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October 19, 2016
CUE Student-Powered Showcase Set to Inspire Educators

Walnut Creek, Calif., October 19, 2016 -- CUE is thrilled to welcome the Student-Powered Showcase (SPS) to the CUE 2016 Fall Conference that will be held October 28-29 at American Canyon High School in Napa Valley. Five teams of students from local area schools will be interacting with conference attendees and encouraging them to get involved with their projects, whether it be programming, robotics or solving everyday problems through technology. The showcase will take place in the campus multi-use room on Saturday, October 29 from 11:30am-1:30pm.



In 2003, the Student Technology Showcase debuted as part of CUE’s National Conference in Palm Springs. The Showcase was originally sponsored by the California Department of Education and supported by county offices of education and featured student technology-integrated projects that aligned with California state standards. Since the advent of STEAM and the Maker Movement, the showcase has transformed to reflect how students are learning by doing. In this inaugural SPS at Fall CUE, attendees will see amazing examples of what students can accomplish when given support and the confidence to succeed.



“The Student-Powered Showcase embodies the whole spirit of the STEAM/Maker Movement,” said Stacy Deeble-Reynolds, CUE Student Event Coordinator. “When students are given the opportunity, they will amaze you with their ingenuity, their creativity, and their desire to succeed. The SPS will inspire conference attendees and will show them what students are capable of.”


While teachers will be present at the Saturday event, each team project is led by and is the responsibility of the students. To get more information on creating a student team and applying for a future showcase, visit the CUE website at cue.org/studentshowcase. Applications for the National SPS open November 1 and close on November 30. Fall SPS applications are accepted April 1-30, 2017. Teachers of selected teams receive free registration for the CUE National Conference.


The CUE 2016 Fall Conference is Sold Out. Registration is open for the CUE 2017 National Conference, March 15-18, in Palm Springs, California.


# # #


About CUE

Ed Tech Professional Development is at the core of CUE's work. As a nonprofit educational organization, we are passionate believers in advancing student achievement through technology. By providing Ed Tech professional development to schools, districts, and local educators on the infusion of emerging technologies, we can help better prepare students for college and careers ahead. | www.cue.org

October 5, 2016
In Honor of World Teacher Day, Nominate your EduHero!

CUE invites members to nominate educational champions for its annual awards program. 


AwardsSuggestions for awards are due November 15:

  • Platinum Disk
  • ISTE's Making IT Happen
  • Outstanding Teacher of the Year
  • Technology Leader of the Year
  • Legislator of the Year
  • Advocate of the Year, now including the eLearning Advocate!


Nominations for awards are due December 8:

  • Gold Disk
  • Site Leader of the Year
  • Emerging Teacher of the Year
  • eLearning Educator of the Year - NEW!



September 29, 2016
2016-17 Advocacy Strategy

Legislative Update for CUE Members - September 2016 | more leg updates

Prepared by John Cradler, CUE Legislative Policy Consultant


2016-17 Advocacy Strategy: As described in the previous Legislative Update, the focus on advocacy will be to: influence implementation of existing programs to include; collaborate with other education associations; be proactive development of the 2017-18 State budget; and provide policy advise on the development of new State and Federal Education initiatives. We will continue to monitor and take positions on current and emerging legislation and initiatives relevant to the CUE Advocacy Platform.


Collaboration with Education Associations: CUE is taking a leadership role in the establishment of a State-level Educational Technology Alliance as described in a Winter 2015 OnCUE article prepared by the CUE Legislation and Policy Consultant. After much discussion and planning the first preliminary meeting of the Alliance was hosted by the Capitol Advisor at their office in Sacramento. Associations represented in person at the meeting were CUE, K12 HSN, CCESSA, and on video conference were, CEDPA, ACSA, Imperial COE. Other potential association members may include California Emerging Technology Fund (CETF), California Teachers Association (CTA), Association of California School Administrators (ACSA), California School Boards Association (CSBA), Small School Districts Association, California State Employees Association (CSEA), and the California Association for Supervision and Curriculum Development (CASCD).


The group shared the belief that we are stronger working together on shared issues and having a framework for collaboration will allow us to more rapidly respond to issues with a unified voice. Based on conversation at the first meeting, following are the issues of mutual interest that we agreed to work on together in 2017-18. At the October 6th meeting, the intention is to create policy statements for these issues and create an action plan


  1. Net Neutrality

  2. Security and data privacy

  3. One-to-one access to computers

  4. Curriculum integration

  5. Professional development

  6. Home access to computing devices and the Internet


Other discussion topics that emerged in the meeting included:


  1. Broaden the focus or purpose to be on “modernizing” or improving teaching and learning with the integration of effective and appropriate technology into instruction and learning.

  2. Consider calling the entity the “Modern Learning Collaborative” rather than ET Alliance with  continued discussion of what to call the entity

  3. Preparing for and conducting a hearing at the State Capitol to inform legislators about the critical current and future educational needs that can be addressed with technology.

  4. Focusing on professional development of educators offered by associations, beyond CUE to insure that the role of technology is communicated

  5. Establish State Budget priorities that can be supported and actively advocated by all members of the Collaborative.


There was much discussion about the perception the public seems to have that technology is being layered on top of education and sold to school by corporations without regard to documented needs and cost-benefits. For this reason, it was decided to focus on educational improvement in general with technology as the underlying focus of the collaborative. The Collaborative would also promote uses of technology that address documented needs backed by credible documentation of effectiveness in supporting education goals. The next meeting of the Collaborative is set for October 6th, in Sacramento at the Capitol Advisors Office.


Meeting with Assembly Member Kevin Mullen, Assembly Speaker Pro-tem: Recently I met with Assembly Member Mullin to discuss education legislation and specifically technology issues. Kevin is the son of Gene Mullen, prior Senator and Assembly Member whom co-authored previous legislation to re-authorize CTAP. In his role as Speaker Pro-tem, he makes the budget recommendations to the Speaker and has input on all Assembly Bills. He is also a supporter of, and works closely with, Assembly Member Bonilla–CUE Advocacy Award recipient, and Sunne McPeak, CETF President, another CUE Advocacy Award recipient.


