JCCSTECHPLAN

Juvenile Court and Community Schools
San Diego County Office of Education
JCCS
Technology Plan
2010-2015
Office of the San Diego County Superintendent of Schools
© 2010 Board of Education, San Diego County. All rights reserved.
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Technology Plan Contact Information
Education Technology Plan Review System (ETPRS)

Contact Information
County & District Code: 37 - 10371

School Code (Direct funded charters only): 3710371
LEA Name: San Diego County Office of Education
*Salutation: Dr.
*First Name: Dennis
*Last Name: Danielson
*Job Title: Technology Coordinator
*Address: 6401 Linda Vista Rd., SDCOE Rm. 216
*City: San Diego
*Zip Code: 91910
*Telephone: (858) 571-7230
Fax: (858) 268-3176
*E-Mail: ddaniel@sdcoe.net
Please provide backup contact information.

1st Backup Name: Mary Glover
1st Backup E-Mail: mglover@sdcoe.net
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TABLE OF CONTENTS
Technology Plan Contact Information.........................................................................................................3
TABLE OF CONTENTS.........................................................................................4
APPENDIX I – EDUCATION TECHNOLOGY PLAN BENCHMARK REVIEW....5
1. PLAN DURATION ...........................................................................................12
2. STAKEHOLDERS ...........................................................................................13
3. CURRICULUM COMPONENT.........................................................................18
Students: ....................................................................................................................................................20
4. PROFESSIONAL DEVELOPMENT COMPONENT........................................42

4.a. Current skills of JCCS Teachers and Administrators.........................................................................42
5. INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT, AND

SOFTWARE COMPONENT.................................................................................51
6. FUNDING AND BUDGET COMPONENT........................................................65
7. MONITORING AND EVALUATION COMPONENT.........................................70
8. EFFECTIVE COLLABORATION STRATEGIES WITH ADULT LITERACY

PROVIDERS.........................................................................................................74
9. EFFECTIVE, RESEARCH-BASED METHODS AND STRATEGIES..............75
APPENDIX A........................................................................................................88
NETS FOR TEACHERS.......................................................................................88
NETS FOR STUDENTS ......................................................................................90
NETS FOR ADMINISTRATORS..........................................................................91
THE ISTE NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS

(NETS•A)..............................................................................................................91
AND PERFORMANCE INDICATORS FOR ADMINISTRATORS.......................91

Appendix C – Criteria for EETT Technology Plans ................................................................................93
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Appendix I – Education Technology Plan Benchmark Review
For the grant period ending June 30, 2010
CDS # 37-10371
District Name: San Diego County Office of Education
The No Child Left Behind Act requires that each EETT grant recipient measures
the performance of their educational technology implementation plan. To adhere
to these requirements, describe the progress towards the goals and benchmarks
in your technology plan as specified below. The information provided will enable
the technology plan reviewer better to evaluate the revised technology plan and
will serve as a basis should the district be selected for a random EETT review.
Include this completed document in your revised technology plan and send the
signed hard copy to your regional California Technology Assistance Project
(CTAP) office or the California Department of Education (CDE).
1. Juvenile Court and Community Schools (JCCS under the supervision of
the San Diego County Office of Education) has made progress toward our
Technology Plan goals from 2010-2015. We have worked to have all JCCS
students achieve proficiency in the California content standards through
integrating technology in all teaching and learning activities. Beginning with
the development of our online student assessment test (Measures of
Academic Progress-MAP), over 130,000 individual student tests have been
recorded for diagnostic evaluation of individual performance and to provide
prescriptive focus for shaping curriculum and instruction that is differentiated
and meaningful. These MAP scores are contained in our locally produced
FileMaker Pro database system that permits instant access for classroom
teachers and other staff to utilize student MAP scores and other critical
student data. Test scores are up for JCCS students as measured by
Academic Performance Index (API), documenting impressive gains.
District-wide scores rose nearly 100 points from 486 in 2005 to 585 for
the most recent data from 2009. This increase is impressive when
compared with the statewide 46 point growth rate over the same time
frame. The coordination of technology tools and staff development to meet
JCCS program goals, aligns with the JCCS Mission Statement. In 3 of 10
commendations of the JCCS program by the Western Association of
Schools and Colleges WASC evaluation study, technology integration was
cited as major strength. The use of data to inform instruction and to provide
specific strategies to address student need was found to as strength. Use of
the FileMaker database and PLATO online learning system are key
components of that success. Improving mathematics instruction and student
outcomes has been a primary focus of the JCCS program and the selection
of the PLATO system has provided learning opportunities for students by
specifically addressing individual student needs and aligns with the
California math content standards. Additional technological tools integrated
into the curriculum at all levels include Discovery Education (online video
and multimedia resources), Smart Board systems (interactive whiteboards)
and extensive online resources that are teacher discovered and utilized.
Throughout the JCCS system, hardware, software, staff development and
all related processes are directly aligned with JCCS academic goals to
ensure proficiency of California content standards and to address the
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unique learning situations for our students.
1. Describe your district’s progress in meeting the goals and specific

