minutes and
reviews.
Schedule for
Evaluation
• nnually
areas:
MPLEMENTATION PLAN / BENCHMARKS
Develop standards based on current and anticipated technology
platforms for review and modification by technology liaisons,
.istrict technology plan update committee, MIS, and Ed Services.
Program Analysis and
Modification Process
Develop plan and modify as
ecessary.
Beginning July 2012 and
ontinuing thereafter.
Positionjs)Responsible
Meeting minutes and reviews compiled and reviewed by Ed
.ervices.
63
5D Describe the process that will be used to monitor Section 5b and the annual
ities including roles and responsibilities.
: enchmark / Action Step
Person Responsible
Ed Services
Technology Services
Supervisor
July
thereafter
Dates
2011-Dec. 2011
and annually
Increase capacity for wireless connectivity
Develop project timeline and installation schedule
Develop project verification and acceptance criteria with installation vendors
Develop installation test criteria to validate placement of access points
Establish communication plan for troubleshooting and follow up
Network security and authentication model
Define security identity management parameters
Define security renewal periods
Define security monitoring parameters
Write security policy
Define hardware/software resource needs and purchasing requirements
Develop policy deployment timeline
Ed Services
Technology Services
Supervisor
July
2011-Dec. 2011
and annually
thereafter
Review and revamp technology acquisition model
Create test bed and process for piloting new hardware and software
Create distribution matrix for replacement and upgrades
Define applications to be deployed
Test applications for performance and data integrity
Select optimal platform for mobile device deployment
Select optimal workstation and mobile device configuration parameters
Select new purchase workstations and mobile devices
Ed Services
Technology Services
Supervisor
July 2011--
June 2012 and
annuallythereafter
Develop standards for file retention and backup systems
Install SAN and NAS hardware
Define SAN storage configuration for schools and District Office
Define SAN and NAS management requirements for storage and data archiving
Define security policies for storage and data archiving
Configure SAN and NAS
Define SAN and NAS performance test parameters
Test SAN and NAS performance
Adjust performance parameters
Re -test SAN and NAS performance
Develop data migration plan to SAN and NAS
Perform data migration to SAN and NAS
Deploy SAN and NAS on active basis
Monitor performance
Ed Services
Technology Services
Supervisor
July 2011--
June 2012 and
annual) thereafter
y
Develop technology model for student home access
Investigate partnerships for subsidized home access cost (SDCOE)
Define carriers) for home access
Define minimum hardware configuration as appropriate
Define access population parameters
Create security protocol and policy to define users
Input users
Create VPN channels for users
Modify routing and firewall configurations as necessary
Test remote access policies with user test bed
Modify remote access policies as necessary and re -test
Deploy home access as best possible
Ed Services
Technology Services
Supervisor
July 2012--
June 2013 and
annually thereafter
64
Develop technology staffing plan
Establish optimal service resource thresholds:
Define staff deployment procedures
Establish training protocols for staff, teachers and students
Define training conveyance methodology
Define training resource requirements
Materials management
Cabinet
Ed Services
Technology Services
Supervisor
July 2012-
June 2013 and
annually thereafter
Provide on -demand video curriculum and training services
Define video service matrix
Define method of production,presentation and storage of videoproduct
p g
Define methods of access
Define hardware and software resource requirements
Ed Services
Technology Services
Supervisor
July 2012-
June 2013 and
annually thereafter
Provide on -demand video curriculum and training services
Define data elements and dependencies
Define data structure and flow
Define query structures, dependencies and flow
Define input/output structures, dependencies and flow
Define interface structures
Define report structures
Define data access policies
Define hardware/software resources and requirements
Construct master tables
Construct master queries
Construct relational tables
Construct relational queries
Construct relational input/output formats
Construct interface formats
Construct reporting formats
Test data Integrity
Test data imports/exports
Test data input/output
Test data interfaces
Test data reporting
Ed Services
T
ogy5ervices Supervisor
July 2012-
June 2013 and
annually thereafter
Modify data warehouse
Develop standards based on current and anticipated technology platforms for review and modification
Ed Services
Technology Services
Supervisor
March 2011-July
2011 and annually
thereafter
Update technology standards
Develop standards based on current and anticipated technology platforms for review and modification
Ed Services
Technology Servlces
Supervisor
June
July 2011-
2012 and
annually thereafter
65
6. FUNDING AND BUDGET COMPONENT
6A List of established and potential funding sources
The National School District is an active participant in the federal eRate program. The upgrade in infrastructure
that the district has invested in has been a direct result of the 90% eRate funding level that the district receives. A
significant portion of the General Fund allocation is also used to support technology each year. Schools have also
joined in support of the plan by using their State funds and Federal categorical funds for this purpose as well. The
superintendent and the Governing Board have made a significant investment in the support of technology over the
years. It will remain a high profile item in the District budget for many years to come. The district is committed to
participating in the eRate program and has identified funds that have been set aside in the budget to meet its
required match of funding as required by eRate regulations.
Funding Alternatives
The technology plan update committee, technology liaisons, principals, and Ed Services staff recognize that the
requirements for the district to meet the goals stated in this plan are beyond normal budgetary capabilities.
Therefore, the district must identify sources of funding outside of normal channels. Fortunately, there are a
number of sources available to assist the District in acquiring technology. The district further recognizes that we
continue to have challenging budgetary times that require creative approaches in identifying funding sources that
will assist us in accomplishing the goals of this plan. As LCFF funding and the LCAP are put in plus (as the new
funding formula and plan), the process of meeting the requirements outlined in this plan may become
progressively feasible to implement over time. The district, under the leadership of Ed Services Department, will
aggressively identify potential alternative funding sources to support the implementation of this plan, including
but not limited to, the following sources:
Federal eRate Discounts Competitive grants
Title I Before and After School Funding
Title III Vendor Assistance
6B Estimate annual implementation costs for the term of the plan
The technology planning committee has identified a set of projects that will allow the district to meet the goals and
objectives of this plan. The budget estimates in this section are based on experience with similar efforts. More
detailed estimates, based on clearly defined requirements, are necessary to create requests for services. This
information is presented to reflect the scale of the financial commitment required over several years to implement
the projects described.
Classroom Computers - Replacement Policy
The integration of networks into the classrooms requires that computers exist at the client end for students. The
goal is to have 1 student for every Internet computer. The cost consideration of all classroom computers is
included in the follow budget.
2014-15
2015-16
2016-17
2017-18
Computer Replacement
$100,000
$100,000
$100,000
$100,000
66
This summary includes the projected cost of purchasing computers at each school site to bring them towards a 1 to
1 ratio and recurring costs including depreciation and replacement of obsolete equipment, which should be 1/5 of
the district's computers each year.
Support Services
Support services are critical for the successful use of technology. The district will continue to support a system that
uses site technology specialists at the school -site level to provide on -site technical support. This project will
continue to implement support services as needed throughout the district. The district should budget about
$120,000 a year, beyond the salaries of an information technology department, toward support services for
school -level technology. This computes to $8,750 dollars per month, per school/department.
2014 5
2015-16
2016-17
2017.2018
Hardware/Software support
(new personnel +1 every other year)
$60,000
$60,000
$120,000
$120,000
District and Site Support Personnel
(hardware/software)
$376,500
$376,500
$376,500
$376,500
Annual Maintenance
Agreements/Telecommunications
$39,500
$39,500
$39,500
$39,500
Tools for Curriculum Integration
Teachers must have access to educational tools that directly align themselves to the California state common core
content standards. Appropriate software for the integration of technology into the curriculum must be identified
and procured by the district. The software should be grade -level appropriate and support standards -based
instruction. Fortunately, many of the tools needed exist within the district, will be included with the purchase of
new machines, or are available as freeware/shareware. For example, a web browser is a major component needed
for the integration of the Internet into the school environment. Both of the major browser companies (Microsoft
and Netscape) provide their browsers free of charge. This project will identify, procure, and install such tools. The
district will budget the allocations indicated below per year for costs related to providing access in the classroom.
New Software Requirements
i2014-15
$ 68,000
2015-16,
$113,000
•
201617
$75,000
$95,000
Ongoing Software Requirements
$37,000
$37,000
$37,000
$37,000
Telecommunications
$40,000
$40,000
$140,000
$60,000
Develop Standards -based Tech. Lessons
$25,000
$25,000
$25,000
525,000
Data Management System - OARS and Data Warehouse
2014-15
2015-16
2016-17
2017-18
OARS
$25,000
$25,000
$25,000
$25,000
Data Warehouse
$60,000
$60,000
$60,000
$60,000
67
Staff Development
Training staff in the use of technology is critical for its successful integration into the curriculum. The following
project supports the staff development needs stated in this plan. This includes funding for substitutes and release
time for teachers.
2014-15
2015-16
2016-17
2018-19
Professional Development
$20,000
$20,000
$20,000
$20,000
Innovative Projects
Establishing model classrooms in the district where there is a 1 to 1 student to computer ratio will require money
to implement and where innovative and new technologies are being used is imperative to the ongoing
implementation of the common core standards. The table below summarizes the anticipated costs tied to this
effort.
2014-15
2015=16
2016-17
2017-18
1 to 1 Computing/Mobile Devices/Pilot Projects
$30,000
$30,000
$30,000
$30,000
This money will be used to outfit one school per year with a rolling lab cart with netbooks per class so that
assessments can be taken online and each student will have a netbook.
Summary of Expenditures Over the Duration of the Plan
In addition, as hard replacement becomes a necessity, an estimated cost replacement for one school a year is
provided below as well. This has not been budgeted but it is necessary to include such future expenditure
requirements for out -year budgetary planning purposes.
2014-15
2015-16
2016-17
2017-18
Hardware Replacement
(switches, access points, server hardware)
Per school/Per year (10 schools total)
$350,000
$350,000
$350,000
$350,000
TOTAL COSTS
(for sites and district)
(not including hardware replacement indicated
above)
$871,000
$926,000
$988,000
$928,000
68
6C Describe the district's replacement policy for obsolete equipment
National School District has a policy to replace computer equipment as it becomes obsolete and/or non-
operational. Computers must have the specifications necessary to run multimedia software and the speed needed
to swiftly access information.
The district's obsolete computer equipment replacement procedures are:
All non-standard computer equipment are replaced when they no longer can adequately run district software or
become non -operational.
Equipment that is obsolete or non-functional will be replaced in a cooperative effort between the school and the
district.
Obsolete equipment is sent to the district's warehouse through coordination with the Purchasing Supervisor.
The district will explore new devices as they come on line as a means to provide for a variety of quality equipment
at better pricing.
Replacement of K-6 classroom workstations is a shared responsibility between the district and school sites.
Replacement of student workstations in the school library will be replaced in a cooperative effort between the
district and school sites.
Replacement of library media specialist workstations is the responsibility of the district.
Replacement of office workstations is the responsibility of the district.
Replacement of special education classroom workstations is the responsibility of the district.
Replacement of lab computers is the sole responsibility of the school site.
Replacement of preschool computers is the responsibility of the preschool program.
Single Plans for Student Achievement outline utilizing categorical funds for the replacement and upgrade of
computers at each site. Contingent on state and federal site allocations and school priorities, sites support the
ultimate goal/vision of a 1 to 1 ratio.
6D Describe the process that will be used to monitor educational technology funding,
implementation costs and new funding opportunities and to adjust budgets as necessary
The district technology plan update committee, technology liaisons, MIS, and Ed Services will be responsible for
monitoring and evaluating the district technology plan. These entities are responsible for tasks associated with
achieving the determined goals and objectives along with identified persons as outlined in each goal area of the
plan. These stakeholders address staff development, standards and assessment, software review and testing,
policies and procedures, hardware standards review and the technology curriculum development.
The evaluation of the technology plan will answer the following questions:
How has the use of technology and technology resources improved student learning in the National School
District?