I reviewed the major education technology issues with Kevin and his major issues are broadband access to underserved schools and homes and educator professional development. He asked that I meet with him and his staff to discuss any proposals or bills of interest. He also offered to help organize the hearing with the appropriate Assembly committees. Kevin’s home region is San Mateo County but he represents the State as Speaker Pro-Tem. I am a member of his home-office education advisory committee.


Every Student Succeeds Act (ESSA) Update: As described in prior Updates and in OnCUE, ESSA was signed into law by President Barack Obama on December 10, 2015, and goes into full effect in the 2017–18 school year. The ESSA reauthorizes the Elementary and Secondary Education Act (ESEA), the nation’s federal education law, and replaces the No Child Left Behind Act (NCLB).


As part of California’s transition to ESSA, California must submit an ESSA State Plan to the U.S. Department of Education (ED).  The California ESSA funding will be part of a single coherent local, state, and Federal accountability and continuous improvement system that is aligned with and supportive of California’s priorities. The State plan for the Local Control Funding Formula and related Local Control Accountability Plan (LCAP) and ESSA will combined into a single plan. This plan will provide the details on how districts will develop plans for their use of the funding.


The State Plan will describe the State’s implementation of standards, assessment, accountability, and school support and improvement activities. The State Board of Education (SBE) approved appointments of 17 members to provide input on the development of the Plan. The State has just completed six regional meetings conducted at County Offices of Education to collect input for the preliminary plan. State plan is being developed in consultation with stakeholders according to the following timeline:


Plan Development Timeline

Plan Development Activities


• Engage stakeholders in surfacing questions, decisions, and opportunities


• Develop plan outline based on draft regulations from U.S. Department of Education (ED)

• Begin drafting Plan

• Continue stakeholder engagement activities


• Draft plan completed

• 30-day public comment period


• Incorporate public comment and State Board of Education(SBE)feedback into Plan


• Plan approved by SBE, sent to ED


A number of potential funding opportunities are outlined in ESSA, as are a variety of options for state and local uses of funds. As with LCFF, it is up to the district level planning to determine specific allocations of funds. Some of the possible uses of ESSA funding include but are not limited to the following:


  • Literacy Education for All

  • Teacher and School Leader Incentive program

  • Effective Educator Development

  • School Leader Recruitment and Support

  • STEM Master Teacher Corps

  • “Well-rounded educational opportunities” activity

  • “Safe and healthy students” activity

  • Effective use of technology (up to 15% can be used for technology infrastructure)


For additional details and updates about the ESSA State Plan districts go the CDE Website at: www.cde.ca.gov/essa

Receive updates by joining the ESSA listserv. To subscribe, send a blank message to join-essa@mlist.cde.ca.gov


State Legislative Update:


AB 2329, Assemblywoman Bonilla, AB 2329 requires the SPI to convene an advisory panel to develop recommendations for a strategic computer science implementation plan. The panel would represent multiple stakeholders, including parents, teachers, students, advocates, policymakers, and leaders from state and local government. The SBE is required to consider these recommendations and develop the implementation plan. The recommendations will include, but not be limited to:


    • Broadening the pool of teachers to teach computer science

    • Ensuring all students have access to computer science courses

    • Procuring a pathway for computer science to count toward high school graduation and college admission

    • Providing access to computer science in both college and career pathways

    • Ensuring school districts have adequate broadband connectivity and access to hardware and software


AB 2329 passed unanimously in both the Senate and Assembly and is now on the Governor’s desk. CUE has submitted a support letter asking Governor Brown to sign this bill.


Proposed legislation: Internet for all Now Act: Proposed legislation being developed by the California Emerging Technology Fund (CETF): The bill would focus on broadband adoption for the most disadvantaged residents to achieve 90% access by 2023. Following are some of the major purposes of this bill:


  1. Requires the CPUC to identify priority Unserved areas to achieve Legislature’s goal of 98% deployment in each region and set objectives for timely decisions.

  2. Maintains funding priority for last-mile unserved households and allows improvements in underserved areas only if adjacent to unserved areas.

  3. Ensures most disadvantaged residents living in publicly-subsidized housing will be online and able to participate in the Digital Economy to get out of poverty.

  4. Allocates $150M to Office of Emergency Services to connect county and state fair sites with command centers for emergency response.

I am participating on a CETF committee to provide input to the language for this proposed legislation. CETF has not identified the author yet but have several State Legislators in mind.


Relevant State Propositions: CUE may want to consider taking positions on Propositions 51 and 55 as they have a significant impact on education funding. Most of the California Education Associations have taken and published their positions on these two Propositions. Clicking on the PDF HTML provides the details prepared by the Legislative Analysist’s Office (LAO). http://www.lao.ca.gov/


Proposition 51: School Bonds. Funding for K-12 School and Community College Facilities. Initiative Statutory Amendment.    PDF HTML


A YES vote on this measure means: The state could sell $9 billion in general obligation bonds for education facilities ($7 billion for K-12 public school facilities and $2 billion for community college facilities).


A NO vote on this measure means: The state would not have the authority to sell new general obligation bonds for K-12 public school and community college facilities.


Proposition 55: Tax Extension to Fund Education and Healthcare. PDF HTML


A YES vote on this measure means: Income tax increases on high-income taxpayers, which are scheduled to end after 2018, would instead be extended through 2030. Increased funding for schools and community colleges from roughly half of the revenue raised by the measure. This measure extends for 12 years the additional income tax rates previously established in 2012 by Proposition 30.


A NO vote on this measure means: Income tax increases on high-income taxpayers would expire as scheduled at the end of 2018.