implementation plan for providing professional development
opportunities based on the needs assessment and the Curriculum
Component goals, benchmarks and timeline as described in Section
4.b., Professional Development Component Criteria, of the EETT
technology plan criteria described in Appendix C (Provide descriptive
narrative in 1-3 paragraphs).
JCCS recognizes the importance of staff development to ensure the success of
our students. JCCS teachers have received technology training as part of staff
development activities including our textbook adoptions and online assessment
programs. Over 95% of our teachers have completed our JCCS Technology
Integration staff development program that features training on using
student data inform teaching and to integrate technology in differentiating
instruction. Additionally, JCCS teachers are required to expand and monitor
the use of technology-based instructional strategies, Advanced SDAIE
(Specifically Designed Academic Instruction in English) strategies, CCRTL
(Center for Culturally Responsive Teaching and Learning), targeted CAHSEE
(California High School Exit Exam) interventions and student assessment data
to increase ELA and math achievement for all JCCS students including English
Learners (EL) and Students with Disabilities (SWD), and Independent Study (IS)
students. Ongoing local staff development sessions are coordinated and
provided by JCCS Technology Resource Teachers in classrooms, in small
groups and in full days staff development events. In all JCCS staff development
trainings, technology is always ingrained whether the focus is math, English,
social science, science, or elective curriculum. Our teachers complete the
EdTechProfile surveys on a yearly basis and this data is used to refine plans for
further training and to guide technological resource deployment. JCCS
specialists such as Technology Resource Teachers (or JCCS classroom
teachers who have mastered the particular technical resource) conduct many of
our staff development programs to address curricular needs. This local expertise
lends to the successful integration of technology programs that address
California content standards and supports focus to address the many unique
features of our programs (i.e. highly at-risk, high mobility, low average length of
stay, previous lack of school success) and must be factored into our training. All
JCCS staff development events are documented for attendance and follow-up
support is provided through the trainers, JCCS Leadership Team members, the
JCCS Technology Committee representatives and the JCCS Technology
Support Team (TST).
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5000
4045 4259
4000
Number Enrolled
2973
3000
2000
1021 1565
1000 412
15 16 30 19 17 32 73
0
K 1 2 3 4 5 6 7 8 9 10 11 12
Grade Level
JCCS Program Profile

The county of San Diego covers 4,261 square miles and San Diego County
Juvenile Court and Community Schools (JCCS) serves the entire county with
programs in eight geographical regions. JCCS enrolled 14,476 students during
the 2008-09 school year, with daily enrollments ranging from 2,800 to 3,400.
Figure 2 presents the October 2009 JCCS enrollment by grade level. The
majority of JCCS students are concentrated at the secondary level. Students
come to JCCS with diverse life experiences, challenging concerns as well as a
variety of unique characteristics including:
• Significant gaps in school achievement, attendance, and grade level completion.
• JCCS student survey data indicate that our students have attended, on
average, two to three schools during the school year prior to JCCS
enrollment. Figure 2
JCCS offers a variety of alternative education programs for students in grades

K-12. Students are typically referred by the Probation Department, the
Department of Social Services and/or the student's resident school district.
School districts refer students for zero tolerance, expulsion, credit deficiency, and
truancy. JCCS student racial demographics are displayed in the graph below and
are reflective of the 2009 data. With over 77% of our students being of color, it is
important that our program goals and focus works to the benefit of these
“minorities”. Figure 4 below shows the ethnic makeup of our student population.
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Students come to JCCS with diverse life experiences, challenging concerns as
well as a variety of unique characteristics.
• Significant gaps in school achievement, attendance, and grade level

completion.
o JCCS student survey data indicate that our students have attended, on
average, two to three schools during the school year prior to JCCS
enrollment.
• Brief enrollments with JCCS, as illustrated in Figure 3.
o JCCS students are enrolled an average of 47 school days (2008-09
enrollment data). These data demonstrate that 83% of our students are
in our programs for less than 90 days of enrollment.
• Special instructional needs.