Has the usage of technology resources increased in classrooms during the life of this plan?
Has the sophistication of use changed over the three-year life of the Technology Use Plan?
Has the District closed the "digital divide" that has been identified as a problem in the community of National City?
Are technology standards for students and staff being used to make decisions relating to classroom instruction and
professional development opportunities?
Are we using technology to improve learning opportunities for students and the work environment for staff?
Have we broadened the scope of technological tools that are used on a regular basis by students?
The technology plan update committee, technology liaisons, and MIS under the direction of Ed Services will work
to design a comprehensive evaluation procedure and protocol that will be used to assess the effectiveness of the
69
technology plan throughout the lifespan of the plan. This process will include both quantitative and qualitative
research methodologies to ensure a balanced and accurate evaluation takes place. The data will be analyzed and
built into a year-end evaluation report that will be shared with Cabinet, the technology plan update committee,
and technology liaisons in the winter each year. The results will be presented to the Governing Board at a spring
meeting.
Evaluation Timeline
July -October
Design evaluation process and instruments
October
Cabinet reviews and approves evaluation process and design
August —October
Gather Information
2014-2015 November -
December
Analyze data and write report
January -February Report to Interest Groups
April -May Report to Governing Board
2015-2016
& Thereafter
August —October Gather Information
October -November Analyze data and write report
January -February Report of Interest Groups
April -May Report to Governing Board
Throughout Process Use data from evaluation cycles to update Tech Use Plan
How Information from Feedback Loops Will Be Used
At the end of each information gathering process in the timeline above, under the leadership of the Ed Services
department, stakeholders identified previously in the plan will meet to analyze the data and write a report to
district cabinet and the Governing Board. Each section of the TUP, from curriculum to budget will be reviewed and
appropriate modifications to the plan will be implemented. If adequate progress and success is not indicated, the
committee will recommend steps such as modification of the plan, revision of goals, and/or infusion of additional
resources. If certain aspects of the plan are moving more rapidly, the committee may recommend stepping up the
timeline for goals and objectives. Particular attention will be given to focus groups and satisfaction surveys
completed by staff. Student achievement data will also receive particular attention. District benchmarks will be the
primary indicators of success in technology implementation.
Ed Services is ultimately responsible for making sure that this evaluation process takes place each year. The
resources and expertise of the technology plan update committee, technology liaisons, MIS staff, and department
employees and consultants to complete this task.
70
7. MONITORING AND EVALUATION COMPONENT CRITERIA
7A Process for evaluating the plan's overall progress and impact on teaching and learning
Tools and Methodology to Monitor District Technology Goals
Ed Services recognizes the need for a continual assessment of technology use within the district. This section
describes the tools and procedures that will be used in future planning cycles. The establishment of a "feedback loop"
that informs district decision -making and that is an on -going and integral part of the district planning process is critical
if this plan is to be successful.
ACTIVITY
Student Computer
Knowledge and Skills
TOOLS
Student grade summaries on technology- based
projects
NETS Performance Indicators for Technology
Literate Students.
Report cards
METHODS
Review of progress of
students towards
a xpectations.
Revise plan as needed.
PERSONS)
RESPONSIBLE
Technology Plan Update
Committee
Ed Services
Technology liaisons
TIMELINE
Annually
Student Academic
Achievement in
targeted content areas
B
State assessment results
District assessment results
Student performance on Formative authentic
assessment project rubrics
Review of progress of
tudents towards
xpectations.
evise plan as needed.
Technology Plan Update
Committee
Ed Services
Technology liaisons
Annually
Staff Technology
Proficiency
Performance on formative authentic assessment
project rubrics
Summary of Professional Growth hours in
Technology
NETS Performance Indicators for Teachers and
Administrators
Review of progress of staff
owards expectations.
Revise plan as needed.
Technology Plan Update
Committee
Ed Services
Technology liaisons
Annually
Staff Technology
Integration
Technology Use Survey and Report
InformaI classroom observation forms
Technology -based lesson plans
•eview unit / lesson plans and
. bservation records for
progress of staff towards
expectations.
Revise plan as needed.
Technology Plan Update
Committee
Ed Services
Technology liaisons
Annually
Technology
Acquisition and
Infrastructure
District inventory and usage statistics
Review of district inventory
and usage.
Technology Plan Update
Committee
Ed Services
Technology liaisons
Annually
Technology Support
Annual customer service questionnaires
Troubleshooting log
Online work request system
Online professional development registration
system
Review customer surveys &
work request system to
determine level & quality of
Technology Nan Update
Committee
Ed Services
Technology liaisons
Annually
support to school & district
users
Model Technology
Projects
library
_
Survey teachers and students to determine
perceived impact of project on learning to include
media skills to
technology
Review student performance data
Review surveys and student
performance data and compare
like classrooms without
intervention
Technology Plan Update
Committee
Ed Services
Technology liaisons
Annually
71
Tools and Methodology to Monitor Site Technology Goals
The principal will coordinate the site technology plan and will be responsible for the management of all activities
described in the programs for students and staff. Ed Services will make an annual report to the Governing Board.
7B Schedule for evaluating the effect of plan implementation
Activities will be monitored as follows:
ACTIVITY
Student Computer
Knowledge and Skills
TOOLS
Student grade summaries on technology- based
projects
NETS Performance Indicators for Technology
Literate Students
METHODS
Review of progress of
students towards
expectations
Revise plan as needed
PERSON(S)
RESPONSIBLE
Principals
Technology Liaisons
Ed Services assistance
TIMELINE
Annually
Student Academic
Achievement in
targeted content areas
State assessment results
District assessment results
Student performance on formative authentic
assessment project rubrics
Review of progress of students
towards expectations
Revise plan as needed
Principals
Technology Liaisons
Ed Services assistance
Annually
Staff Technology
Proficiency
NETS Performance Indicators for Teachers and
Administrators
Performance on formative authentic assessment
project rubrics.
Summary of Professional Growth hours in
Technology
Review of progress of staff
towards expectations
Revise plan as needed
Principals
Technology Liaisons
Ed Services assistance
Annually
Staff Technology
Integration
Technology Use Survey and Report
Informal classroom observation forms
Technology -based lesson plans
Review unit / lesson plans and
observation records for
progress of staff towards
expectations
Revise plan as needed
Principals
Technology Liaisons
Ed Services assistance
Annually
Technology
Infrastructure and
Support
Troubleshooting and work request system logs
Customer service surveys to include survey of
library support
Review of logs and surveys of
level and quality of support
Revise plan as needed
Principals
Technology Liaisons
Ed Services assistance
Annually
Partnership
involvement
Attendance Records
Meeting Minutes
Agendas
Review levels of partnership
involvement
Adjust plan as needed
Principals
Ed Services
Annually
72
7C Describe the process and frequency of communicating evaluation results to technology plan
stakeholders
Annual updates for each year of the plan on progress towards meeting technology goals will be made to the district
leadership meeting each year. Included in the district Leadership meetings are each director of departments in the
district, Cabinet, and all principals. Ed Services will make an annual report to the Governing Board and to parent
stakeholder groups including DAC and DELAC.
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8. EFFECTIVE COLLABORATION AND COMMUNICATION STRATEGIES WITH
PARENTS, ADULT LITERACY PROVIDERS, AND COMMUNITY MEMBERS TO
MAXIMIZE THE USE OF TECHNOLOGY CRITERION
This section of the plan explains how the plan will be implemented in collaboration with parents, adult literacy
providers and agencies, and community members. Planning will include consideration of collaborative strategies and
other funding resources to maximize the use of technology with all stakeholders.
There are several agencies and providers of adult literacy programs within the borders of the National School District.
Adult literacy providers include the Sweetwater Adult School and the National City Public Library through their Project
READ program. Working with these agencies will ensure that adult literacy issues are addressed.
There is a long history of collaboration between our two adult literacy providers and National School District. For many
years we have supported the library's Project READ in the following ways:
Participating in annual fund-raising and publicity events (i.e., Kimball Park 4th of July Event).
Jointly sponsoring Reading Is Fundamental (RIF) book give —a ways twice a year.
Supporting a library -based family literacy project "Families for Literacy" which worked with hundreds of community
families with pre-school children.
Referring parents to Project READ to work with volunteer tutors.
Public library after school services.
National School District has collaborated with Sweetwater Adult School in these ways:
CBET Adult ESL Classes
Providing training facilities for NSD staff development activities
Sweetwater Adult School has a relatively new major adult education facility here in National City, and we plan to
continue to work with them to help encourage our parents to take advantage of the educational opportunities within
our community. The new building includes impressive new technology training resources, and it is important that we
collaborate to maximize the use of these resources to meet our common goals.
There are two additional agencies with educational and community resources in National City. These are the San Diego
County Office of Education and Southwestern College whose facilities in downtown National City provide a myriad of
training and educational possibilities for our staff, students, and parents. Ed Services will continue to work with both
agencies to develop mutually beneficial partnerships.
The Family Resource Centers (FRC) in National City also provide assistance to families and community members. FRCs
are a family friendly community based collaborative with the capacity to provide on -site access to comprehensive
prevention and treatment services. Each FRC provides social, educational, health, and supportive services for all
families. FRCs serve as vehicles for engaging local residents and community organizations. Input is welcomed in the
identification and resolution of pressing issues related to raising healthy children. FRCs actively seek and promote
leadership of community members through partnership with various community agencies. Together, these
partnerships advocate, lead, and provide perspective on behalf of their communities. Each is unique in membership
demographic and may include parents, church leaders, business and other professionals. FRCs help communicate the
vision and goals of the district.
National School District has collaborated with the FRCs in National City to assist as they provide services to the students
and families in our district. These services include:
74
• Counseling
• Parenting Education
• Case Management/Family Advocacy
• Domestic Violence Prevention & Treatment
• Community Resources and Referrals
• MultidisciplinaryTeam
• Family Health & Wellness
• Family Economics & Self -Sufficiency
• Child Development Activities
• Emergency Assistance
• Family Literacy and Education (to include computer classes at school sites)
The Before and After School program also provide opportunities for students and families to access and learn how to
use technology for several purposes. These include using technology for intervention, enrichment, to build skills and
expertise, and proficiency. The District will work with the agencies in charge of programs beyond the school day to
identify, develop and deliver technology programs for students and their families.
District and school site parent councils, committees, and parent organizations provide forums for parents and
community members to provide input into the educational program of their children. It is imperative that the district
determine the ways and means to provide technological support and community -based computing to families through
community partnerships like the National City Public Library, which houses a large computer lab, Cox and C2K to
provide inexpensive technology and Internet to families, and to the FRC to provide computer classes to help parents
(earn how to use technology effectively as well as diligently monitor the safe use of technology by their children.
Developing family -friendly communication means that staff needs to communicate with families often and in a variety
of ways; use culturally appropriate ways to relate to the diversity of families represented in our schools; choose
communication strategies that encourage two-way interactions; and, reach out to communicate with families who
rarely attend school activities. Good communication between home and school increases trust (Adams and
Christenson, 2000) and encourages realistic expectations for children by keeping parents and teachers "on the same
page" (Drake, 2000; James, Jurich, & Estes, 2001). To be effective, home -school communication needs to be
"consistent, two-way and meaningful" (Massachusetts Department of Education, 2000), using a variety of forms, both
formal and informal, conveying both bad news and good, on a regular basis (Whitaker & Fiore, 2001; Power, 1999).
A variety of technology tools may be utilized to effectively and efficiently communicate with families. Many schools
have developed and maintain websites that include a wealth of information for families. According to research, some
districts have developed Internet -based, home -school communication programs where families can access student and
school information such as daily grade reports, attendance reports, individual class web pages, class newsletters and
reports, and school information and calendars (Imelli & Purvis, 2000; Nixon, 2002). Including a special link to
information of interest to parents (family center hours, family involvement policy, upcoming workshops, volunteer
opportunities, homework hotline, etc.) is a family -friendly way to make information readily available.