Prioritizing Educational Technology Topics


California Education Technology Blueprint Survey:  During June and July 2016, it was decided to update the Blueprint priorities to help inform decisions regarding current and future priorities for education technology in California. The strategy for the update was to convert the 19 Blueprint topics into a survey that would be administered to a sample of California educators. A sample of 164 persons involved in education with 41% as teachers and the remainder technology support and administrators and others. Following are the ranking of the 19 recommendations by the respondents on a scale with 1 as low to 5 as high priority:

              1. Provide at least one Internet-connected devices to students and educators (4.5)
              2. Enhance tech integration throughout K-12 and higher education (4.5)
              3. Prevent cyberbullying and protect student data (4.4)
              4. Monitor and expand network bandwidth to support one-to-one computing (4.4)
              5. Pursue measures to close the digital divide for students and homes (4.3)
              6. Pursue statewide and regional enhancement of broadband connections (4.3)
              7. Instruct all students in technology use and programming (4.3)
              8. Create programs for Ed Tech professional development (4.2)
              9. Remove barriers that restrict instructional use of technology (4.2)
              10. Advocate for instructional technology and related professional development (4.1)
              11. Design School facilities to support technology resources (4.1)
              12. Provide professional development for technology with learning assessments (4.0)
              13. Recognize students who demonstrate 21st century skills and State standards (3.9)
              14. Provide regional and State tech support in the within the context of LCFF and LCAP (3.8)
              15. Build capacity for informed decision making re digital learning resources (3.8)
              16. Establish standards for development of low-cost shared digital learning resources (3.9)
              17. Create a State level senior-level position for educational technology (3.6)
              18. Create tools for evaluation of educational technology use by teachers, students, and parents (3.4)
              19. Explore the deployment of statewide cloud computing data (3.3)


CUE Legislative Advocacy Platform Priority Rankings: In additional to ranking the Blueprint recommendations we decided to have the Advocacy Committee members, using a scale with 1 as low to 4 as high priority, rank order the CUE Legislative Advocacy Platform items. Following are the rankings provided by 12 of the respondents:


      1. State funding for teacher and administrator professional development (3.9)

      2. Sustained funding for technology (3.9)

      3. Continuous funding for technical support (3.7)

      4. Technology integration into current and emerging tech initiatives (3.5)

      5. Fully funded professional development (3.6)

      6. Support of underserved areas (3.4)

      7. Digital content (3.4)

      8. Student privacy (3.3)

      9. Curriculum support (3.3)

      10. Alliance with other entities (new item) (3.3)

      11. Federal education initiatives (3.2)

      12. A statewide education technology plan (3.2)

      13. High speed network for homes (new item) (3.2)

      14. Research-based technology applications and services (3.2)

      15. Online learning (3.1)

      16. Career-long professional development planning (3.1)

      17. Integrated network and K-12 High Speed Network (3.0)

      18. Administrative uses of technology (3.0)

      19. California Education Technology Blueprint (2.7)

Analysis: It is evident that most items on each survey were rated as moderate to high. It is evident that closing the digital divide, sustained funding, technology integration into instruction, and professional development are among the highest priorities. CUE is adding items to the Speak-Up national survey which will provide a much larger sample size. 


September 22, 2016
CUE Announces Cathy Hunt Will Provide Closing Keynote at 2017 National Conference

Cathy HuntWalnut Creek, Calif., September 22, 2016 -- CUE is excited to announce that Cathy Hunt will be the Closing Keynote speaker for the CUE 2017 National Conference to be held March 15-18, in Palm Springs, California. Hunt’s keynote, The Art and Soul of Education, will be presented at an earlier time, 12:00 - 1:15 pm, on Saturday, March 18 in the Oasis 4 ballroom of the Palm Springs Convention Center.


With her irrepressible energy and dynamic presentation style, Cathy Hunt will provide educators with a new perspective on creative technology integration. As she states, "A redefinition of creativity is required for the contemporary student, but when we look beyond the buzzwords and catchphrases, what does ‘being creative' really mean? Have you considered that every moment in teaching is a creative act? Or that to be creative is to be fully human?” Hunt, a well-known advocate for the creative integration of technology in education, has developed ground-breaking programs for students around the world that combine hands-on, tactile, and collaborative ways of working with mobile devices.


As an award- winning educational consultant, presenter, author, and experienced Arts Educator at St. Hilda’s School on Australia’s Gold Coast, she has worked with tens of thousands of teachers globally to connect creative technology and cutting-edge pedagogical approaches with diverse learners. Hunt is probably best known for her work on iPadartroom.com, a home base for educators to engage with innovative ideas, resources, and technology for learning that combines paint and pixels.


Hunt is an Apple Distinguished Educator currently serving on the Advisory Board for the Asia-Pacific region. Recent accolades include the 2016 ISTE Mobile Learning Innovation Award, two Digital Innovation in Learning Award honourable mentions from Edsurge/Digital Promise, and 21st Century Learning International’s Teacher of the Year finalist. Cathy’s iBook, More iPad Art also won Best Non-Fiction and Best Reference title at the iBA Awards in Nashville, TN. Registration for the CUE 2017 National Conference is now open. For more information or to register, visit www.cue17.org.


# # #


About CUE

Ed Tech Professional Development is at the core of CUE's work. We strive to inspire innovative learners. By providing Ed Tech professional development to schools, districts, and local educators on the infusion of emerging technologies, we can help better prepare students for college and careers ahead. | www.cue.org


About the CUE National Conference

The CUE National Conference is the largest education technology conference in California and among the largest in the United States with more than 6,000 teachers and administrators attending annually. To register or for more information, visit www.cue17.org | #cue17

September 13, 2016
CUE Seeking Up-Tempo & Tech-Savvy Professional Learning Assistant

Love technology?

Are you a details-oriented person?

Do you like working in a mission-driven environment?

CUE wants YOU!

Be the logistics person behind the edu-awesome CUE Professional Learning experiences...


Be Our Professional Learning Assistant!

  • Deadline to apply: September 30
  • Required Application Materials: CV/Resumé, (optional: letters of recommendation)
  • Position: Full-Time, Non-Exempt, Hourly (subject to overtime) 
  • Location: CUE's Walnut Creek Office
  • Interviews: October 3-14
  • Projected start date: November 7
  • Compensation: Nonprofit Competitive, including benefits package 
 Now Hiring
now hiring



Note:  The CUE PL Assistant serves in a non-instructional role.


Position summary: This non-exempt, hourly position supports all of CUE’s Professional Learning program activities. Responsibilities include but are not limited to: being an engaging, positive first point of contact for members, attendees, volunteers, lead learners and vendors for the CUE professional learning programs; providing a variety of skilled administrative and clerical duties directly related to CUE’s professional learning programs; supporting the CUE professional learning staff in all aspects of administrative duties with accounts payable/receivable, communicating with Independent Contractors, maintaining data, data entry and preparing reports.

Qualifications:  No educational experience is required. Minimum of AA required; excellent computer skills, including word processing, spreadsheets, data entry, Google Drive; High proficiency in using office productivity (e.g.: Word, Filemaker, Excel, intermediate web editing, Gmail) software; skilled in database management; Excellent written and oral communication skills; Ability to work effectively in high-stress environment during peak seasons.