o Approximately 16% of JCCS students are in Special Education, with
over 30% of these students diagnosed as Emotionally Disturbed.
o Based on the California English Language Development Test (CELDT)
data, approximately 33% of JCCS students are classified as English
Language Learners (ELLs). Of our ELLs, 95% are Spanish speakers.
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JCCS is divided into 8 Regions: EAST, HOPE, MESA, METRO, MOUNTAIN,
NORTH, San Pasqual Academy and SOUTH.
In the METRO, SOUTH, EAST and NORTH Regions the majority of schools are
community schools; which are self-contained, multi-grade multi-subject
classrooms. They provide standards-based educational opportunities leading to
graduation from high school or a GED certificate. In several locations, JCCS offers
pregnant and parenting teen mother programs, which emphasize basic parenting
skills, child development as well as the opportunity to earn a high school diploma
or GED. Independent study programs are available as a mode of instruction if
deemed appropriate for students. Special Education services are provided in each
region through the JCCS Special Education Department.
The MESA Region provides the educational program for incarcerated youth in the
three Juvenile Hall facilities: Sierra Vista, Sarah Anthony, and East Mesa. The
majority of the students in these facilities are in grades nine through 12. The
faculty and staff are committed to ensuring that all students receive the
opportunities necessary to strengthen academic competence, enhance self-
esteem and to optimize the potential for success in a multicultural, global society.
Students are placed in classrooms based on their living unit. All classrooms are
multi-age and multi-grade and are staffed by teachers with either a multiple subject
or single subject credential. All teachers have specific training in the area of
literacy, based on improving reading, writing, speaking and listening.
The MOUNTAIN Region consists of the following programs: Barrett High School,
Rancho del Campo High School, and Phoenix Academy. All of the Mountain
Region schools are residential programs operated in conjunction with either the
San Diego County Probation Department or the Phoenix House Treatment
Program. Barrett and Rancho del Campo serve only male students, while Phoenix
Academy is co-educational. Students in the region are involved in a five-hour
school program with the opportunity to earn a high school diploma. In addition, the
GED can be taken at each of the one-site authorized testing facilities.
JCCS also provides educational services to homeless youth in the HOPE Region
that consists of the Monarch School. This program provides special students with
additional opportunities targeted to break the cycles of poverty, homelessness and
abuse. The program allows students to continue to pursue all of the requirements
for graduation as well as providing career guidance, counseling, work experience
and participation in a mentor program. Students also receive support in the areas
of health, clothing, family assistance and other special support activities.
High school students in the foster care system are served at San Pasqual
Academy, is a residential high school campus for San Diego County foster youth.
The high school at San Pasqual Academy is a public, four-year high school,
administered under the direction of Juvenile Court and Community Schools and
the San Diego County Office of Education. This highly successful school is a
collaboration of public and private support to address the unique needs and
challenges that teens in the foster care system face. College prep is a focus along
with personal and work place readiness. Housing is provided on campus for all
students.
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Summary
The San Diego County Juvenile Court and Community Schools serve a large,
highly mobile student population who possess unique characteristics and
educational needs. Educational outcome measures indicate that JCCS students
perform in the first to second quartile on California standardized assessments (i.e.,
MAP and CAHSEE). Nevertheless, consistent with expected school-wide learning
results emphasizing academic achievement, JCCS academic indicators have
shown phenomenal improvement, as illustrated by the increase in CAHSEE
passing rates (2001-2009). Growth for math was 722% and for ELA 300%.
Improvement in CAHSEE Pass Rates 2001-2009
English Speaking first time test takers, all Ethnicities
2001 9
25
2002
2003
2004
Math
2005
ELA
2006
2007
2008
2009 61
71
0 20 40 60 80
Percent Passing
Local assessments reveal improvement in academic skills, despite short

enrollment periods. Indicators of student engagement and completion reveal that
students attend school at an acceptable level and are productive in school.
Student, staff, and community survey results reflect the positive attitudes held by
students, parents, teachers, classified staff and partnering agency staffers toward
JCCS. Overall the school and community data strongly indicate that JCCS has
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progressed along a path of continuous school improvement through the ongoing
Focus on Learning process to ensure the success of our students in attaining the
expected school wide learning results.
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JCCS Technology Strategic Plan
2010-2015
1. PLAN DURATION
Overview
The Juvenile Court and Community Schools is embarking on an aggressive plan
to address the diverse needs of our students. The Superintendent of Schools for
the San Diego County Office of Education has challenged JCCS schools to
accelerate JCCS student achievement and to create model classrooms at
all JCCS sites. This plan is an ambitious undertaking and presents a projection
of what will occur over the next five years from July 1, 2010 to June 30, 2015.
The effective use of technology is an integral component of this plan, and
requires careful preparation. Consequently, the JCCS Technology Committee
and various stakeholders have worked to outline strategies that effectively
implement technology that will improve student learning and address the JCCS
mission. This document is the result of many hours of discussion, learning and
collaboration among a representation of JCCS staff. The development of a
strategic planning document for technology is challenging work. It requires
commitment to a well-crafted planning process that will dramatically impact
effective implementation. The five-year timeframe will facilitate our programs to
keep pace with changes in technological resources and to move JCCS forward to
meet the academic needs of students. This plan will also support the
implementation of a new JCCS student information system that will offer a
dynamic online student information management system to meet the attendance,
assessment, and the vast informational needs of the JCCS.
Principles:
• Technology is integrated to support the educational process and program
goals.
• Broad-based involvement and support are essential for the plan’s
success.
• The technology plan is needs driven, and based upon assessment criteria.
• The design of the planning process provides leadership, direction, defines
common values and priorities, and builds capacity in planning teams.
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This process is built around a common vision for learning and mission for
technology integration into JCCS programs to ensure student learning and
mastery of the California content standards. This plan supports the JCCS
Mission statement.
The Mission Statement for the JCCS states:
As members of the Juvenile Court and Community Schools, we are
committed to high expectations, social justice, and equality for all
students. We value diversity and strive to eradicate institutionalized
racism and discrimination in all forms. Our priority is to eliminate the
achievement gap between students of color and white students. We
accomplish this through the delivery of culturally and linguistically
responsible standards-driven instruction, courageous and advocacy
oriented leadership, and relevant professional development. All JCCS
community members stand personally committed and professionally
accountable for the achievement of this mission.
2. STAKEHOLDERS
Dozens of people from within and outside of the organization have been involved
in developing and supporting technology integration and specifically this planning
process. Many persons have offered their formal input through surveys,
discussions, worked in planning committees, read drafts and will be kept
informed through the data collection and sharing of progress throughout the
duration of the plan. Their efforts are greatly appreciated as we move forward
with the implementation of our plan. They are to be commended for their efforts.
Stakeholders in the process include, but are not limited to:
• JCCS Teachers, the JCCS Technology Committee, JCCS Staff, JCCS
Parent representatives, JCCS Parent Liaisons, JCCS Counselors and
JCCS Administration, JCCS Student Representatives
• San Diego County Office of Education representatives (CTAP Regional
coordinators, Network services, Computer Support services, Business
services, Student Information services)
• San Diego county university and college leaders (California State
University San Marcos & National University)
• Vendors (Northwest Education Association, Apple, Dell, PLATO,
FileMaker, Smart Board, Discovery Streaming)
• San Diego county organizations and community leaders, (County
Probation Department and the San Diego Juvenile Justice Team)
It is important to note that JCCS students have a stake in the process through
feedback in formal meetings and through informal dialog with regional JCCS
Technology Committee members. Their interest and commitment to the process
and to the development of JCCS technology is invaluable. Students in the JCCS
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Technology Academies, North Region Education Center, South Region
Technology Center, San Pasqual Academy and others, serve as leaders in
developing ideas, curriculum refinement and technological support to other JCCS
programs.
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Special thanks go to Daryl Stermon and Dr. Cynthia Candler for their guidance
and support to have this plan evolve and become a real-world product that
serves students and staff. The following people have contributed to the process
and have served on the JCCS Technology Committee. Their work and
commitment have made this plan and technology integration into JCCS programs
possible.
Mary Glover Executive Director