To support and strengthen the National City community the district needs to consistently work at developing and
maintaining a successful city/school partnership that integrates, leverages and improves access to resources; resulting
in improved student achievement, positive development for youth, enhanced public safety and neighborhood
revitalization. To that end, it is important to reach out consistently to agencies in the community and to communicate
with them the happenings of the district in an effort to be collegial and collaborative.
The technology plan update committee, technology liaisons and Ed Services will work together to augment the
communication element of the district's strategic plan to align it to the communication elements of the technology
plan.
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8A List of clear goals, measurable objectives, and an implementation plan to use technology to
improve two-way communication between home and school.
Goal 9: Use technology to provide improved communication between home and school and al', stakeholders.
OBJECTIVES
IMPLEMENTATION PLAN /BENCHMARKS
TIMELINE
Objective 1: Teachers will make effective use of
classroom websites for communication of
classroom and school goals and objectives, as well
as, classroom and homework assignments.
Objective 2: Teachers and administrators will use
technology as tool to communicate with parents
through both written form using word processing
applications and also through email.
Objective 3: Teachers will effectively utilize
communication tools to enhance home/school
communication efforts (to include but not limited
to Peachjar, RED, IDAP, school marquee, twitter,
facebook, email, text, newsletters).
Objective4: Develop methods to support parents
who do not have the skills to use them.
Objective 5: Investigate ways and means to
provide technological support to families for
increased access and communication.
Objective 6: Augment district strategic plan
relevant to district communication with
stakeholders and community members using a
variety of technology methodologies.
Utilize Google Applications for Education.
Develop access plan to ensure the availability of technology
to support objectives in accordance with priority of tasks.
Conduct yearly user/staff surveys to identify strengths and
weaknesses of implementation.
Assess need for additional professional
development, hardware or software.
Develop outreach plan for increasing parent access to
technology, including parent training and special computer
access on school site.
Investigate partnerships with community agencies to
provide the technological support needed to families in our
district.
Develop parameters to augment district strategic plan
relevant to communication with stakeholders.
2014-2015, 2016, 2017, 2018
Spring 2014 with annual
reassessment each year
Spring 2014, 2015, 2016, 2017, 2018
Spring 2014, 2015, 2016, 2017, 2018
*Begin Fall 2014 and update
thereafter
*Spring 2014 and investigating
sources annually thereafter
*Begin Fall 2014 and continue to
update thereafter as needed
Evaluation
Instrument(s):
Schedule for
Evaluation
Program Analysis and
Modification Process
Data To Be Collected & Position(s) Responsible
Surveys and sign -in sheets
and evaluations from events
and sessions.
Parent and stakeholder
surveys regarding
communication
effectiveness.
June of each year
Technology committee will analyze
progress and make changes with
stakeholders' assistance.
Teachers and site principals will evaluate site survey
information to determine site goals for the new year.
Principals will synthesize data collected from informal
walkthroughs of classrooms.
Ed Services will collect and synthesize data on parent
communication, parent technology surveys, and community
agency feedback on an annual basis.
76
8B Action steps to use technology to improve two-way communication between home and
school.
ction Step
Person(s) Responsible Annual
Dates
Use technology to provide improved communication between home and school, all stakeholders, and find ways to minimize impact of the
"digital divide" on families in the National School District.
Expand use of district website to promote home/school communication
Educate parents as to how computers will be used in the district
Demonstrate Virtual Education and how parents can use it
Educate parents on how to make a smart computer purchase, and include a variety of resources
(to include Cox Connect2Compete events). Many parents will see the value technology has to offer
their children and choose to spend their limited dollars to obtain a computer
Utilize each school's collection of computers, computer labs, carts as well as those located in
school libraries, to support training for both students and parents after hours
Develop a board policy on parent use of technology with devices that can be sent home
Explore low cost options for providing Internet access for parents
ontinue partnership with National City Public Library to increase parent and student awareness
bout their services (use of eBooks)
mplement Internet version and/or access to software through the district website
Ed Services
Technology Liaisons
Technology Committee
Principals
Teachers
October
Fehruary
une
77
9. EFFECTIVE, RESEARCH BASED -METHODS, STRATEGIES, AND CRITERIA
9A Summarize the relevant research and describe how it supports the plan's curricular and
professional development goals
District's curricular goals that are supported by this tech plan
Clayton M. Christensen in Disrupting Class (2008), includes a description of "student -centric learning." This model
includes a technology platform in which technology is used for production, not consumption. His work also
advocates disruptively deploying computers and providing online learning opportunities such as "Apex." Online
learning opportunities are part of the district's plan.
In the Framework for 21" Century Learning (2009), the following major concepts are identified: Learning and
Innovation Skills, Information, Media and Technology Skills, Core Subjects and 21" Century Themes, and Life and
Career Skills. The District has adopted this framework as a core foundational resource.
Milton Chen in Education Nation (2010) references the need for students to know how to find information, how to
assess the quality of information and how to creatively and effectively use information to accomplish a goal.
In the 2009 Summary of Research on the Effectiveness of K-12 Online Learning, Susan Patrick and Allison Powell
reviewed the research literature:
• Students who took part or all of their class online performed better, on average, than those taking the same
course through traditional face-to-face instruction.
• The "hybrid model" combining online and face-to-face elements was more effective than purely online
instruction, when compared with purely face-to-face instruction.
Technology to improve teaching and learning by supporting the district curricular goals
The District has adopted the research -based ISTE National Educational Technology Standards for Students
• Creativity and Innovation
• Communication and Collaboration
• Research and Information Fluency
• Critical Thinking, Problem Solving, and Decision Making
• Digital Citizenship
• Technology Operations and Concepts
Technology skills and information literacy skills needed to succeed in the classroom and
workplace
James Canton in The Extreme Future (2006), references the following key concepts:
• Transformation of the global economy based upon the convergence of free trade, technology, and
democracy, driving new jobs, new markets, globalization
• Innovation trends that will shape the future of globalization: broadband Internet connections, wireless cell -
phone networks, collaborative virtual workspaces
• The innovation future
78
Information technology in the classroom
In the Report of the U.S. Web -based Education Commission (online) (2001), Internet can be used to transform
learning in new and powerful ways.
Internet safety
Youth Safety on a Living Internet (2010), propose the following recommendations based on literature:
• Keep up with the youth -risk and social -media research
• Avoid scare tactics and promote social norms approach to risk prevention
• Promote digital citizenship
• Promote instruction in digital media literacy and computer security
Professional development opportunities
The District is using The ISTE National Educational Technology Standards for Teachers which is based upon the
research ISTE has done to determine teacher professional development priorities. In addition, the district has also
adapted those standards for other support personnel and these are included in this plan. Staff development
priorities identified in ISTE standards are:
• Facilitate and inspire student learning and creativity
• Design and develop digital -age learning experiences and assessments
• Model digital -age work and learning
• Promote and model digital citizenship and responsibility
• Engage in professional growth and leadership
In The State of Online Learning in California: A Look at Current K-12 Policies and Practices (2006), it advocates the
following professional development practices:
• Learning the technology
• Developing good online pedagogy
Our technology committee has concluded that for technology to make a lasting impact and to ensure technology is
embedded throughout the common core standards instructional model, staff must use a variety of teaching and
learning approaches as well as a variety of technology platforms and mediums in their classrooms. Time and again,
the research comes back to the teacher as the most influential component of a successful technology program.
Staff must be given the time and resources to attend professional development opportunities on utilizing
technology in the classroom and workplace. Our plan addresses these issues in several place.
79
9B Describe the district's plans to use technology to extend or supplement the District's
curriculum with rigorous academic courses and curricula, including distance -learning
technologies
The district is in the process of developing a plan for the expansion of rigorous academic course offerings
and distance -learning technologies through contracts with online course providers such as Apex, PD 360,
and through collaboration with the San Diego County Office of Education. The district will examine and
evaluate the quality of coursework offered by multiple other online providers. Additionally, the district
plans to expand student access and utilization of technology through a variety of platforms (i.e., flipped
classroom, access to software through NSD website, etc.).
Instructionally, through professional development, acquisition of electronic instructional materials and
expanded access to online/Internet resources, the district expects to extend and supplement the existing
instructional resources available to students, teachers, parents, and staff.
80
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11. APPENDICES
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APPENDIX 11A
National Educational Technology Standards (NETS) for Students
Technology Foundation Standards for All Students
The technology foundation standards for students are divided into six broad categories. Standards within each
category are to be introduced, reinforced, and mastered by students. These categories provide a framework for
linking performance indicators within the Profiles for Technology Literate Students to the standards. Teachers can
use these standards and profiles as guidelines for planning technology -based activities in which students achieve
success in learning, communication, and life skills.
Technology Foundation Standards for Students
Basic operations and concepts
Students demonstrate a sound understanding of the nature and operation of technology systems.
Students are proficient in the use of technology.
Social, ethical, and human issues
Students understand the ethical, cultural, and societal issues related to technology.
Students practice responsible use of technology systems, information, and software.
Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal
pursuits, and productivity.
Technology productivity tools
Students use technology tools to enhance learning, increase productivity, and promote creativity.
Students use productivity tools to collaborate in constructing technology -enhanced models, prepare publications, and
produce other creative works.
Technology communications tools
Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
Technology research tools
Students use technology to locate, evaluate, and collect information from a variety of sources.
Students use technology tools to process data and report results.
Students evaluate and select new information resources and technological innovations based on the appropriateness for
specific tasks.
Technology problem -solving and decision -making tools
Students use technology resources for solving problems and making informed decisions.
Students employ technology in the development of strategies for solving problems in the real world.
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APPENDIX 11B
NETS Performance Indicators NETS for Students Profiles for Technology Literate Students:
A major component of the NETS Project is the development of a general set of profiles describing technology -
literate students at key developmental points in their pre -college education. These profiles reflect the underlying
assumption that all students should have the opportunity to develop technology skills that support learning,
personal productivity, decision making, and daily life. These profiles and associated standards provide a framework
for preparing students to be lifelong learners who make informed decisions about the role of technology in their
lives.
GRADES PRE K - 2 Performance Indicators:
All students should have opportunities to demonstrate the following performances.
Prior to completion of Grade 2 students will:
Use input devices (e.g., mouse, keyboard, remote control) and output devices (e.g., monitor, printer) to
successfully operate computers, VCRs, audiotapes, and other technologies. (1)
Use a variety of media and technology resources for directed and independent learning activities. (1, 3)
Communicate about technology using developmentally appropriate and accurate terminology. (1)
Use developmentally appropriate multimedia resources (e.g., interactive books, educational software, elementary
multimedia encyclopedias) to support learning. (1)
Work cooperatively and collaboratively with peers, family members, and others when using technology in the
classroom. (2)
Demonstrate positive social and ethical behaviors when using technology. (2)
Practice responsible use of technology systems and software. (2)
Create developmentally appropriate multimedia products with support from teachers, family members, or student
partners. (3)
Use technology resources (e.g., puzzles, logical thinking programs, writing tools, digital cameras, drawing tools) for
problem solving, communication, and illustration of thoughts, ideas, and stories. (3, 4, 5, 6)
Gather information and communicate with others using telecommunications, with support from teachers, family
members, or student partners. (4)
Numbers in parentheses following each performance indicator refer to the standards category to which the
performance is linked. The categories are:
Basic operations and concepts
Social, ethical, and human issues
Technology productivity tools
Technology communications tools
Technology research tools
Technology problem -solving and decision -making tools
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GRADES 3 — 5 Performance Indicators:
All students should have opportunities to demonstrate the following performances.