Principal Tasks

  • Answering and dispatching the CUE Professional Learning (PL) phone line and email.
  • Assist and maintain with logistics and planning for the PL programs and partnered events such as but not limited to templates, calendars, evaluations, records, handbooks, online schedules, databases, catering, travel and scouting hotels.
  • Assist with PL consultants such as lead learners, volunteer faculty and event sites.
  • Assist with PL income and expenses such as check requests and invoices.
  • Process and maintain PL event registrations.
  • Order and keep an inventory of CUE PL materials, including shipping to events.
  • Prepare word processing, spreadsheet, and database projects.
  • Researches and prepares reports as assigned, including PL Partner metrics.
  • Assists with CUE National and Fall conference set-up onsite.
  • Other duties as assigned.


Other Essential Functions: Regular and punctual attendance and dependability in meeting commitments and deadlines are essential functions of this position. Must be available and willing to work overtime when needed and on occasion, a flexible schedule especially before conferences. May be required to drive to client or vendor sites. Will be required to travel for National and Fall conferences and overnight time away.


Physical and Mental Requirements: The physical demands described here are representative of an employee to successfully perform the essential functions of the job, including but not limited to: ability to sit for prolonged periods, operate a computer and telephone, work effectively when working in isolation, work effectively as a part of a virtual team and concentrate on a variety of details when faced with interruptions and changing work priorities. Specific physical abilities include: the employee is regularly required to stand, walk, sit and occasionally is required to lift and/or move up to 25 pounds.

  • Deadline to apply: September 30
  • Required Application Materials: CV/Resumé, (optional: letters of recommendation)
  • Position: Full-Time, Non-Exempt, Hourly (subject to overtime) 
  • Location: CUE's Walnut Creek Office
  • Interviews: October 3-14
  • Projected start date: November 7
  • Compensation: Nonprofit Competitive, including benefits package




September 7, 2016
CUE STEAMpunk Playground Will Be Part of CUE 2016 Fall Conference


CUE_Fall2016_Logo Website.png

Walnut Creek, Calif., Wednesday, September7, 2016 -- After a successful launch in Palm Springs and a stop at ISTE 2016 in Denver, the CUE STEAMpunk playground will be part of the CUE 2016 Fall Conference, to be held October 28-29 at American Canyon High School in Napa Valley. Brought to you by CUE, with support from Apple, the CUE STEAMpunk playground will be open on Friday, October 28, only, and access to the space is included with registration. More info at fall.cue.org.


The CUE STEAMpunk playground allows conference attendees to engage in hands-on sessions featuring tools like robots and flying drones, Minecraft, 3D printing, coding and programming as well as give-away, “quick start” lesson plans that work for all grade levels from Kindergarten through college. Attendees will learn alongside Apple Distinguished Educators and CUE STEAMpunks.


Jon Corippo, CUE Director of Academic Innovation, explains the draw of the playground: “Educators know the value of the STEAM subjects -- Science, Technology, Engineering, Arts, and Math -- but they seldom get to experience all the innovations and cool things that are available in these areas. Having a space for educators to get in and do some hands-on work alongside top STEAM leaders means that they will take that enthusiasm and knowledge back to their classrooms to inspire and reach their students.”


The CUE 2016 Fall Conference does sell out quickly. To find out more information or to register, visit www.fallcue.org.    


# # #


About CUE

Ed Tech Professional Development is at the core of CUE's work. We are passionate believers in advancing student achievement through technology. By providing Ed Tech professional development to schools, districts, and local educators on the infusion of emerging technologies, we can help better prepare students for college and careers ahead. | www.cue.org | #fallcue



August 24, 2016
CUE Announces George Couros Will Keynote 2017 National Conference

CUE is excited to announce that George Couros will be the General Session Keynote speaker for the CUE 2017 National Conference to be held March 15-18, in Palm Springs, California. 


george_couros_headshot_03.jpgGeorge Couros is a top educator in the area of innovative leadership, teaching, and learning. He has worked with all levels of school -- from Kindergarten through 12th grade --  as a teacher and technology facilitator and both a school and district administrator. He is the author of the book The Innovator’s Mindset; Empower Learning, Unleash Talent, and Lead a Culture of Creativity. He speaks on the topic of innovative student learning and engagement and has worked with schools and organizations around the globe. Couros is also the creator of Connected Principals.com, an initiative that brings educators and leaders together from around the world to create powerful learning opportunities for students.  


Although Couros is a leader in the area of educational innovation, his focus is always on developing leadership skills in people and knowing what is best for learners. His belief is that meaningful change happens when you connect to people’s hearts, and this is modelled in his writing and speaking. Gear up for his #CUE17 talk at The Principal of Change (georgecouros.ca) or follow him on Twitter (@gcouros).  


Couros will be speaking on Friday, March 17, during the General Session, which takes place from 8:00 to 9:30 a.m. in Oasis 4 of the Palm Springs Convention Center. Following the Keynote, Couros will have a book signing from 10:00 - 11:00 am at the CUE Gear store. Registration for the CUE 2017 National Conference is now open. For more information or to register, visit www.cue17.org.


# # #

About CUE

Ed Tech Professional Development is at the core of CUE's work. We strive to inspire innovative learners. By providing Ed Tech professional development to schools, districts, and local educators on the infusion of emerging technologies, we can help better prepare students for college and careers ahead. | www.cue.org


About the CUE National Conference

The CUE National Conference is the largest education technology conference in California and among the largest in the United States with more than 6,000 teachers and administrators attending annually. To register or for more information, visit www.cue17.org | #cue17


August 11, 2016
CUE Announces Taylor Mali Will Keynote 2017 National Conference

CUE is excited to announce that Taylor Mali, the teacher-turned-poet will be the Welcome Session Keynote speaker for the CUE 2017 National Conference that will be held March 15-18, in Palm Springs, California. Mali will be speaking on Wednesday, March 15 at 6:30 p.m. in Oasis 4 of the Palm Springs Convention Center.