Dennis Danielson Coordinator, JCCS Instruction
Wendell Callahan Assessment Coordinator, JCCS
Ron Major Principal – San Pasqual Academy
Alex Long Juvenile Hall, MESA Region
Joel Garcia Assistant Principal– HOPE Region
Greg Severson Technology Resource Teacher
Jeff Heil Technology Resource Teacher
Mark Starr Technology Resource Teacher
Mark Rounds Technology Resource Teacher
Penny McNeil Teacher – Independent Study- METRO Region
Angela Gigliotti Teacher – SOUTH Region
Marcqk Anderson Teacher – MESA Region
Steven Keiley Teacher – HOPE Region
William McGrath Teacher – NORTH Region
Cris Silva Teacher – Technology Academy, SOUTH
Sheri Chappell Administrative Assistant – Mountain Region
Chris Myers Teacher - MOUNTAIN Region
Jim Leblanc Computer Support Services Supervisor
Becky Fino Office Systems Tech II
Vong Sopha Office Systems Tech II
Andrew Bartkiewicz Network Analyst
Mike Lloyd Office Systems Tech I
Pete Padilla Office Systems Tech I
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Vision
JCCS envisions that JCCS students will be proficient users of technology
and JCCS teachers will fully integrate technology into the curriculum at all
grade levels.
Recognizing the global impact of emerging technologies, JCCS will support the
use of technology to promote learning throughout all aspects of the JCCS
community. Students, teachers, and staff in the JCCS will have the technological
skills and resources needed to empower and enrich their lives and the lives of
those around them. The integration of technology will facilitate effective teaching
and learning, increase productivity, and promote higher levels of achievement. It
will open a world of lifelong learning to those who use it, and JCCS students will
be able to create and embrace technology to help them to reach their educational
goals.
SDCOE Mission
SDCOE has embarked on an aggressive strategic plan to better serve the
educational needs of the San Diego county students. The mission of the San
Diego County Office of Education, as a world-class educational leader and
trusted partner, is to transform public education and guarantee high levels of
student achievement. In partnership with local school districts and the global
learning community, we will research and apply innovative 21st century
practices; leverage resources; develop strategic alliances; inspire powerful
leadership; and provide exemplary customized services to districts, communities
and our students in all county office-operated programs.
Central to this mission are four targeted strategies. They are:
I. We will lead, develop, and implement digital literacy initiatives
among staff and students across the county.
II. We will nurture, support, and develop leaders and leadership

at all levels countywide.
III. We will transform our use of resources and create

partnerships to accelerate learning for all students and
eliminate the achievement gap.
IV. We will develop and implement means to ensure global

workplace readiness for all students.
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JCCS Technology Focus
The technology mission of the Juvenile Court and Community Schools is to
incorporate current and emerging technologies into the educational process to
support student learning. We seek to motivate students to actively use
technology to meet their academic and career goals. Aligned with the JCCS and
Western Association of Schools and Colleges (WASC) Plan, the following
expectations hold for all JCCS students and staff:
• Provide protocols and models for students to demonstrate their proficiency in

National Educational Technology Standards for Students (NETS) by grade
level spans.
• Address Internet safety issues through teacher-led classroom activities and

discussions and by utilizing online resources that address CyberBullying and
other online safety issues.
• Allow students to use a variety of technologies to gather, analyze, organize,

share and present information.
• Provide appropriate access for all JCCS students, teachers, parents/legal

guardians and staff to technology resources.
• Prepare students for their future roles in a technologically advanced society.
• Provide opportunities for students to research, create and publish using a

variety of technological tools in all curricular areas
• Develop technical and basic literacy skills.
• Enrich and extend the educational experience for all JCCS students.
• Provide training and support for teachers to utilize technology for instruction
and classroom management.
• Promote student-centered learning with the teacher acting as a facilitator and

manager.
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3. CURRICULUM COMPONENT
3.a Teachers’ and students’ current access to technology tools
The continued goal of technology access in JCCS classrooms is to support