Prior to completion of Grade 5 students will:
Use keyboards and other common input and output devices (including adaptive devices when necessary)
efficiently and effectively. (1)
Discuss common uses of technology in daily life and the advantages and disadvantages those uses provide. (1, 2)
Discuss basic issues related to responsible use of technology and information and describe personal consequences
of inappropriate use. (2)
Use general purpose productivity tools and peripherals to support personal productivity, remediate skill deficits,
and facilitate learning throughout the curriculum. (3)
Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual
and collaborative writing, communication, and publishing activities to create knowledge products for audiences
inside and outside the classroom. (3, 4)
Use telecommunications efficiently and effectively to access remote information, communicate with others in
support of direct and independent learning, and pursue personal interests. (4)
Use telecommunications and online resources (e.g., email, online discussions, Web environments) to participate in
collaborative problem -solving activities for the purpose of developing solutions or products for audiences inside
and outside the classroom. (4, 5)
Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem
solving, self -directed learning, and extended learning activities. (5, 6)
Determine when technology is useful and select the appropriate tool(s) and technology resources to address a
variety of tasks and problems. (5, 6)
Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources.
(6)
Numbers in parentheses following each performance indicator refer to the standards category to which the
performance is linked. The categories are:
Basic operations and concepts
Social, ethical, and human issues
Technology productivity tools
Technology communications tools
Technology research tools
Technology problem -solving and decision -making tools
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GRADES 6-8 Performance Indicators:
All students should have opportunities to demonstrate the following performances.
Prior to completion of Grade 8 students will:
Apply strategies for identifying and solving routine hardware and software problems that occur during everyday
use. (1)
Demonstrate knowledge of current changes in information technologies and the effect those changes have on the
workplace and society. (2)
Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse.
(2)
Use content -specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory
environments, Web tools) to support learning and research. (3, 5)
Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and
learning throughout the curriculum. (3, 6)
Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that
demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. (4, 5, 6)
Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate
curriculum -related problems, issues, and information, and to develop solutions or products for audiences inside
and outside the classroom. (4, 5)
Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems. (5,
6)
Demonstrate an understanding of concepts underlying hardware, software, and connectivity and of practical
applications to learning and problem solving. (1, 6)
Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic
information sources concerning real -world problems. (2, 5, 6)
Numbers in parentheses following each performance indicator refer to the standards category to which the
performance is linked. The categories are:
Basic operations and concepts
Social, ethical, and human issues
Technology productivity tools
Technology communications tools
Technology research tools
Technology problem -solving and decision -making tools
89
APPENDIX 11C
Criteria for EETT Technology Plans
A technology plan needs to "Adequately Address" each of the follow
ing criteria:
1. PLAN DURATION
CRITERION
a. The plan should guide the
district's use of education
technology for the next three
to five years. (For a new plan,
can include technology plan
development in the first year)
2. STAKEHOLDERS
CRITERION
Corresponding EETT
Requirement(s): 7 and 11
(Appendix D).
b. Description of how a variety
of stakeholders from within
the school district and the
community -at -large
participated in the planning
process.
3. CURRICULUM
COMPONENT CRITERIA
Corresponding EETT
Requirement(s): 1, 2, 3, 8,
10, and 12
(Appendix D).
a. Description of teachers'
and students' current access
to technology tools both
during the school day and
outside of school hours.
b. Description of the district's
current use of hardware and
software to support teaching
and learning.
Example of Adequately
Addressed
The technology plan describes
the LEA use of education
technology for the next three
to five years. (For new plan,
description of technology plan
development in the first year is
acceptable). The plan must
include a specific start and end
date (7/1/14 to 6/30/18)
The planning team consisted of
representatives who will
implement the plan. If a
variety of stakeholders did not
assist with the development of
the plan, a description of why
they were not involved is
included.
The plan describes the
technology access available in
the classrooms, library/media
centers, or labs for all students
and teachers.
The plan describes the typical
frequency and type of use
(technology skills/information
and literacy integrated into the
curriculum).
Example of Not Adequately
Addressed
The plan is less than three years
or more than five years in
length.
Little evidence is included that
shows the district actively
sought participation from a
variety of stakeholders.
The plan explains technology
access in terms of a student -to -
computer ratio, but does not
explain where access is
available, who has access, and
when various students and
teachers can use the
technology.
The plan cites district policy
regarding use of technology, but
provides no information about
its actual use.
90
c. Summary of the district's
curricular goals that are
supported by this tech plan.
d. List of clear goals,
measurable objectives,
annual benchmarks, and an
implementation plan for
using technology to improve
teaching and learning by
supporting the district
curricular goals.
e. List of clear goals,
measurable objectives,
annual benchmarks, and an
implementation plan
detailing how and when
students will acquire the
technology skills and
information literacy skills
needed to succeed in the
classroom and the workplace.
f. list of goals and an
implementation plan that
describe how the district will
address the appropriate and
ethical use of information
technology in the classroom
so that students and teachers
can distinguish lawful from
unlawful uses of copyrighted
works, including the following
topics: the concept and
purpose of both copyright
and fair use; distinguishing
lawful from unlawful
downloading and peer -to -
peer file sharing; and
avoiding plagiarism.
g. List of goals and an
implementation plan that
describe how the district will
address Internet safety,
including how students and
teachers will be trained to
protect online privacy and
avoid online predators.
The plan summarizes the
district's curricular goals that
are supported by the plan and
referenced in district
document(s).
The plan delineates clear goals,
measurable objectives, annual
benchmarks, and a clear
implementation plan for using
technology to support the
district's curriculum goals and
academic content standards to
improve learning.
The plan delineates clear goals,
measurable objectives, annual
benchmarks, and an
implementation plan detailing
how and when students will
acquire technology skills and
information literacy skills.
The plan describes or
delineates clear goals outlining
how students and teachers will
learn about the concept,
purpose, and significance of
the ethical use of information
technology including
copyright, fair use, plagiarism
and the implications of illegal
file sharing and/or
downloading.
The plan describes or
delineates clear goals outlining
how students and teachers will
be educated about Internet
safety.
The plan does not summarize
district curricular goals.
The plan suggests how
technology will be used, but is
not specific enough to know
what action needs to be taken
to accomplish the goals.
The plan suggests how students
will acquire technology skills,
but is not specific enough to
determine what action needs to
be taken to accomplish the
goals.
The plan suggests that students
and teachers will be educated in
the ethical use of the Internet,
but is not specific enough to
determine what actions will be
taken to accomplish the goals.
The plan suggests Internet
safety education but is not
specific enough to determine
what actions will be taken to
accomplish the goals of
educating students and
teachers about Internet safety.
91
h. Description of or goals
about the district policy or
practices that ensure
equitable technology access
for all students.
"
The plan describes the policy
or delineates clear goals and
measurable objectives about
= the policy or practices that
ensure equitable technology
access for all students. The
policy or practices clearly
support accomplishing the
plan'sgoals.
The plan does not describe
policies or goals that result in
equitable technology access for
all students. Suggests how
technology will be used, but is
not specific enough to know
what action needs to be taken
to accomplish the goals.
i. List of clear goals,
measurable objectives,
annual benchmarks, and an
implementation plan to use
technology to make student
record keeping and
assessment more efficient
and supportive of teachers'
efforts to meet individual
student academic needs.
The plan delineates clear goals,
measurable objectives, annual
benchmarks, and an
implementation plan for using
technology to support the
', district's student record -
keeping and assessment
efforts.
The plan suggests how
technology will be used, but is
not specific enough to know
what action needs to be taken
to accomplish the goals.
j. Describe the process that
will be used to monitor the
Curricular Component
(Section 3d-3j) goals,
objectives, benchmarks, and
planned implementation
activities including roles and
responsibilities.
K s' `
"* The monitoring process, roles,
and responsibilities are
;; described in sufficient detail.
'
.
The monitoring process either is
absent, or lacks detail regarding
procedures, roles, and
responsibilities.
k. Description of goals about
the district policy or practices
that support the
implementation of
technology in the district's
dual language immersion
program
" The monitoring process, roles,
;' and responsibilities are
described in sufficient detail.
The monitoring process either is
absent, or lacks detail regarding
procedures, roles, and
responsibilities.
I. Description of goals about
the district policy or practices
that support the
implementation of
technology in the district's
special education program
The monitoring process, roles,
and responsibilities are
described in sufficient detail.
The monitoring process either is
absent, or lacks detail regarding
procedures, roles, and
responsibilities.
m. Description of goals about
the district policy or practices
that support the
implementation of
technology in the district's
preschool program
The monitoring process, roles,
and responsibilities are
described in sufficient detail.
The monitoring process either is
absent, or lacks detail regarding
procedures, roles, and
responsibilities.
n. Description of goals about
the district policy or practices
that support the
implementation of
technology in the district's
libraries.._
The monitoring process, roles,
and responsibilities are
described in sufficient detail.
The monitoring process either is
absent, or lacks detail regarding
procedures, roles, and
responsibilities.
92
4. PROFESSIONAL
DEVELOPMENT
COMPONENT CRITERIA
Corresponding EETT
Requirement(s): 5 and 12
(Appendix D).
a. Summary of the teachers'
and administrators'
current technology
proficiency and integration
skills and needs for
professional development.
b. List of clear goals,
measurable objectives,
annual benchmarks, and
an implementation plan
for providing professional
development
opportunities based on
your district needs
assessment data (4a) and
the Curriculum Component
objectives (Sections 3d - 3j)
of the plan.
c. Describe the process that
will be used to monitor the
Professional Development
(Section 4b) goals,
objectives, benchmarks,
and planned
implementation activities
including roles and
responsibilities.
5. INFRASTRUCTURE,
HARDWARE, TECHNICAL
SUPPORT, AND SOFTWARE
COMPONENT CRITERIA
Corresponding EETT
Requirement(s): 6 and 12
(Appendix D).
The plan provides a clear
summary of the teachers' and
administrators' current
technology proficiency and
integration skills and needs for
professional development. The
findings are summarized in the
plan by discrete skills that
include Commission on
Teacher Credentialing (CTC)
Standard 9 and 16
proficiencies.
The plan delineates clear goals,
measurable objectives, annual
benchmarks, and an
implementation plan for
providing teachers and
administrators with sustained,
ongoing professional
development necessary to
reach the Curriculum
Component objectives
(sections 3d - 3j) of the plan.
The monitoring process, roles,
and responsibilities are
described in sufficient detail.
Description of current level of
staff expertise is too general or
relates only to a limited
segment of the district's
teachers and administrators in
the focus areas or does not
relate to the focus areas, i.e.,
only the fourth grade teachers
when grades four to eight are
the focus grade levels.
The plan speaks only generally
of professional development
and is not specific enough to
ensure that teachers and
administrators will have the
necessary training to implement
the Curriculum Component.
The monitoring process either is
absent, or lacks detail regarding
who is responsible and what is
expected.
93
a.
Describe the existing
hardware, Internet access,
electronic learning
resources, and technical
support already in the
district that will be used to
support the Curriculum
and Professional
Development Components
(Sections 3 & 4) of the
plan.
- The plan clearly summarizes
the existing technology
' hardware, electronic learning
resources, networking and
telecommunication
infrastructure, and technical
support to support the
implementation of the
Curriculum and Professional
Development Components.
The inventory of equipment is
so general that it is difficult to
determine what must be
acquired to implement the
Curriculum and Professional
Development Components. The
summary of current technical
support is missing or lacks
sufficient detail.
b.
Describe the technology
hardware, electronic
learning resources,
networking and
telecommunications
infrastructure, physical
plant modifications, and
technical support needed
by the district's teachers,
students, and
administrators to support
the activities in the
Curriculum and
Professional Development
components of the plan.
«
s The plan provides a clear
? summary and list of the
technology hardware,
electronic learning resources,
networking and
telecommunications
infrastructure, physical plant
_. modifications, and technical
support the district will need
" to support the implementation
of the district's Curriculum and
Professional Development
"" components.