Mali.jpgTaylor Mali is a former teacher who now makes his living as a professional poet. Through poetry, passion and perseverance, he wants to encourage 1,000 people to pursue teaching as a profession. He is considered the most successful poetry slam strategist of all time, having led six of his eight national poetry slam teams to the finals stage and having won the championship itself a record four times. A native of New York City, Mali was one of the original poets to appear on the HBO series Russell Simmons Presents Def Poetry. He is a vocal advocate of teachers, having performed and presented for education professionals all over the world. 

His talks are described as the “inspiring, inventive, playful, musical, eloquent, and figurative words of one who has been in the trenches. Taylor Mali may not have all the answers all of the time, but at least he can make the questions rhyme.”


Registration for the National Conference is now open. For more information or to register, visit  www.cue17.org.


# # #




About CUE

Ed Tech Professional Development is at the core of CUE's work. We strive to inspire innovative learners. By providing Ed Tech professional development to schools, districts, and local educators on the infusion of emerging technologies, we can help better prepare students for college and careers ahead. | www.cue.org


About the CUE National Conference

The CUE National Conference is the largest and oldest education technology conference in California and among the largest in the United States with more than 6,000 teachers and administrators attending annually. To register or for more information, visit www.cue17.org | #cue17



July 20, 2016
CUE CEO Heads to Beijing to Participate in UNESCO Project

Mike Lawrence, CUE’s CEO, will join other educational experts from around the world in China later this week to take part in the United Nations Educational, Scientific, and Cultural Organization (UNESCO) project provisionally titled “Best Practices for School-Based Mobile Learning.” The worldwide initiative will take place in Beijing from July 25-27 where foundations will be laid for the two-and-a-half-year project. Lawrence was tapped to join the project because of CUE’s expertise providing professional development opportunities to educators in North America and elsewhere as well as CUE’s status as an Official Coalition Partner of Future Ready Schools. Lawrence will speak to the assemblage on the topic of “Future Ready Schools of the U.S.” 


Many schools throughout the world are grappling with how to introduce mobile technology both effectively and seamlessly into their curriculum. Most are beginning from scratch as they work to integrate these devices. Teachers and school leaders often have only a vague sense of what constitutes best practices and are seldom aware of lessons that have been learned by other schools, especially those in other countries.


UNESCO is committed to “filling this knowledge gap by identifying, documenting and sharing practices that facilitate successful mobile learning in schools.” At the conclusion of the three-day event, information will be gathered, analyzed and eventually shared on a dedicated website as well as a dedicated publication that can be easily used by school leaders and teachers. As event organizers stated, “The overarching purpose of the project is to illuminate a nascent set of best practices for mobile learning at the school level with a focus on secondary schools, including technical and vocational schools.” More information on UNESCO’s Mobile Learning efforts can be found on their website: www.unesco.org .


# # #




About CUE

Ed Tech Professional Development is at the core of CUE's work. We are passionate believers in advancing student achievement through technology. By providing Ed Tech professional development to schools, districts, and local educators on the infusion of emerging technologies, we can help better prepare students for college and careers ahead. | www.cue.org

July 15, 2016
Change of Focus for Advocacy

Legislative Update for CUE Members - July 2016 | more leg updates

Prepared by John Cradler, CUE Legislative Policy Consultant


Change of Focus for Advocacy


In the past, legislative advocacy at both the State and Federal level focused mostly on emerging and new bills specifically related to access to and use of technology in support of teaching and learning. However, over the last 5 years there has been a trend towards block granting or combining funding from categorical programs and then distributing the combined funds to States and to districts based on a formula. For example, initiatives such as CTAP, CLRN, and School Based Educational Technology Grants and about 40 others at the State level, were eliminated with funding being distributed as part of the Local Control Funding Formula (LCFF). At the Federal level programs such as Enhancing Education Through Technology (EETT), and 50 other categorical programs were eliminated with the funding consolidated to become part of the Every Student Succeeds Act (ESSA). The consistent message from the Governor and the White House is to move away from categorical programs, deregulate education programs, and to promote local level decision-making.


A limited number of bills are still being introduced which tend to be directly focused on supporting the planning and implementation of LCFF, ESSA, and the related new accountability systems. With this shift to local control of funds, there are many new policies and procedures needed to be established by the U.S. Department of Education and the California State Department of Education regarding how to prioritize, plan, implement, and evaluate the impact of the new Block Grant funding. For these reasons, it has become necessary to shift advocacy effort to working directly with Federal and State Departments of Education to help shape new guidelines, which include priority setting, planning procedures, ways to ensure local input to decisions, documentation of how funds are used. CUE and ISTE are now and should continue to be proactively involved in shaping the implementation of LCFF and ESSA.


2016-17 State Education Budget


The $115.4 billion state budget that Gov. Jerry Brown signed on June 24 and took effect July 1. The Budget included record high spending for K-12 schools and community colleges. The Budget includes total funding of $88.3 billion ($51.6 billion General Fund and $36.7 billion other funds) for all K12 education programs. The Budget provides a $5.9 billion increased investment in K14 education. since 201112. In spite of this increase California Education funding falls behind most states as emphasized in a recent quote from Delaine Easton, former State Superintendent of Public Instruction stated that, “despite being one of the most expensive states to live in, California is near the bottom in per-pupil spending.”  This is primarily because of the passage of Proposition 13 in 1998 in addition to cuts made by previous Governors.


Because of Proposition 13, the average California real-estate tax rate is still 60 percent lower than when the law passed in 1978, according to the State Board of Equalization. Since Proposition 13 became law, California has slid from 7th place among states to 27th place in spending per pupil, according to the U.S. Census Bureau, as the law constricted the biggest traditional source of education money. Legislation to repeal Proposition 13 has been introduced several times without success.  The Jarvis Taxpayers Association, that sponsored Proposition 13, claims that any attempt to weaken Proposition 13 is doomed to fail, as opposition is driven by a “fringe element” of public-employee unions with limited support.


Following are some of the key dollar amounts, including funding for new programs, for 2016-17:


• Local Control Funding Formula (LCFF)—An increase of more than $2.9 billion Proposition 98 General Fund to continue the State’s landmark transition to the LCFF. The LCFF is the primary mechanism for distributing funding to support all students attending K12 public schools in California. 


• College Readiness Block Grant—An increase of $200 million onetime Proposition 98 General Fund for grants to school districts and charter schools serving high school students to provide additional services that support access and successful transition to higher education. 