the curriculum and promote quality teaching and learning while covering state
standards. Access to technology for teachers and students has been a focus
in JCCS programs. Due to the nature of JCCS programs in general, some
JCCS sites are not open or accessible prior to or after school hours.
Circumstances such as probation and agency policy require controlled
student movement and thus restricts corresponding access to technology.
While most teachers in JCCS programs make individual accommodations to
provide access to students during the school day and outside of school hours,
it must be in collaboration with these agencies. Some JCCS sites, such as
San Pasqual Academy, provide access to computers and the Internet to
students in their living quarters for access outside of school hours. JCCS
teachers strongly encourage students to make individual appointments to
meet with teachers to use technology before or after school hours in JCCS
classrooms or to use local library/neighborhood resources.
In the eight JCCS regions there are currently 1031 computers in JCCS
classrooms and labs for student use. Each classroom has a minimum of three
student use computers. In most classrooms, the number of student
computers is greater than 5 (the “typical” JCCS classroom has 15-20
students) and the total ratio of students-to-computers is 2.71 to 1. (See
sections 5b for further information on existing hardware). Access to computer
labs or mobile laptop carts are available in all JCCS regions, and are
accessible to all students via teacher reservations.
In the past three years, the integration of technology tools at JCCS has grown
at an accelerated rate. Curriculum integrated projects have included many
aspects of technology: Internet-based research projects, online lessons, video
production, electronic portfolios, online student testing, videoconferencing,
database resources of student and program information, podcasts, projection
systems, interactive whiteboards, docu-cameras, Wikis, Web logs (blogs),
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and more are in use in JCCS classrooms. At all JCCS sites, it is the
continued goal to integrate technology into the curriculum and to support the
outcome based learning objectives and the California state content standards.
Teacher Access:
All JCCS teachers have access to technology at their work location, including
“teacher-only” designated desktop and laptop computers. Teachers also have
access to computer laptop carts for whole group instruction and other
technology tools both during the school day and outside of school hours to
accomplish the mission of JCCS and to support teaching and learning.
Teachers in all grade levels and subject areas use newer technologies
including desktop projection systems, interactive whiteboards with student
responders, docu-cameras, video production and editing equipment, online
resources such as online standards based lessons (PLATO), video-on-
demand resources (Discovery Education) and other tools to promote dynamic
teaching to address curricular goals and academic content standards. Our
locally developed student case-management system utilizes the FileMaker
Pro database system and provides critical, real-time information such as
assessment data, school placement history, credit status, home contact
information and many other demographic and academic data. Additionally,
our state adopted textbooks include CD/DVD-ROM resources for teacher
utilization in all grade level and subject areas. All teachers have access to
laptops for checkout and numerous teachers have been allocated laptops for
their use in our Independent Study program.
Student Access:
JCCS students have equal access to technology without discrimination.
(Under certain conditions, some students may not have Internet access per
Juvenile Justice mandates). All students are instructed in use of computers,
Internet, and courseware. The current ratio of 2.71 students per computer is
impressive, but not always sufficient. The diverse nature of our programs,
create challenging technological scenarios. While student access in all grade
levels and subject areas is manageable through planned rotations and on an
“as-needed” basis, there are locations that require more resources. Our
current standard classroom allocation of computers is five modern computers
with Internet connectivity and a laser printer on a local/wide area network with
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high bandwidth Internet connectivity. Additionally, there are several lab
settings throughout the JCCS programs, including computer labs and mobile
laptop carts that contain class sets of laptops with wireless connectivity, that
support curricular goals and are used to meet flexible scheduling needs of
multi-classroom sites. Students in JCCS classrooms create media-rich
products such as graduation projects and electronic portfolios that align with
curricular goals and address state standards. Student use of newer
technologies include desktop projection systems, interactive whiteboards,
student responders, docu-cameras, video production and editing equipment
and online resources such as online lessons (PLATO*), Rosetta Stone
(English language development program), Atomic Learning, video-on-demand
resources (Discovery Education), digital cameras and other tools to enhance
student learning. Many JCCS programs offer access to technology both
before and after school hours with teacher supervision. Library media centers
are in place in several JCCS regions and are accessible to students beyond
regular school hours. Also, technology equipment is available for checkout to
students with special project needs such as video camcorders, digital
cameras and laptop computers.
*PLATO is an online, integrated learning system—
inclusive of all state standards down to the learning
objective level with fixed benchmark assessments for
grades 2-12. It provides online instruction and reporting.
The management system automates data analysis and
assignment creation to instantaneously provide each
student with a targeted and personalized prescription to
instruction.
3.b Current use of hardware and software to support teaching and learning
Students:
All students entering JCCS’ programs complete an assessment test via the
computer-based Measures of Academic Progress (MAP) test that is
“adaptive” as it is used to create individualized learning prescriptions.
Throughout the school year, this electronic measurement tool is also used to
conduct additional, pre and post-tests. This method of conducting benchmark
tests with the students not only gives students feedback on where their
strengths and weaknesses lay, but also accurately reflects the instructional
level of each student. This data is available to teachers on their desktop
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computers on a real-time basis. On a daily basis, JCCS students use
technology across the curriculum and in all subject areas.
Current daily uses include:
English: Each student has access to classroom computers and age-
appropriate software as well as the Microsoft Office Suite (Word, PowerPoint
and Excel) as well as keyboarding programs. All JCCS students in English
classes create works of writing that are saved in electronic files that can be
transferred via the Internet to shared locations. Students use word
processing and desktop publishing programs routinely to create short stories,
essays, newsletters, brochures, and other original writing samples that align
with state standards and reflect strong emphasis on academic language. For
non-English speakers and students deficient in English language skills,
teachers prescribe the online program, Rosetta Stone (a media-rich language
instruction and reinforcement program) is used to support students who are
designated as non-proficient in English language as determined by the
California English Language Development Test (CELDT). Currently, twenty-
five percent of JCCS students are designated as English Language Learners
(ELL).
In Social Science classes, students have access to classroom computers and