The plan includes a description
or list of hardware,
infrastructure, and other
technology necessary to
implement the plan, but there
doesn't seem to be any real
relationship between the
activities in the Curriculum and
Professional Development
Components and the listed
equipment. Future technical
support needs have not been
addressed or do not relate to
the needs of the Curriculum and
Professional Development
Components.
c.
List of dear annual
benchmarks and a timeline
for obtaining the
hardware, infrastructure,
learning resources and
technical support required
to support the other plan
components identified in
Section 5b.
The annual benchmarks and
timeline are specific and
realistic. Teachers and
administrators implementing
the plan can easily discern
what needs to be acquired or
repurposed, by whom, and
when.
The annual benchmarks and
timeline are either absent or so
vague that it would be difficult
to determine what needs to be
acquired or repurposed, by
whom, and when.
d.
Describe the process that
will be used to monitor
Section 5b & the annual
benchmarks and timeline
of activities including roles
and responsibilities.
rc
The monitoring process, roles,
and responsibilities are
described in sufficient detail.
The monitoring process either is
absent, or lacks detail regarding
who is responsible and what is
expected.
94
6. FUNDING AND BUDGET
COMPONENT CRITERIA
Corresponding EETT
Requirement(s): 7 & 13,
(Appendix D)
a. List established and
potential funding sources.
b. Estimate annual
implementation costs for
the term of the plan.
c. Describe the district's
replacement policy for
obsolete equipment.
d. Describe the process that
will be used to monitor Ed
Tech funding,
implementation costs and
new funding opportunities
and to adjust budgets as
necessary.
7. MONITORING AND
EVALUATION COMPONENT
CRITERIA
Corresponding EETT
Requirement(s): 11
(Appendix D).
a. Describe the process for
evaluating the plan's
overall progress and
impact on teaching and
learning.
b. Schedule for evaluating the
effect of plan
implementation.
The plan clearly describes
resources that are available or
could be obtained to
implement the plan.
Cost estimates are reasonable
and address the total cost of
ownership, including the costs
to implement the curricular,
professional development,
infrastructure, hardware,
technical support, and
electronic learning resource
needs identified in the plan.
Plan recognizes that
equipment will need to be
replaced and outlines a
realistic replacement plan that
will support the Curriculum
and Professional Development
Components.
The monitoring process, roles,
and responsibilities are
described in sufficient detail.
The plan describes the process
for evaluation using the goals
and benchmarks of each
component as the indicators of
success.
Evaluation timeline is specific
and realistic.
Resources to implement the
plan are not clearly identified or
are so general as to be useless.
Cost estimates ar, lacking, or are
not sufficiently detailed to
determine if the total cost of
ownership is addressed.
Replacement policy is either
missing or vague. It is not clear
that the replacement policy
could be implemented.
The monitoring process either is
absent, or lacks detail regarding
who is responsible and what is
expected.
No provision for an evaluation is
included in the plan. How
success is determined is not
defined. The evaluation is
defined, but the process to
conduct the evaluation is
missing.
The evaluation timeline is not
included or indicates an
expectation of unrealistic
results that does not support
the continued implementation
of the plan.
95
c. Describe the process and
frequency of
communicating evaluation
results to tech plan
stakeholders.
8.
EFFECTIVE COLLABORATIVE
STRATEGIES WITH PARENTS,
ADULT LITERACY
PROVIDERS AND
COMMUNITY MEMBERS TO
MAXIMIZE THE USE OF
TECHNOLOGY CRITERION
Corresponding EETT
Requirement(s): 11
(Appendix D).
a. If the district has identified
adult literacy providers,
describe how the program will
be developed in collaboration
with them. (If no adult literacy
providers are indicated,
describe the process used to
identify adult literacy providers
or potential future outreach
efforts.)
b. List of clear goals,
measurable objectives, annual
benchmarks, and an
implementation plan to use
technology to improve two-
way communication between
home and school.
9.
EFFECTIVE, RESEARCHED -
BASED METHODS,
STRATEGIES, AND CRITERIA
Corresponding EETT
Requirement(s): 4 and 9
(Appendix D).
a.
Summarize the relevant
research and describe how
it supports the plan's
curricular and professional
development goals.
The plan describes the process
and frequency of
communicating evaluation
results to tech plan
stakeholders.
The plan explains how the
program will be developed in
collaboration with adult
literacy providers. Planning
included or will include
consideration of collaborative
strategies and other funding
resources to maximize the use
of technology. If no adult
literacy providers are
indicated, the plan describes
the process used to identify
adult literacy providers or
potential future outreach
efforts.
The plan delineates clear goals,
measurable objectives, annual
benchmarks, and an
implementation plan for using
technology to improve two-
way communication between
home and school.
The plan describes the relevant
research behind the plan's
design for strategies and/or
methods selected.
The plan does not provide a
process for using the monitoring
and evaluation results to
improve the plan and/or
disseminate the findings.
There is no evidence that the
plan has been, or will be
developed in collaboration with
adult literacy service providers,
to maximize the use of
technology.
The plan suggests how
technology will be used, but is
not specific enough to know
what action needs to be taken
to accomplish the goals.
The description of the research
behind the plan's design for
strategies and/or methods
selected is unclear or missing.
96
b. Describe the district's
plans to use technology to
extend or supplement the
district's curriculum with
rigorous academic courses
and curricula, including
distance -learning
technologies.
The plan describes the process
the district will use to extend
or supplement the district's
curriculum with rigorous
academic courses and
curricula, including distance
learning opportunities
(particularly in areas that
would not otherwise have
access to such courses or
curricula due to geographical
distances or insufficient
resources).
There is no plan to use
technology to extend or
supplement the district's
curriculum offerings.
97
APPENDIX 11D
Technology Maturity Model Description
The Technology Maturity Model identifies four distinct stages that indicate the level of technology implementation
within an organization. Identifying these stages can assist the District in evaluating its current technological state
and provide benchmarks for showing progress towards the District's goals. The four stages of technology maturity:
Stage 1 — Emerging characterized by:
Lack of formal support when using computer technology for instruction.
No formal plans, policies, or procedures exist to ensure the efficient and appropriate acquisition or use of
technology throughout the District.
Computers are used sporadically throughout the District.
District -wide coordination to ensure grade -level access is absent.
Formal support for teacher training is minimal.
Stage 2 — Developing characterized by:
Regular use of computers at one or more grade levels at each school site in the District on a regularly scheduled
basis.
Formal plans, policies, or procedures exist to facilitate the optimal use of technology in both instructional and
administrative areas throughout the District and school level.
District -sponsored and school site -sponsored training is available.
Technology has budgetary visibility at the District and school site level.
The instructional delivery system is somewhat dependent upon technology.
Stage 3 — Becoming Well -Developed characterized by:
Regular planned access for students to technology as a means of instruction and an object of instruction.
Teachers' systems also support administrative functions such as grading, attendance, and electronic mail.
Technology has a high budgetary visibility at the District and school site level.
Comprehensive plans, policies, and procedures for instructional and administrative use of technology are reviewed
and revised regularly.
The District and schools are advocates of technology training for all personnel.
The instructional delivery system is very dependent on technology.
Stage 4 — Well -Developed characterized by:
Student access to technology is an indispensable component of instruction.
Every curriculum is augmented by intelligent learning systems.
Administrative functions are automated, integrated, and paperless.
Students, teachers, and parents have access to appropriate systems from home.
Technology is one of the three highest expenditures of District funds.
Technology planning is an integral part of District and school site planning.
The systematic adoption of technologies is ongoing.
Technology advocates at each school assist in the introduction of these new technologies.
Instructional and administrative personnel are well trained and knowledgeable in the use of technology.
98
APPENDIX 11E
Profiles of Technology Literate Students
Kindergarten
Hardware & Software
—Students will be capable to perform maintenance functions.
Locate Keyboard
Proper care of a CD
Proper care of a disk
Keyboarding Skills
Be able to type first name
Locate 5 or more numbers on keyboard
Be able to use spacebar & delete keys
Operations & File Management
Turn on computer
Use mouse, click to select an object
Communication
—Students will be capable of being creative, innovative, and able to communicate through technology.
Type a sentence with adult help
Draw an object (house) using a multimedia program such as Kid Pix
Create a picture using objects, stamps, etc.
Suggested Software for Independent Use
Story Book Weaver My First Dictionary
Living Books Kid Keys
Kid Pix Kids on Keys
Read, Write and Type Kid Works
Talking Fingers
First Grade
Hardware & Software
—Students will be capable to perform maintenance functions.
Insert a diskette
Insert a compact disk
Name the parts of computer system
Keyboarding Skills
Create upper case letters using Shift Key
Demonstrate correct right and left hand keyboard positions
Demonstrate difference between Shift and Cap Lock keys
Demonstrate typing proficiency with home row keys
Locate the numbers on the keyboard
Type first and last name
Operations & File Management
Use a Pull -Down Menu to Open
Use a Pull -Down Menu to Quit
Using a Mouse, click and drag an object
99
Communication
—Students will be capable of being creative, innovative, and able to communicate through technology.
Create a one page picture story using objects and text
Print a paragraph and picture
Compare and edit text using Delete Key
As a class, create a slide show presentation
Suggested Software for Independent Use
SuccessMaker Story Book Weaver
Kid Pix Interactive Reading Journey
My First Dictionary Wiggle Works
Read, Write and Type Kid Keys
Living Books Claris Works for Kids
Second Grade
Hardware & Software
—Students will be capable to perform maintenance functions.
Identify keyboard
Identify monitor
Identify Mouse
Identify Desktop
Identify Floppy Drive and Disk
Identify CD -Rom Drive and Disk
Proper handling of mouse, headphones, keyboard, drives and disks
Launch and exit programs
Keyboarding Skills
Understand correct way of typing
Operations & File Management
Create a new document and save it to a folder
Can delete, copy, save and print
Save into a floppy disk
Communication
—Students will be capable of being creative, innovative, and able to communicate through technology.
Create a simple theme -related report, based on a group activity
Understand that there is a World Wide Web and have proper respect for the dangers and pitfalls
Follow a link on the Web and bookmark it
Third Grade
Hardware & Software
—Students will be capable to perform maintenance functions.
Insert and eject disks
Insert and eject CD-ROMs
Restart the computer when it freezes
Keyboarding Skills
Type sentences and paragraphs
Learn basic typing skills
Locate symbols and other items using the Shift Key
Operations & File Management
100
Create new documents
Write stories, poems, letters, etc
Open, save, close and print files
Change font, size and style of text
Basic editing skills
Begin classroom newsletters
Use clip art libraries
Use cut and paste
Communication
—Students will be capable of being creative, innovative, and able to communicate through technology.
Create a multimedia presentation as a group activity
Access the Internet
Find a web site using an address (URL)
Perform a search on the web
Create a bookmark
Navigate around the web
Begin to evaluate websites.
Learn to identify commercial advertisement.
Fourth Grade
Hardware & Software
—Students will be capable to perform maintenance functions.
Attach a mouse
Use external controls to adjust monitor for brightness and contrast
Restart the computer when it freezes
Operations & File Management
Create written documents using word processing skills, writing process steps, and publishing programs
Use electronic spell checker/thesaurus
Use computer graphic program
Use publishing software and scanners to produce layouts
Create a slide using text, picture, audio
Use a graphic toolbar
Communication
—Students will be capable of being creative, innovative, and able to communicate through technology.
Use Internet searching strategies
Use electronic encyclopedias, almanacs, indexes and catalogs
Use databases to search for information
Use electronic mail
Evaluate websites.
Be able to identify the source of information on a site.
Productivity
—Students will be confident users of technological tools.
Use software to strengthen academic skill development
Use classroom technology tools for problem solving and critical thinking
Manage personal skill development through using Accelerated Reader and SPAS system independently.
101
Fifth Grade
Hardware & Software
—Students will be capable to perform maintenance functions.