• Teacher Workforce—A combined increase of $35 million onetime General Fund ($10 million nonProposition 98 and $25 million Proposition 98) to fund programs aimed at recruiting additional teachers and streamlining teacher preparation programs.


• California Collaborative for Educational Excellence (CCEE)—An increase of $24 million onetime Proposition 98 General Fund for the CCEE to: (1) support statewide professional development training on use of the evaluation rubrics by local educational agencies, and (2) implement a pilot program to inform the Collaborative’s longterm efforts related to advising and assisting local educational agencies in improving pupil outcomes. This funding will build local and state capacity to implement a system of continuous improvement in the eight LCFF priority areas.


• MultiTiered Systems of Support—An increase of $20 million onetime Proposition 98 General Fund allowing local educational agencies to provide services to assist and encourage multitiered support systems. These services support academic, behavioral, social, and emotional needs and have been successful in improving outcomes for all students.


• Online Effective Practices Clearinghouse for Community Colleges: The Budget includes $5 million Proposition 98 General Fund to support the creation of zerotextbookcost degrees, and credentials and articulates the expectation that community college districts make them available through an online clearinghouse of effective practices to encourage their adoption across all community college campuses.


• Online Courses for Community Colleges: An increase of $20 million onetime Proposition 98 General Fund to expedite and enhance the adaptation and development of online courses that will be available through the online course exchange.


• K-12 High Speed Network (HSN): Funding for K-12 HSN at $4.5 million, which is less than the $50 million allocated for 2015-16. The budget language does not specify the use of this funding within the context of K-12 HSN.


• Additional funding for Rubric Development and School Accountability Report Card (SARC), which is an opportunity to include the use of technology within the emerging SARC topics.


The 70-page CA State Budget can be accessed at: http://www.ebudget.ca.gov/FullBudgetSummary.pdf


Every Student Succeeds Act (ESSA) Update


The ESSA was signed into law by President Barack Obama on December 10, 2015, and goes into full effect in the 2017–18 school year. The ESSA reauthorizes the Elementary and Secondary Education Act (ESEA), the nation’s federal education law, and replaces the No Child Left Behind Act (NCLB).


ESSA State Plan required: As part of California’s transition to ESSA, California must submit an ESSA State Plan to the U.S. Department of Education (ED). The State Plan will describe the State’s implementation of standards, assessment, accountability, and school support and improvement activities,

State plans must be developed in consultation with stakeholders. The plans are submitted to the ED and undergo a peer review process determined by the ED Secretary of Education. The best source for monitoring the CDE progress in developing the State ESSA plan is to follow the progress of the State Board of Education (SBE) where details are reported with the agenda for each SBE meeting. ESSA is a major topic now and in the near future for each SBE meeting. http://www.cde.ca.gov/be/ag/ag/


CUE provided input to ED: A representative for CUE, John Cradler, along with Craig Thibaudeau, ISTE Chief External Relations Officer and John Bernstein, ISTE Lobbyist along with national representatives of NSBA, CoSN, NEA, Libraries, and others provided input to the ED Director of Educational Technology regarding the “guidance” that ED should provided to States on how to develop their State ESSA Plans. After reviewing the topics to be addressed, I prepared specific responses to four questions and presented to at the meeting. Question were: 1) Are there aspects of the state’s role that would be helpful to explain? 2) The Department plans to offer definitions for the following: digital learning, personalized learning, blended learning and openly-licensed education resources, 3) The Department plans to provide light guidance on the role of  “needs assessments” and “evidence-based practices, and 4) Are there additional areas in Title IVA for which guidance would be particularly useful and/or areas to highlight.


A number of competitive and non-competitive grant opportunities are outlined in ESSA, as are a variety of options for state and local uses of funds. For an in-depth analysis of the fiscal implications of ESSA, please see the Council of Chief State School Officers (CCSSO) document, “Summary of Significant Spending and Fiscal Rules in the ESSA,” available on the CCSSO Resources Web page at http://www.ccsso.org/Resources/Publications/Summary_of_Significant_Spending_and_Fiscal_Rules_in_the_Every_Student_Succeeds_Act.html.


CUE provides input to the CA ESSA Plan: CUE, as well as other state professional associations were asked to provide input to the CDE on development of the State ESSA plan. CUE, ACSA, CETPA, and TICAL provided a joint letter to Tom Torlakson, SPI, and to Mike Kirst, State Board of Education (SBE) President, with specific suggestions for the CA ESSA plan to include: . . . “the State ESSA plan should incorporate suggested uses of technology within each component of the ESSA plan. It is also suggested that the State ESSA plan should provide guidance on how ESSA will be linked to the LCFF and related LCAP or to combine the LCAP and ESSA into a single district consolidated plan. In addition, the State should provide guidance on effective ways to integrate technology into ESSA district-level planning as well as a process for documenting the impact and benefits made possible by the use of ESSA funding”


The SBE recently prepared a timeline for the implementation of ESSA in conjunction with LCFF and the related LCAP implementation as summarized in the following chart:



Proposed Transition to ESSA Requirements

Proposed Development of LCFF Evaluation Rubrics

January 2016

Solicit applications for the California Practitioners Advisory Group (CPAG). Anticipate U.S. Department of Education (ED) guidance with intent to publish regulations within six months. Public hearing on ESSA.

Present example of quality standards and expectations for improvement using graduation rate as the example.

March 2016

The State Board of Education (SBE) Screening Committee makes recommendations for appointments to the CPAG.

Present t0SBE final design features of the evaluation rubrics based on User Acceptance Testing (UAT) and feedback.


California Department of Education (CDE) solicits input from stakeholders on considerations for the ESSA State Plan.


Present the SBE with update on use and evaluation of the rubrics prototype


CDE drafts plans to conform to rules and regulations and continues to solicit input from stakeholders.

Proposed concepts for integrating federal requirements with state accountability.

Finalize evaluation rubrics based on guidance from the SBE, feedback from local educational agencies (LEAs), county offices of education (COEs), and, input from stakeholders.


CDE revises early draft of ESSA State Plan based on stakeholder input.

Final Local Control Funding Formula (LCFF) Evaluation Rubrics for SBE Adoption.


Draft ESSA State Plan presented to SBE for review.




ESSA State Plan presented to SBE for approval at January meeting.  CDE then submits approved ESSA State Plan to ED; ED has up to 120 days to review ESSA State Plan.