to the Internet to search for and retrieve information to construct
presentations on current and/or historical issues. Using multimedia tools such
as such as PowerPoint and video production products, students build
presentations incorporating text, pictures, audio, movies, music and graphics.
Students can start with a link on Nettrekker (DI) accessing a specialized
browser that has pre-selected web content that is sorted by grade level and
further differentiates by reading level so students find useful information that
they are comfortable with and can use to construct their own learning
outcomes.
During Science classes, students have access to computers and regularly

use Internet resources and electronic encyclopedias or CD/DVD-ROMs to
find and use information about scientific issues. Some science students are
using online computers to conduct virtual dissections in classrooms that do
not have access to scientific laboratories. Many classrooms are using Smart
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Boards and Discovery Education video-on-demand technologies to make
science lessons rich with virtual field trips, simulations and graphical displays
for evaluation.
In Math classes, students use classroom computers and Internet resources

such as CAHSEE preparation web sites, desktop projectors and graphic
calculators to demonstrate knowledge of mathematical concepts. Students
use Atomic Learning tutorials and MS Office software (Excel) to construct
spreadsheets in order to build scenarios for budgets or to calculate real world
scenarios that address the California state content standards.
In Elective classes students create original works of art with paint and graphic
programs such as Adobe Photoshop. Students work in cooperative groups
and use digital cameras and scanners to create Web pages that display
school information and examples of student work. Senior or semester projects
integrate many of the learning constructs including high school exit portfolios.
Included are video productions submitted to local and national award panels.
Staff:
To support the learning environment, teachers regularly construct lessons
that integrate technology and address state standards. On a daily basis,
JCCS teachers use desktop and laptop computers in a variety of ways: 1) to
manage information regarding student attendance, 2) report grades, 3)
access placement histories, 4) list credits, 5) communicate and collaborate
via email, blogs and Wikis and 6) manage other electronic information to help
support teaching and learning. All JCCS teachers use the FileMaker software
program (developed in-house by JCCS staff) to access student records, find
program information, record grades, and print report cards and to track
student academic performance.
This locally developed student case-management system database system
provides critical, real-time information such as assessment data, school
placement history, credit status, home contact information and many other
demographic and academic data throughout the district.
On a daily basis, JCCS staff utilize emerging technologies such as Smart
22
Boards, Discovery Streaming video resources, PLATO online lessons, video
production, textbook aligned CD/DVD ROMS, academic Internet websites,
podcasts, blogs, wikis and other technologies that enhance the curriculum
and address state standards. In all of the curricular areas, JCCS teachers are
leaders in the utilization of technology to facilitate the learning process. For
example, in JCCS English classes, teachers use reading remediation
software programs such as Rosetta Stone for English language learning
students to provide computer-based audio-phonic activities for students
deficient in this area. JCCS Social Science teachers support students by
providing Internet research projects that start with Nettrekker (DI) and other
web based activities for scaffolded learning activities aligned with state
standards. Teachers use Smart Boards and desktop projectors to present
lessons to the whole class and build computer-generated rubrics for
evaluation of student presentations. In addition, JCCS was selected as a
“Best Practice” by The Educational Options Best Practices Demonstration
Project (a coordinated effort jointly underway with the California Department
of Education) for its creation of our “Math 2 Success” program that provides
video demonstration Algebra lessons conducted by JCCS students and are
archived and available via our website. JCCS has leveraged its managed
PLATO online program to provide focused Mathematic lessons that are
individualized and tracked to permit analysis and anywhere/anytime access.
These lessons address individual learning needs as identified in students’
online diagnostic test in the MAP. The PLATO math software addresses
remedial needs on an individualized basis and allows for differentiated
instruction. Students may progress through the standards-based lessons at
their individual pace.
3.c Summary of the district’s curricular goals that are supported by this
technology plan
Overview
All JCCS curriculum adheres to the California State Content Standards for
Mathematics, English, Language Arts, Science, and History Social-Science.
Curriculum goals are established by the JCCS Leadership Team and are
reviewed in bi-monthly planning sessions with curriculum planning
committees in all content areas. Classroom resources, including technology
resources, are reviewed, selected and thus adopted to support instruction by
23
the curriculum committees. JCCS programs work with a highly mobile and
challenging student population (see section “JCCS Program Profile”) and are
supervised by the San Diego County Office of Education (LEA). Data
collection for these students is often difficult as over 80% of our students are
with us 90 days or less. Alternative assessment models that are state
approved have been developed to measure student performance and
document academic growth. The ASAM (Alternative Schools Assessment
Model) is used to document JCCS success and provides school-level
accountability for alternative schools serving highly mobile and at-risk
students.
All JCCS programs are fully accredited by the Western Association of Schools
and Colleges (WASC) and received a full, 6-year accreditation in 2007. All JCCS
educational programs provide curriculum that is aligned to state of California
content standards and frameworks. JCCS complies with all state testing
requirements including the California High School Exit Exam (CAHSEE) and
reports outcomes via the Alternatives Schools Assessment Model (ASAM).
STAR testing is conducted on a yearly basis for all JCCS students during the
spring testing window. Continual academic proficiency testing is done via
computer-based adaptive tests utilizing the Measures of Academic Progress
(MAP) program and provides pre/post test measurements of student academic
abilities to document growth and target instruction. The JCCS Assessment &
Accountability department's primary mission is the coordination and
implementation of state-mandated testing programs and the collection and
analysis of student performance data to inform instructional decision-making and
support student achievement. The department also prepares annual
accountability reports for the San Diego County Board of Education and the
California State Board of Education. These testing and accountability programs
include:
• Academic Performance Index (API)