Eject a disk using keyboard commands
Restart the computer when it freezes
Operations & File Management
Using the Ruler insert Tabs and indents
Create text in a Header or Footer
Use "Find and Replace" from the Edit Menu
Log-on/log-off Internet with supervision
Use the Graphic Tool Bar
Change Margins
Close a window
Create a folder with two files
Print in landscape and portrait format
Obey copyright laws
Adhere to the District's Policies
Technology Peripherals
Operate VCR
Refill paper supply in all printers
Communication
—Students will be capable of being creative, innovative, and able to communicate through technology.
Write a Book Report using a word processor
Format a document using margins, line spacing and paragraph formation
Write a poem to add to a class book using a word processor
Use technology to aid in problem -solving
Use databases to search for information
Use electronic mail
Manage personal skill development through using Accelerated Reader and SPAS system independently
Evaluate websites. Know how to distinguish between fact and opinion.
Productivity
—Students will be confident users of technological tools.
Use software to strengthen academic skill development
Use classroom technology tools for problem solving and critical thinking
Manage personal skill development through using Accelerated Reader and SPAS system independently
Sixth Grade
Hardware & Software
—Students will be capable to perform maintenance functions.
Confidently execute proper computer operations
Troubleshoot a computer and printer for minor problems
Eject a disk using external methods or keyboard
Restart the computer when it freezes
Learn new hardware & software to apply to the curriculum
102
Operations & File Management
Use Tabs and Indents
Create text in a header or Footer
Use the Window menu to move between multiple files
Use "Find and Replace" from the Edit Menu
Log-on/log-off Internet with supervision
Use the Graphic Tool Bar tools
Format a document using margins, line spacing and paragraph formation
Merge documents
Obey copyright laws and adhere to the District's Policies and Contracts
Technology Peripherals
Operate video camera and digital camera independently
Communication
—Students will be capable of being creative, innovative, and able to communicate through technology.
Use word processing to produce at least two class projects
Use databases to search for information
Use electronic mail
Judge quality websites based on scope of information, reliability, and appropriateness to student need.
Productivity
—Students will be confident users of technological tools.
Use software to strengthen academic skill development
Use district math software
Use classroom technology tools for problem solving and critical thinking
Manage personal skill development through using Accelerated Reader and SPAS system independently
The intent is to build "interactive video" resources into the curriculum so that students can interact with other
students, professionals (scientists, etc.) both in the United States and in Spanish speaking countries. Emphasis on
scientific experiments, dialogue with others and access to information that supports the academic achievement
and projects that students are working on is intent of this effort. The District is committed to finding and using the
hardware and software configurations and the network size and speed to exploit these kinds of learning
opportunities.
103
APPENDIX 11F
Recommended Standards & Models: Minimum Hardware Standards
Computers
It is the understanding of all parties, that no one computer can best meet the needs of all levels of education in the
school district. Platforms of IBM (and IBM compatibles) and Apple Macintosh (and compatible) computers will be
accepted as standard. The minimum standards listed here are targets for new purchases of computers and for
donated computers that can be supported. The Technology Committee should review the capabilities in the
Standards Section every 6 months.
The minimum hardware requirement is an Intel Core 2 Duo processor with 2GB RAM, 24X speed drive with sound
card, 120 GB hard drive, 4 USB 2.0 parallel and VGA ports for peripherals devices. This platform allows flexibility to
be used on windows, MacOS and Linux operating system platforms.
To more effectively use the computers with LAN systems, all new computers will be configured with an Ethernet
10/100/1000 BaseT-network card.
Although the minimum requirements increase almost monthly, older computers will continue to support many
applications in the school settings. As applications change, computer hardware must be continually upgraded to
meet the District's needs. Those machines that don't meet the District's needs should be upgraded or replaced.
File Servers
All file servers shall be compatible with the District's networking system. These machines should have hot -
swappable RAID 5 capable hard drives, which will prevent the loss of the server's data. Servers should assign
district IP addresses using the DHCP protocol. All servers have dual processors which may be clustered to increase
operating efficiency and a minimum of 2 GB of RAM memory.
Uses: Domain Name Server (DNS), network hub, network management, electronic mail, Internet applications, such
as FTP, World Wide Web, gopher, news groups, and listservs.
The server is a practical alternative to purchasing Internet accounts for multiple computer and classroom
applications. The server provides many services in exchange for a modest investment in hardware and software.
The server:
Provides a basis for a local area network (LAN).
Allows the location to establish an identified presence on the Internet.
This is known as a domain name.
Provides individual email accounts.
Provides the host server with client -server applications.
Provides capability for reloading programs for classroom usage.
Provides Internet security, network monitoring, and encryption.
Monitors
The classroom workstation monitors will be at least 15-inch color LCD that are energy star compliant. The monitor
should be able to support a minimum of thousands of colors. The video boards must have at least 2 MB of memory
to accommodate graphics. It is recommended that 17-inch monitors or larger be used in computer aided
drafting/design and publications labs.
Requirements for monitors and video cards are increasing rapidly. Newer applications require high resolution
graphics; the monitor should be connected to a computer using a 32-bit on -board video card.
Portable Devices
As portable devices become more prevalent, MIS staff will investigate the various models and make
recommendations to school staff for purchase. In addition, the technology plan update committee and technology
liaisons will determine the uses of portable devices as they are able to be integrated into the classroom and meet
the technology requirements of the common core standards and make recommendations to staff for purchase and
use.
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Hard Drives
All hard drives should be at least 80 GB and meet the needs of the computer and environment requirements in its
use.
Printers
All schools should have at least one laser printer, installed in a place accessible to all site employees. All computer
facilities should be equipped with ink jet or laser printers. It is recommended that networked computers should
have one printer for every 4-5 computers.
Laser printers should print at a minimum of 300 dpi, must be capable of being used on a network, and must be
compatible with the hardware and software for its intended use. A 600-dpi laser printer is recommended for
applications requiring extensive graphics or publication.
While a laser printer is preferential for most applications, an ink jet printer can provide low cost color printing and
portability. Minimum requirements for ink jet printers are 300 dpi with the ability to network is recommended.
Color printers should have a true black with separate black, red, blue, and yellow cartridges.
CD - ROM's
All CD -ROM's are to be at least 52X speed.
Scanners
Minimum of 1200X1200 dpi (interpolated resolution) 24-bit color scanner. Publishing option is a full page, single
pass, 2400 X 2400 dpi, and 36-bit color scanner.
Video Digitizers
Video capture cards should be PCI based and support video capture rates of 30 frames per second at 320X240
resolution. Computers with video capture cards should have at least 6-Gigabyte hard drives.
Routers, Switches, and Hubs
These are designed to support Ethernet 10/100/1000-Base T standards as a minimum or Gigabit standards if
available. Cisco is the District's preferred vendor for routers and switches.
Computer Projection Devices
Computer projection devices are LCD projectors that display the computer monitor onto a screen. Minimum
requirements for computer projection devices are a projection distance of at least 60 feet in a darkened room,
separate audio in and out plus radio frequency (RF) in, and adapters for both IBM/PCs and Macintosh video
connections.
LCD Overhead Panel
LCD Overhead Panels are used in conjunction with overhead projectors to display the computer monitor onto a
screen. Minimum requirements for LCD overhead panels are a projection distance of 40 feet in a fully illuminated
classroom, and a 256-color or grayscale display. If used to show moving pictures or quick time movies, then a panel
capable of 38,000 colors is required. In addition, an overhead projector that runs cool is required in order to
prevent damage to the LCD panels.
Television Receiver/Monitor
All sets are to be 25 inches or greater with audio, video, and radio frequency (RF) input. The set must have a
remote and the ability to be controlled from both the remote and front panel. Monitors should be equipped with
composite and S-video cable input.
Video Cassette Recorder
All VCRs must have both play and record capabilities, be VHS compatible, with audio in and out, video in and out,
radio frequency (RF) in and out, 4 head for stable picture pause, one week 4 events record, two speed record for
SP and EP. Flying erase head is required if the machine is to be used for editing videos. Video production options
should be capable of recording at SVHS standards.
Computer to Video Converters
Each school site should have IBM compatible or Macintosh video converters to convert computer video signals to
standard TV signals for use with a regular TV monitor.
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Audio Cassette Player/Recorder
All cassette recorders must accept the standard cassette and play at standard speed. Classroom recorders do not
need to be stereo. Variable speed is an optional addition for special need students. It is recommended that
audiocassettes have audio in and out.
Other Recommended Minimum Standards Internet Connection Requirements
Basic service for Internet access should be a minimum of 45 Mbps (T-3) to provide acceptable transfer rates.
External Connection
A single communication circuit should connect the school LAN to the District's WAN. In the school there will be a
Network Router attached between the LAN and this circuit. The router should provide routing that divides student
uses from administrative uses, such as attendanceand fiscal. On the LAN Side, the connection will be a fiber optic
networking cable. On the external side, the connection will depend on the type of communication circuit used.
Equipment will be Simple Network Management Protocol (SNMP) compatible.
Interconnection of Schools with District Offices (WAN)
All schools within a district should be connected individually to the network router at the District Office. The "star
topology" (or similar system) will be easier to manage and will minimize conflicting use of the rather low
communication bandwidth initially available to the schools. As needs change, the capacity of each school's
connection can be increased appropriately.
School Wiring
All classrooms should be wired to a server in a school wide LAN. The conduit should have sweeps for the future
installation of fiber. If possible fiber should be installed immediately as the increased cost is not significant relative
to twisted copper wire.
All new network wiring must meet, as a minimum, Category 6/Level 5 specifications. All libraries will have a fiber
drop directly to the MDF/IDF.
Category 6/Level 5 wiring is designed and installed according to exact specifications to allow the operation of data
signals at bandwidths of up to and including 1000/MBPS. This is required in order to use new technologies that
combine voice, video, and data on a single cable. The distance of the run between two points on any connection of
the network will determine exactly what type of wiring (unshielded twisted pair, shielded twisted pair, or fiber
optic) is used.
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Network Design
The following design specifications are provided. Detailed designs based on onsite inspections are necessary for
accurate budgeting.
The design parameters that are normally used for an estimate are:
The Main Distribution Frame (MDF) should be located in an existing room or equipment closet. Sufficient electrical
power must be present at each building, but additional power may need to be routed to the MDF or Intermediate
Distribution Frame (IDF). The MDF/IDF must be well ventilated.
All connections from the MDF to the IDF will be fiber using a minimum of six multi -mode and one monofilament fiber.
Four multi -mode strands will be terminated and the remainder will be reserved for future use. Ideally, there will be one
drop in 1-inch conduit for every wall, space 14 feet apart.
All IDF to room connections are based on six drops to each room and two terminations at each drop. All drops are the
same routing from the IDF to the room.
No provision is made for additional voice connections to the room.
The video (coaxial) connections to each room must be routed at least six inches from the UTP cable carrying the data to
the rooms. No conduit or raceway will be budgeted for video runs from the IDF to the individual room. Nothing but fiber
optic cable should be in the fiber optic conduit to prevent damage to the cable.
The conduit estimates are based on running specified materials in the most cost-effective manner. This means that the
conduit will often be in view. This is now the common practice for retrofitting sites.
The IDF should be located in the nearest room to the MDF. In some cases this will be a classroom. Moving the IDF to a
point further away from the MDF will increase costs. IDFs must not exceed 290' from their end connections.
The electronic costs assume two computer connections used at each room are supported by the IDF. If additional
connections are required, a mini -hub for the room may need to be purchased.
No client -end hardware and software are usually included in the networking estimates.
Learning Environment Models
The following models are provided as a guide for the acquisition of new technology at National School District. Due
to the fact that technology changes so rapidly with new technologies always in development, these models should
be reviewed annually and updated as needed.
It should be understood that these models are offered as recommended standards, and may not be achievable
immediately. The configurations described may be used for the purpose of evaluating existing hardware in each
environment in the District against standards that have considerable support in the broader education community
throughout California.