Accepted ESSA State Plan is published.


 New Accountability System begins August 2017


LCAP Update:


LCAP Problems: At a Senate hearing in February, State Board of Education President Michael Kirst acknowledged the wide variation among districts in meeting the template and spending regulations and the need to clarify what’s required in the LCAP. Kirst stated that the challenge of LCAP regulations is to strike the balance between holding districts accountable for improved outcomes for students and being too prescriptive in telling districts how to do that. Many districts’ LCAPs have already grown to hundreds of pages, partly in response to revisions required under the current template.


A recent review of LCAPs in the Bay Area has shown little or no inclusion of technology to support instruction. Also, surveys and site visits conducted by Educational Support Systems found that most educators were not aware of ways to build technology into LCAP plans or even how to provide input to LCAP plan development. A statewide review of LCAPs found that it is often difficult, if not impossible, to find out how much some districts are spending on high-needs students; to track the expenditures over time; and to find a justification or rationale for districts’ spending decisions. Many districts were using LCFF funding to supplant rather than supplement existing funding. For more details go to: https://west.edtrust.org/wp-content/uploads/sites/3/2015/11/ETW-April-2016-Report-Puzzling-Plans-and-Budgets-Final.pdf


LCAP Proposed Solutions: Increasing accountability for the LCAP to determine the extent to which districts are addressing LCAP’s eight priorities should cause districts to take the Plans more seriously and monitor and report on use and potential impact of the LCAP. The SBE is developing a set of “evaluation rubrics” that will guide districts and county offices of education in identifying deficient areas in an LCAP. The Board’s deadline for adopting the evaluation rubrics is Oct. 1, 2016. The Legislative Analysis’s Office is recommending a tighter focus for the LCAP as follows: 1) require districts to distinguish between ongoing and new LCFF funded actions, 2) clarify metrics used to document LCAP implementation, 3) require the CDE to publicize model LCAP’s, 4) describe how LCAP documents uses of funds serve English learners and low-income children, the chief beneficiaries of the LCFF.


Related Action Item for CUE: It is suggested that when CUE conducts its membership survey that questions be included relating to the use of technology, online learning, and technology related professional development incorporated into the LCAP. Also, questions about educator awareness and opportunity to have input to the LCAP should be asked. Keep in mind that LCFF is about the only available funding source for educational technology. Also, it is suggested that CUE provide guidance and examples to members on how incorporate technology into their local LCAP.  The guidance and examples should focus on the 8 LCAP priorities grouped into the three major focus areas for ESSA which are: 1) Conditions for Learning, 2) Pupil Outcomes, and 3) Student Engagement.


1. Conditions of learning: Basic school conditions (LCAP priority 1), including the assignment of fully credentialed teachers to appropriate courses, access to standards-aligned textbooks and materials, and safe and clean facilities. Implementation of state standards (LCAP priority 2), including the Common Core and the Next Generation Science Standards for all students, and implementation of the new English Language Development Standards for English learners. Access to a broad course of study, including courses required for high school graduation (LCAP priority 7): Measures may include availability of courses required for admittance to a four-year state university and career-technical education programs.


2. Pupil outcomes: Student achievement (LCAP priority 4) as measured by performance on standardized tests; the percentage of English learners who are reclassified as fluent in English; the share of high school students who pass Advanced Placement course exams with a score of at least a 3 out of 5; the portion of students deemed college-ready on the Early Assessment Program, and other measures of college and career preparation. Other student outcomes (LCAP Priority 8) as measured by performance in other required areas of study, including student portfolios and other forms of assessments, such as the SAT or ACT college entrance exams.


3. Student Engagement: Student engagement (LCAP priority 5) as measured by graduation and middle and high school dropout rates, chronic absenteeism and attendance. Parent involvement (LCAP priority 3) as measured by efforts to solicit parents’ participation in school-site decisions. School climate (LCAP priority 6) as measured by suspension and expulsion rates, and other local measures such as surveys of students, parents and teachers to measure a sense of safety and feelings of being connected to the school.


Parent Engagement with LCAP Planning: The legislation and the SBE have added requirements for reaching out to parents, students and community members during the LCAP development process. After the LCAP is written, the district superintendent must present it to a District Parent Advisory Committee – a majority of whose members are parents and guardians, including parents of students who are from low-income families. The superintendent must also present it to an English Learner Parent Advisory Committee if English learners constitute at least 15 percent of a district’s enrollment and at least 50 students. The superintendent must respond in writing to the advisory committees’ suggestions. School boards must hold at least one public hearing on the proposed LCAP before subsequently adopting it at the same school board meeting at which the district’s budget is also adopted. The district superintendent and school board should do extensive outreach and integrate priorities suggested by the district advisory committees, school site councils, parents and the public at large into the LCAP.


LCAP Frequently Asked Questions: To access frequently asked questions and answers regarding the Local Control Funding Formula go to: http://www.cde.ca.gov/fg/aa/lc/lcfffaq.asp#LCAP


LCFF Guide: EdSource produced a guide that provides comprehensive information about how the new system works, how much money school districts receive, and which parts of the law remain to be defined and implemented. https://edsource.org/2016/local-control-funding-formula-guide-lcff/89272


Funding to Expand Schools' High-Speed Internet


The Federal Communications Commission (FCC) recently voted to increase funding that supporters say will expand the Internet capacity for an additional 40 million students in 100,000 schools nationwide.

The commission raised the E-rate, a federal program paid for by telephone customers, by $1.5 billion per year, bringing the total yearly funding to schools and libraries for Internet connections and operating subsidies to $3.9 billion.


“It’s a historic day for students and library patrons,” said Evan Marwell, CEO and founder of Education Superhighway, a San Francisco-based nonprofit that works with districts and states to extend their Internet capacity. He said the additional money, plus other changes that the commission passed, should meet President Barack Obama’s goal of providing 99 percent of students in America with next-generation broadband – between 100 megabits and 1,000 megabits per second (1Gbps) by the end of 2018. That would provide enough capacity for laptops and tablets for all students in every classroom.

Only 30 percent of schools nationwide – and only 14 percent of schools in low-income neighborhoods — currently have the targeted high-speed capacity, according to the FCC.