• Adequate Yearly Progress (AYP)
• Alternative Schools Accountability Model (ASAM)
• Annual Report to County Board of Education
• California Achievement Test (CAT6)
• California Alternate Performance Assessment (CAPA)
• California English Language Development Test (CELDT)
24
• California High School Exit Examination (CAHSEE)
• California Standards Tests (CST)
• Measure of Academic Progress (MAP)
• Local evaluation of SB1095 educational programs for Transitioning
High Risk Youth.
• Standardized Testing & Reporting Program (STAR)
The Assessment & Accountability department is actively involved in ongoing

training and capacity building for JCCS teachers, administrators, and support
staff in the area of testing and assessment. Department staff present at
professional conferences and also participate in county and state level
workgroups and committees dealing with Alternative Schools Accountability
Model (ASAM) development and implementation, California High School Exit
Examination (CAHSEE), and SB1095 program evaluation. Department staff
provides daily updates of academic and student performance data to
instructional and teacher leaders for program improvement, preparation of
grant proposals and other reports. The curriculum committees regularly
evaluate software and integrated learning programs for system wide adoption.
Examples of this are the implementation of the PLATO online curriculum and
adoption of the Rosetta Stone language curriculum to meet the learning
needs of JCCS students who are identified as English Language Learners.
Curriculum goals and objectives are at the core of improving the JCCS ability
to accelerate learning for all students. The San Diego County’s Strategic Plan
(2009-2014) cites as a core strategy to “lead, develop, and implement digital
literacy initiatives among staff and students across the county”. In JCCS, we
have been working to achieve all of our students to a proficient level and will
use technology as a tool to accelerate the learning of all students. The
SDCOE Superintendent has a major goal to provide service to districts
through a focus on using technology tools to serve the needs of learning and
teaching.
To support these goals, the LEA (SDCOE) has developed the San Diego
County Office of Education Technology Use Plan. Included in this plan are the
following goal areas: Improve Student Learning, Access for All, Online
Professional Development, Videoconferencing, Instructional Television, and
Learning Resources. The JCCS Technology Plan has been aligned with the
SDCOE Technology Use Plan and was used as a guide to construct the
25
Acceptable Use Plan AR No. 6163 (amended July, 2009).
The JCCS Technology Plan is also aligned with the SDCOE’s Learning
Resources and Educational Technology Division. This division has published
the following priorities:
• ENGAGE and support high priority, low performing schools.
• SUPPORT districts in standards-based instruction, planning, and

implementation.
• ASSIST with assessment of learning to drive decisions for learning.
• SUPPORT development of professional educators.
• PROVIDE opportunities for sharing and learning among districts.
26
3.d Using technology to support district curricular goals and academic
content standards
Overview
In order to address and focus on state content standards, JCCS teachers
work with curriculum leaders to create unique lessons that engage and
challenge students. By creating lessons aligned with the State of California
Content Standards to support district curricular goals and academic content
standards, students are presented a comprehensive and rigorous educational
experience. The goals, objectives, and benchmarks below are developed to
ensure student success and to maximize learning by providing differentiated
academic content. JCCS teachers face unique challenges in educating our
highly at risk students. Our programs offer the best alternative educational
programs for students not served in their traditional settings. In this
environment, our teachers reach students on a personal level and work
tirelessly to help students to succeed, both educationally and as citizens.
Technology can be a tool to provide a better life for our students. Emerging
careers are dependent on technological skills and JCCS teachers will use
every resource to help their students to succeed. They need to reach those
students who need a safe environment and a classroom that respects the
students’ values, culture, history and unique abilities. They need a place to
express themselves and to be connected to the community. Our teachers
create this environment on a daily basis. They use technology tools to enrich
and enhance learning. Most lessons incorporate writing across the curriculum
and the integration of technology “basics” such as word processing, Power
Point presentations, and desktop publishing. Enhanced lessons incorporate
emerging technologies and utilize Internet resources to create student work
that is meaningful and lasting. On the following pages, we present our goals
and specific implementation plan for using technology to improve teaching
and learning.
27
3.d Use technological tools to support JCCS academic goals
Technological tools such at PLATO Learning Environment (PLE), offers