Once the learning environment models have been adopted, standardized purchasing is essential for cost-effective
implementation. Standardized purchasing reduces costs and improves effectiveness. The District should not
support purchases not conforming to the minimum standards.
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Standard Classroom
The standard classroom should be the initial state of technology that should exist in all classrooms in the District.
The standard classroom has:
Presentation system in each classroom (Multimedia)
LCD Projector and screen
VCR/ DVD
Promethean ActivBoard
Workstations with a laptop for each teacher
Student to computer ratio 4:1 (including special education students)
Workgroup switches for more computers - more drops per room is better
PC accepted as standard with MAC used to support multimedia and other special projects
Scanner and digital camera (1 per every 2 classrooms)
Computers w/CD burner/DVD drive and external drives available
Printers - at least one networkable color for dual platform in each class
Access to a networked laser printer (library -workroom -classroom)
Computer furniture
Specialized technology and needed modifications will be made to meet the requirements of special needs students.
Each classroom should have a minimum of four network outlets, including one for cable television.
Objective: Create a standardized list of choices for technology purchases (scanners, cameras, etc.). The list should
be developed and updated as necessary by the Technology Planning Committee and the Director of Instructional
Technology.
Objective: All major technology purchases over a pre -determined dollar amount should be approved by more than
one approving -body.
Library - Media Center
The library -media center houses the technology for use in the center as well as for checkout and use in school and
home settings. The library -media center also is the hub for the school's LAN and serves as the connections to
outside telecommunications -based resources.
The library -media center has:
Library file server connected to the Internet and a variety of data sources
Banks of laser -disc players, VCR's and CD-ROM towers containing learning resources that may be accessed by other
teaming environments
Telephone with outside access
Direct connection to the Internet
CD-ROM writer (allows building a CD-ROM)
The school has available for staff and student use (housed either in the library -media center or distributed throughout
the school):
Computers with CD-ROM and speakers
Scanner
Laser printer on a shared network
Headphone sets
Color printer on a shared network
Tape recorder
Large television monitor & VCR
Copy machine
CD/DVD
The library -media center should have a minimum of nine network outlets, including one for cable TV.
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The school has for checkout purposes:
Camcorder with microphone and tripod
Laptop computers
CD/DVD
Combination VCR and monitor
Digital camera
High -intensity overhead projector
Projection screen
Tape recorder
Liquid crystal display (LCD) panel/projection unit
Sets of headphones
Heavy duty lockable carts for transporting equipment
High -end speakers
Microscopy camera
Technology Laboratory
Although the technology laboratory is used partly for large group instruction and skill development, it may also be
used as a productivity center when not used for instruction.
The technology laboratory has:
High -end multimedia computer, with CD-ROM, connected to the network enabling teacher to manipulate data and
control the computers in the laboratory
Digital video and CD burner w/ DVD drive
Mobil wireless laptops for training and classroom use loan
Student to computer ratio of 1 to 1 for any anticipated classes
Networked computers with earphones
Scanner
High-speed laser printer on a shared network
Color printer on a shared network
Cordless telephone with outside access
Direct connection to the Internet
Tape recorder
Large television monitor & VCR
CD/DVD
LCD projector with video capacity
Promethean ActivBoard and peripherals
School Administration
School administration includes activities related to parent and community communications, attendance, finance,
assessment, maintenance, safety, food services, athletics, staff development, resource management, and accountability.
School Administrators should have available:
Computer workstation connected to the WAN
Appropriate software for student management
Appropriate communications software
Access to electronic versions of district forms
Networked laser printer
OCR capable scanner
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APPENDIX 11G
Curriculum Integration Lessons
The philosophy of the National Educational Technology Standards for Students is grounded in the belief that the world
is changing in ways that require learning environments to change to prepare students to meet the Goals of the future.
A growing body of information that students must be able to work with has changed the focus of classroom
instruction. Instruction must build on basic skills so that students learn how to find, access, and assess information to
address issues, some of which are yet to be defined.
The title of this section, "Curriculum Integration," is intended to convey the importance of integrating the use of
technology into the curriculum. If it had been titled "Technology Integration," the reader would think that the focus is
technology. In fact, the purpose of the learning activities is to focus the technology use on curriculum — discipline -
specific, content -area curriculum — using technology as a tool to foster higher -level outcomes. With this in mind, there
are several questions that drive how technology is used in the classroom:
What if there is limited access to the technology?
How can a lesson meet both curriculum standards and NETS for Students?
How can technology be used in ways that optimize instruction?
Access to Technology
NETS is designed for use in today's classrooms. The learning activities involve hardware and software that are
commonly available. Perhaps what is most difficult is to adopt an instructional mindset that frees students to be in
charge of their learning, even though they may be using rather expensive equipment! Teachers must set the
instructional stage in ways that support new learning environments (Establishing New Learning Environments). They
must also set the behavioral stage with clearly agreed upon expectations for the use of technology in the classroom.
Accomplishing this will promote the use of technology in ways that positively affect instruction.
Some classrooms have computers in every corner. Some classrooms share one computer. Other classrooms have
access to one or more computers in a lab setting down the hall. Issues of access can be addressed through lesson
organization and classroom management. The learning activities in this section are structured in ways that make it
possible to complete an activity regardless of how students access hardware. Obviously, a one-to-one ratio of
computers to students is ideal. However, although the student -to -computer ratio is dropping rapidly, the one-to-one
ratio is still uncommon.
In one -computer -classrooms, computers can be used as a tool for instruction in a variety of ways:
Cooperative Group Station - Assign different topics to individual groups within a larger study. Have at least
two topics dependent on the use of the computer. In this way, two groups will be allotted significant time on the
computer during the project. Additional time outside the group meeting time can be set aside for other groups to
access resources or prepare presentations. It is important to ensure a rotation such that all students have an
opportunity to participate in the technology -enriched activity.
Demonstration Station - Instruct an entire class at one time, using a large -screen monitor, LCD panel, or
classroom television connected to a computer. The teacher can operate the computer and/or rotate the job of
"computer engineer" between students, providing them with some hands-on experience and positive
reinforcement.
Independent Research Station - Place the computer in a location that enables groups to access electronic
resources, as needed. Some teachers find that a sign-up sheet promotes equitable access. Learning Center —
Position one computer as part of a well-defined activity. This station should be one within a rotation of a group
of learning centers.
Schools have been installing computer labs as a way to provide cost-effective access to the Internet, from a single
point, while making maximum use of a limited number of machines. Some schools have invested in a "computer
teacher" who plans with the classroom teacher so that lab time fully supports classroom instruction. The team
planning approach combined with the library media specialist provides a powerful model for an effective lab. Whereas
many schools still use their labs solely for integrated learning system (ILS) software that tracks individual student
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progress in teaching basic skills, others have arranged theft labs in ways that make the lab more of an extension of the
classroom. There are a variety of ways to organize computer labs:
Cooperative Groups — Small groups of students work together in the lab to find specific resources or
information. They can be assigned different aspects of a problem and compare online information, or do
different parts of a project (e.g., preparation, searching, and desktop publishing).
Short -Term Technical Skill -Building — The lab is used as a place to teach students how to use a specific piece
of software to enhance a current project. On -demand learning is most efficient when all students are able to
practice the skill quickly and accurately, under the tutelage of a teacher and computer specialist.
Small Group Instruction — In this setting, small groups of students work with the teacher on a specific topic or
skill while the rest of the class is engaged in another activity. Small group instruction may be electronically
mediated and utilize electronic tools to check understanding.
One Learning Activity Meets Two Sets of Standards
The NETS for Students focuses on what students know and are able to do with technology as a tool for learning.
Meeting the NETS for Students cannot be accomplished devoid of content. There must be a context in which the
technology is used so that students can demonstrate their ability to meet the standards. Therefore, the learning
activities in Curriculum Integration Lessons and Multidisciplinary Resource Units are cross -coded with both the
curriculum area standards and the NETS for Students. It is anticipated that within the context of teaching a specific
concept, technology tools will be used where appropriate. When students need to be instructed in how to use the
technology (e.g., appropriate use, ethics, etc.), the teacher can use the curriculum context to teach the needed
technology skills, and then return to curriculum instruction, using the technology as a tool to enhance the learning. In
this way, both the content -area standards and the NETS for Students are addressed within the context of the same
learning activity.
Optimizing Instruction through Technology / Organization of Curriculum Activities / Lessons
The learning activities are designed to optimize instruction by infusing the use of technology into a sample set of
learning activities. The activities are designed for use in classrooms where the organization of the school or grade level
is around curriculum areas. In contrast, Multidisciplinary Resource Units are divided into major content areas with two
examples at each grade -level range, within the subject.
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Grade -level Ranges are as Follows:
Primary Grades
Intermediate Grades
Middle Grades
PreK-Grade 2
Grades 3-5
Grades 6-8
Each of the five curriculum areas within Curriculum Integration Lessons is preceded by an introduction that describes
the use of technology in that particular curriculum as well as an overview of the learning activities within the section.
There are powerful uses for technology in the teaching and learning of other curriculum areas, such as music and art,
but the main focus of this book is five subject areas:
English Language Arts
Foreign Language
Mathematics
Science
Social Studies
Careful examination of the learning activities will reveal that Curriculum Integration Lessons and Multidisciplinary
Resource Units both address the topic of weather. Using the same topic for a learning activity and a multidisciplinary
unit was intentional, to demonstrate that a single topic can be geared for both the content -area organizational
structure as well as the multidisciplinary structure. The weather learning activity can be found in the Intermediate
Grades 3-5 area of the Science section. Here, the point is to look at the development of weather patterns, the inquiry
method of instruction in science, and develop a general understanding of the nature of weather. The multidisciplinary
unit on weather, located in the primary grades section, purposefully brings in the collection of data overtime, graphing
the data as the mathematical trend is examined, reading and writing about the effects of weather, studying the
historical effects of weather and its effects on people's decision making, as well as the geography of weather. There is a
significant amount of weather information available online, making access to the Internet imperative for gathering the latest
data. (NETS online at http://cnets.iste.org/integration.htm)
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APPENDIX 11H
District Internet Acceptable Use Contract - Employees
NATIONAL SCHOOL DISTRICT
Employee Acceptable Use Contract
Employee Name: Site: Date:
The National School District is offering Internet access for District employees who qualify as a result of participation in an
orientation or training course, or can demonstrate knowledgeable use. National School District strongly believes in the
educational and administrative value of such electronic services and recognizes the potential of such to support our curriculum
and student learning as well as administrative uses. Our goal in providing this service is to promote educational and
administrative excellence by facilitating resource sharing, innovation and communication. National School District will make
every effort to protect students and employees from any misuses or abuses as a result of their experiences with an information
service. All users must be continuously on guard to avoid inappropriate and illegal interaction with the information service. The
National School District system has not been established as a public access service or a public forum.
Please read this document carefully. When signed by you and your administrator, it becomes a legally binding contract.
We must have your initials where indicated and your signature and that of your administrator before we can provide
you with an access account. Listed below are the provisions of the contract. If any user violates these provisions, access
to the information service may be denied and you may be subject to disciplinary action. NSD has the right to place
reasonable restrictions on the material you access or post through the system. You are also expected to follow the
rules set forth in your school, the District, and the Education Code.
EMPLOYEES MAY NOT USE THE DISTRICT INTERNET SYSTEM UNTIL THIS CONTRACT IS SIGNED AND RETURNED
Terms and Conditions of This Contract
Personal Responsibility
As a representative of this District, I will accept personal responsibility for reporting any misuse of the network to the
system administrator. Misuse can come in many forms, but it is commonly viewed as any message(s) sent or received
that indicate or suggest pornography, unethical or illegal solicitation, racism, sexism, inappropriate language, and other
issues described below. All the rules of conduct described in the District publication entitled "Guidelines on the
Acceptable Use of Electronic Information Resources" apply when I am on the network.