The new revenue should narrow the digital gap in California, according to Andrea Bennett, the executive director of the California Education Technologists Professional Association (CETPA). “We applaud the effort of the FCC,” she said. “We hope they continue to work on these changes and listen to schools.” In particular, she said the new revenue would help California schools in rural areas, which have the most problems with Internet connectivity.


The FCC estimates that the new E-rate surcharge will raise the cost of a phone line by about $2 per year. Established in 1997, in the era of slow-speed modems, the E-rate pays for Internet connections and subsidized service to the nation’s schools and libraries. The priority is extending broadband connections to buildings, with leftover money going for equipment for Wi-Fi access to classrooms and ongoing broadband service subsidies. Rural and low-income schools receive E-rate priority.


However the E-rate has not been able to keep up with the demand for more broadband, which is increasing 50 percent each year. According to the FCC, only 30 percent of schools nationwide – and only 14 percent of schools in low-income neighborhoods — currently have the targeted high-speed capacity. Only 45 percent of districts have the Wi-Fi capability that would enable every student to use a device linked to the Internet.


With nearly three in five districts reporting that the ongoing connectivity costs are the major barrier to faster service, the E-rate expansion should make a difference, Marwell said. E-rate subsidies for Internet service range from 20 to 90 percent for low-income schools. But there hasn’t been enough money in the program to go around. This year, California, schools requested more than $1 billion in E-rate funding, but the FCC committed $290 million, according to data provided by Universal Service Administrative Company, the firm that processes E-rate applications. The commission also approved incentives for states to contribute to the cost of extending broadband to schools.


The FCC had not raised the cap on the E-rate since it was established. Earlier this year, it directed an extra $1 billion for broadband for schools and libraries by diverting subsidies that had gone to outdated technologies. The five-member commission approved the E-rate changes with a partisan 3-2 vote.


New Online E-rate Information Resource:  If you are interested in the latest information and continuous updates as well as the history of the E-rate along with examples of how other states are implementing E-rate check out this new resource: http://erate.tips/


FCC Modernizes Lifeline Program for the Digital Age


The FCC votes to make low-income Americans eligible for subsidy. Low-income Americans will be eligible for a monthly subsidy of $9.25 to receive high-speed Internet service recently approved by federal regulators in an effort to close the digital divide and expand access to broadband. The FCC voted 3-2 along party lines to expand a 3-decade-old program that subsidizes phone service for people who cannot afford it. Much of the testimony focused on how this change will help close the “homework gap” so students can work at home with Internet access needed to complete assignments.


FCC Commissioner, Jessica Rosenworcel who spoke on this topic at CUE 2016 was one of the three Commissioners who voted “yes” for the Lifeline amendments at the FCC Hearing yesterday. CUE signed on with the California Emerging Technology Fund (CETF) a letter to the FCC to support Life Lifeline.  CETF is a non-profit organization committed to helping enable high speed Internet access to underserved homes and schools and was acknowledged by CUE with the Legislative Advocacy Award given to CETF President Sunne McPeak at the Spring Conference in Palm Springs. CUE continues to collaborate with CETF on issues related to Internet access.


Computer Science and STEM Education priorities for Hillary Clinton


Computer science education and STEM education would get extra attention and resources under a proposal released by Hillary Clinton, the presumptive Democratic presidential nominee. Clinton, wants to partner with the private sector to train 50,000 new computer science teachers, either by bringing in new recruits to the teaching profession, or by giving existing educators additional training.


She's also interested in helping schools and districts develop "innovative" schools that put a priority on STEM and helping kids learn through hands-on activities in so-called "maker spaces."  But she doesn't attach a dollar amount to those plans. And the former secretary of state wants to double the federal investment in the $120 million Investing in Innovation (i3) program, including a 50 percent set-aside for computer science education. This echoes a proposal from President Barack Obama to funnel more federal resources into computer science education.


Source: http://blogs.edweek.org/edweek/curriculum/2016/06/computer_science_stem_education_hillary_clinton.html

California Legislation


Very few bills have been introduced that directly relate to the CUE Advocacy Platform priorities. While not addressing technology, bills of interest related to implementation of LCAP, ESSA, and new accountability system but are briefly summarized as follows. Click on the title of the bill to access current status, analysis, history, and complete bill language.


 SB 871 - Liu (D): California Collaborative for Educational Excellence: Professional Development Training: Pilot Program: Requires the California Collaborative for Educational Excellence (CCEE) to establish a statewide infrastructure to provide professional development training to local educational agencies (LEAs) to successfully implement forthcoming evaluation rubrics to be adopted by the State Board of Education (Board). Also requires the CCEE to implement a pilot program that will inform its long-term efforts to advise and assist LEAs in achieving the goals set forth in their local control and accountability plans (LCAP). Contingent upon funding provided in the budget or another enacted statute.


Action: Passed with amendments to encourage inclusion of stakeholders and make clarifying changes


AB 2548 - Weber (D): School Accountability System: This bill requires the State Board of Education (SBE) to adopt a statewide accountability system aligned to California's local framework and that satisfies the federal accountability system requirements of the Every Student Succeeds Act (ESSA). Among other things, the SBE would be required to use data from key indicators (addressed in the bill).


More specifically, the bill would require the system to (1) satisfy the accountability requirements of the ESSA, (2) align California’s LCFF, which is focused on identifying and supporting local educational agencies with the additional need to identify, support, and improve California’s highest need schools, as specified, (3) rely upon data from key indicators established by the evaluation rubrics adopted by the state board, (4) provide the California Collaborative for Educational Excellence, county superintendents of schools, and the public with data to be used in a multitiered system of review and assistance, and (5) ensure the creation of a data and reporting system that provides meaningful and accessible information on school and school district performance that is displayed through an electronic platform.


Action: Passed


 AB 2680 - Bonilla (D): Parent, Guardian, Pupil, and Family Engagement Support: This bill requires local education agencies (LEAs) to develop and implement a strategic plan to address parent engagement, subject to one-time funding being provided in the budget act. 


Action: Held in Committee


Additional Bills Relevant to CUE: We continue to monitor legislation and report on bills that could be of interest to CUE members. If you know of bills that you feel we should monitor and perhaps take positions on please let us know.  


To find bills you should go to: http://leginfo.legislature.ca.gov/faces/billSearchClient.xhtml

Additional Information: For additional information and updates on any topics addressed in this Update, contact John Cradler: cradler@earthlink.net