I have read and understand this provision. (Initial)
Acceptable Use.
The use of my assigned account must be in support of school or District business and/or education and research and
with the educational goals and objectives of the National School District (these may be found in the District Board
policy). I am personally responsible for this provision at all times when using the electronic information service.
Use of other organization's networks or computing resources must comply with rules appropriate to that network.
Transmission of any material in violation of any United States or other state organization is prohibited. This includes, but is not
limited to: copyrighted material, threatening or obscene material or material protected by trade secret.
Use of commercial activities by for -profit institutions is generally not acceptable.
Use of product advertisement or political lobbying is also prohibited.
I am aware that the inappropriate use of electronic information resources can be a violation of local, state and federal
laws and that I can be prosecuted for violating those laws.
I have read and understand this provision. (Initial)
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Privileges.
The use of the information system is a privilege, not a right, and inappropriate use will result in a cancellation of those
. privileges. Each person who receives an account will participate in an orientation or training course with a designated
staff member as to proper behavior and use of the network. The Technology Planning Committee serves as an advisory
group to the Superintendent's Cabinet, which will decide what appropriate use is and the decision of the Cabinet is
final. The Director of Technology may close an account at any time deemed necessary. Any administrator, staff or
faculty of National School District may request that the Director deny, revoke or suspend specific user accounts.
I have read and understand this provision. (Initial)
Network Etiquette and Privacy.
You are expected to abide by the generally accepted rules of network etiquette. These rules include (but are not
limited to) the following:
BE POLITE. Never send, or encourage others to send, abusive messages.
USE APPROPRIATE LANGUAGE. Remember that you are a representative of our District on a non -private system. You may be alone
with your computer, but what you say and do can be viewed globally. Never swear, use vulgarities, or any other inappropriate
language. Illegal activities of any kind are strictly forbidden.
PRIVACY. Do not reveal your home address or personal phone number of the addresses and phone numbers of students or
colleagues.
ELECTRONIC MAIL. Electronic mail (email) is not guaranteed to be private. Messages relating to or in support of illegal activities must
be reported to the authorities.
DISRUPTIONS. Do not use the network in any way that would disrupt use of the network by others.
OTHER CONSIDERATIONS:
Be brief. Fewer people will bother to read a long message.
Minimize spelling errors and make sure your message is easy to understand and read.
Use accurate and descriptive titles for your articles.
Tell people what it is about before they read it.
Get the most appropriate audience for your message, not the widest.
Remember that humor and satire is very often misinterpreted.
Remember if you post to multiple groups specify all groups in a single message.
Cite references for any facts you present.
Forgive the spelling and grammar errors of others.
Keep signatures brief.
Remember that all network users are human beings. Don't "attack" correspondents; persuade them with facts.
Post only to groups you know.
1 have read and understand this provision. (Initial)
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Services.
The National School District makes no warranties of any kind, whether expressed or implied, for the service it is
providing.
National School District will not be responsible for any damages suffered while on this system. These damages include
loss of data as a result of delays, non -deliveries, mis-deliveries, or service interruptions caused by the system or your
errors or omissions. Use of any information obtained via the information system is at your own risk. National School
District specifically disclaims any responsibility for the accuracy of information obtained through its services.
I have read and understand this provision. (Initial)
Security.
Security on any computer system is a high priority because there are so many users. If you identify a security problem,
notify the system administrator at once. Never demonstrate the problem to the other users. Never use another
individual's account without written permission from that person. All use of the system must be under your own
account. Any user identified as a security risk will be denied access to the information system.
I have read and understand this provision. (Initial)
Vandalism.
Vandalism is defined as any malicious attempt to harm or destroy data of another user or any other agencies or
networks that are connected to the system. This includes, but is not limited to, the uploading or creation of computer
viruses. Any vandalism will result in the loss of computer services, disciplinary action, and legal referral.
I have read and understand this provision. (Initial)
Updating.
The information service may occasionally require new registration and account information from you to continue the
service. You must notify the electronic information resources system administrator of any changes in your account
information.
I have read and understand this provision. (Initial)
Honoring Copyright Provisions
Copyrighted material may not be placed on the system without the author's permission. Employees may download
copyrighted material only in accordance with applicable copyright laws.
I have read and understand this provision. (Initial)
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Development of Classroom or Work -Related Websites, Blogs, Forums, or Other Online Communications.
Employees shall not develop any classroom or work -related websites, blogs, forums, or similar online communications
representing the district or using district equipment or resources without permission of the Superintendent or
designee.
Such sites shall be subject to rules and guidelines established for district online publishing activities including, but not
limited to, copyright laws, privacy rights, and prohibitions against obscene, libelous, and slanderous content. Because
of the unfiltered nature of blogs, any such site shall include a disclaimer that the district is not responsible for the
content of the messages. The district retains the right to delete material on any such online communication.
I have read and understand this provision. (Initial)
I have read, understand, and will follow all rules, regulations, and policies when accessing and using the District's electronic
information resources system.
Employee Signature: Date:
Administrator Signature: Date:
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APPENDIX 111
District Internet Acceptable Use Contract — Parents and Students
National School District (NSD) Parent and Student Agreement
Acceptable Use Policy for Networks, Includingthe Internet
As the parent or guardian of this student, I have read the Acceptable Use Policy in this packet and have discussed it
with my child. I understand that computer access is provided in NSD for educational purposes in keeping with the
academic goals of NSD and that student usefor any other purpose is inappropriate. I recognize that it is impossible
for NSD to restrict access to all controversial materials, and I will not hold the school responsible for materials
acquired on the school network. I understand that children's computer activities at home should be supervised as
they can affect the academic environment at school. With my signature, I hereby give permission for my child to use
computer resources in NSD.
Parent/Guardian Signature Date.
STUDENTS MUST SIGN THE STATEMENT BELOW REGARDING INTERNET USE:
As a NSD student, I understand that the use of the school network and email is a privilege, not a right. I understand
that my school network and email accounts are owned by NSD and are not private. NSD has the right to access my
information at any time. I understand that NSD administrators will decide what conduct is inappropriate use if such
conduct is not specific in this agreement. 1 will use computers and other devices in a manner that complies with
laws of the United States and the State of California. I understand that I am to notify an adult immediately if I
encounter material that violates appropriate use.
I understand and will abide by the Acceptable Use Policy. I will use NSD technology resources productively and
responsibly for school -related purposes. I will not use my technology resource in such a way that would disrupt the
activities of other uses. I understand that consequences of my actions could include Toss of computer privileges
and/or school disciplinary action as stated in the Code of Conduct and/or prosecution under state and federal law.
Student Signature (age 5 and older) Date
Media Appearances
As a NSD student, there will be a variety of opportunities for participation in various media appearances in the
classroom and school. I give permission for NSD to record, film, photograph, interview and/or publicly exhibit,
distribute, or publish in print and in electronic media my son/daughter's name, appearance, spoken words and
works, where undertaken by school staff, students, or anyone outside the school, including the media. !agree that
NSD may use, or allow others to use, those works without limitation or compensation. I release my child's school
and NSD staff from any claims arising out of my child's appearance or participation in these works. lfyou do not
want this information released without your consent, check the box below.
DO NOT release the information listed above without my consent.
Parent/Guardian Signature
Student Signature (age 5 and older)
Date
Date.
117
Contrato de Padres y Estudiantes del National School District (NSD)
Norma para el Usa Aceptable de IaRed de Comunicaci6n, lncluyendo la Internet
Como padre o encargado de este estudiante, he lefdo la Norma para el Usa Aceptable en esta paquete y las he
discutido con mi hijo. Entiendo que el acceso a las computadoras en NSD es provisto para prop6sitos educativos
para mantener los objetivos academicos de NSD y que es inapropiado que los estudiantes le den cualquier otro
uso. Reconozco que es imposible pars NSD restringir el acceso de todo material controversial y que no hare
responsable a la escuela por el material adquirido en la red de la escuela. Entiendo que las actividades de los
nifios en las computadoras de la casa deben de ser supervisadas debido a que pueden afectar el ambiente
academico en la escuela. Con mi firma a continuaci6n indica que le day permiso a mi hijo a utilizar los recursos
de las computadoras en NSD.
Firma del Padre/Encargado Fecha
LOS ESTUDIANTES TIENEN QUE FIRMAR LA SIGUIENTE DECLARACION CON RESPECTO AL USO
DE LA INTERNET:
Como estudiante de NSD, yo comprendo que el usa de la red electr6nica escolar y del correo eleclr6nico es un
privilegio, no un derecho. Entiendo que la red electr6nica de mi escuela y la cuenta de correspondencia
electr6nica le pertenecen a NSD y no son privadas. NSD tiene el derecho de tener acceso a mi informacion en
cualquier momenta. Entiendo que los administradores de NSD decidiran cual conducta es de usa inapropiado si
tal conducta no esta especificada en este acuerdo. Utilizare las computadoras y otros recursos de tecnologla de
manera que cumpla con la leyes de los Estados Unidos y el Estado de California. Yo entiendo que debo notificarle
a un adulto inmediatamente si encuentro material que viole el usa apropiado.
Entiendo y estoy de acuerdo en adherirme al comportamiento indicado en la Norma para el Uso
Aceptable. Utilizare los recursos de tecnologfa de NSD de manera productive y responsablemente para
prop6sitos
relacionados con la escuela. No utilizare ningun recurso de tecnologfa de manera que pueda distraer las
actividades de otros usuaries. Yo comprendo que las consecuencias de mis acciones podrfa incluir el perder de
los privilegios del usa de las computadores y/o tamar acci6n disciplinaria de la escuela como esta pautado en el
C6digo de Conducta ylo ser procesado bajo las !eyes estatales y federates.
Firma del Estudiante (5 afios o mayor) Fecha.
Aparici6n en los Medias de Comunicaci6n
Como estudiante de NSD, habra muchas oportunidades para participaci6n en varies apariciones en los medias
adentro de la clase y escuela. Day autori.zaci6n a NSD para que grabe, filme, tome fotograffas, entreviste ylo
haga publico, distribuya o publique en prensa o electr6nicamente, el nombre, apariencia y voz de mi hijo/a, ya
sea hecho por el personal de la escuela, estudiantes o cualquier otra persona fuera de la escuela, incluyendo los
medias de comunicaci6n. Estey de acuerdo en que NSD puedan utilizar o permitirles a otros que utilicen estes
trabajos sin limite o compensaci6n. Libra a la escuela de mi hijo/a y al personal de NSD de cualquier reclamo
que pueda surgir a raiz de que mi hijo/a aparezca o participe en estes trabajos. Si usted no quiere que esta
informacion sea compartida sin su consentimiento, marque el cuadro de abajo.
NO comparta la informacion mencionada arriba sin mi consentimiento.
Firma del Padre/Encargado
Firma del Estudiante (5 afios o mayor)
Fecha
Fecha.
118
California Department of Education Formula Guidelines
Enhancing Education Through Technology eettflOcrit.doc
Appendix J — Technology Plan Contact Information (Required)
Education Technology Plan Review System (ETPRS)
Contact Information
County & District Code: 37 - 68221
School Code (Direct -funded charters only):
LEA Name: National School District
*Salutation: Mr. Ms. Dr. Mrs.X
*First Name: Paula
*Last Name: Jameson -Whitney
*Job Title: Assistant Superintendent, Educational Services
*Address: 1500 N Avenue
*City: National City
*Zip Code: 91950
*Telephone: ( 619 ) 336-7742 Ext:
Fax: (619) 336-7551
*Email: Paula.iameson-whitney(a.national.k12.ca.us
Please provide backup contact information.
1st Backup Name: Cindy Vasquez
Email: cvasquezansd.us
2nd Backup Name: Larry Troisi
Email: Itroisi(a�nsd.us
*Required information in the ETPRS
EETT Formula Guidelines 119
ITEM #7
NO BACKUP