individualized learning modules that address unique student needs and are
aligned to state of California standards. The PLATO electronic management
system tracks performance growth and to document student achievement.
Additionally, the PLATO curriculum is completely aligned to state standards
and is delivered via the Internet so that unique student assignments are
available from any Internet-ready computer, thus addressing the need for
continuity of service for all students, wherever they may move within the
program or out of classroom situations.
Goal 3.d.1 JCCS teachers and students will use technology to improve
academic proficiency by supporting district curricular goals and mastering
academic content standards.
Objective By June 2015, over 85% of JCCS students will use the PLATO
3.d.1 Learning Environment (PLE) lessons to master at least 12 modules
as selected by their teacher. (Modules are online distinct learning
activities that address a targeted learning objective and include a
tutorial, application and mastery test)
Benchmarks for 3.d.1
By June of 2011, 60% of all JCCS high school students will utilize PLATO
(PLE) lessons to master at least 4 modules as selected by teacher.
By June of 2015, over 85% of all JCCS high school students will utilize
PLATO (PLE) lessons to master at least12 modules as selected by
teacher.
Implementation and monitoring for 3.d.1
Benchmark Implementation Responsible Time Monitoring and
Plan and Person Line Evaluation Activities
Activities
3.d.1 Review and Tech May 20, JCCS/PLATO staff
revise PLATO Coordinator 2010 development plan meeting
staff dev. plan is held and program focus
is identified and
documented.
3.d.1 Refine data Tech June 30, Measures of Academic
collection process Coordinator 2010 Performance
for JCCS/PLATO Assessment (MAP)/CAHSEE/ PLATO
measurement Coordinator success criteria are
criteria for Leadership devised
program Team
evaluation
28
Implementation and monitoring for 3.d.1 (cont.)
Plan and Person Line Evaluation Activities
Activities
3.d.1 Coordinate with Tech Ongoing Network speed
SDCOE Network Coordinator through increased to
Services to SDCOE June, established goal (T-1
increase network Network 2015 and above) to all JCCS
capacity in all Director sites.
JCCS classrooms
3.d.1 JCCS Technology Tech May 1, 1. Record /logs of
Resource Coordinator 2010 teacher staff
Teachers will 4 Resource through development events
refine and Teachers June 30, 2. Records of student
implement the Leadership 2015 use of on PLATO in
staff development Team both PLATO
plan to include management systems
small group and and FileMaker
individual PLATO Database systems.
integration
strategies
3.d.1 Collection and Assessment Bi- MAP /CAHSEE/ PLATO
synthesis of MAP/ Coordinator annually success criteria,
CAHSEE/ PLATO Tech through including module
student indicators Coordinator 2015 completion rate, is
4 Resource documented and
Teachers shared with JCCS
Leadership Team at
quarterly meetings
29
3.d. 2 Objective: JCCS programs will use technology as a tool to accelerate
the learning of all students and to address curricular goals. The expectations
are that JCCS teachers and students will utilize emerging technologies to
accelerate learning, close the achievement gap and for all students to reach
proficiency.
Objective By June 2015, over 85% of JCCS sites will use emerging
3.d.2 technologies in teaching and learning.
(Resources such as: video-on-demand (Discovery Education), interactive
whiteboards (Smart Boards), blogs, Wikis, and cloud computing resources will
be used to address state academic content standards in JCCS sites.)
Benchmarks for 3.d.2
By June of 2011, emerging technologies will be integrated into the core
curriculum in a minimum of 60% of JCCS sites.
curriculum in a minimum of 70% of JCCS sites.
curriculum in 75% of JCCS sites.
curriculum in 80% of JCCS sites.
curriculum in over 85% of JCCS sites.
Implementation and monitoring for 3.d.2
Benchmark Implementation Responsible Timeline Monitoring
Plan and Activities Person
3.d.2 Document current Tech Coordinator June, Survey
baseline of use of 4 Resource 20010 instrument
emerging Teachers through created.
technologies among Program Director August Detailed staff
JCCS staff 2010 summary of
usage
presented to
Program Dir.
3.d.2 Hold professional Tech Coordinator Ongoing Record /logs of
development 4 Resource through teacher
workshops to train Teachers 2015 attendance in
JCCS teachers on emerging
integration strategies technologies
for emerging tech training
3.d.2 Document and Tech Coordinator Completed Emerging

measure emerging JCCS June 30, technologies
tech usage in JCCS Assessment 2011 then success criteria
FileMaker Pro Coordinator ongoing on are defined,
database system 4 Resource bi-annual shared quarterly
Teachers basis at Leadership
3.d.2 Collection and Assessment Bi-annually Survey results

synthesis of Coordinator Starting Oct of emerging
emerging Tech Coordinator 2010, technologies
technologies student 4 Resource through success criteria
indicators via locally Teachers June, 2015 is published and
developed survey presented to
Program Dir.
30
Goal 3.e JCCS students will acquire technology and information literacy skills
To meet the needs of our students in the rapidly changing technological world,
Information Literacy skills, Technological Proficiency skills, and Digital Citizenship
skills are critical. The National Educational Technology Standards – NETS – (See
Appendix A) target key competencies for student acquisition of skills in these six major
areas:
1. Creativity and Innovation,

2. Communication and Collaboration
3. Research and Information Fluency
4. Critical Thinking, Problem Solving, and Decision Making
5. Digital Citizenship
6. Technology Operations and Concepts
JCCS will use the International Society for Technology in Education (ISTE) National
Education Technology Standards (NETS-S standards) as a key framework to address these 21st
century skills. These standards will be covered in JCCS classrooms by teachers as part of
daily lessons, in JCCS computer lab settings as part of a computer course and as part of
curriculum provided via electronic resources in collaboration with the JCCS Technology
Committee and JCCS Technology Resource Teachers.
Objective By June 2015, over 85% of JCCS students will be introduced to and
3.e.1 demonstrate competence in the National Educational Technology Standards
for Students (NETS-S) through embedded activities in all curricular areas.
Benchmarks for 3.e.1

By June of 2011, 60% of JCCS students will have been introduced to and
show competence in the National Educational Technology Standards for
Students (NETS-S).
Students (NETS-S).
Students (NETS-S).
Students (NETS-S).
By June of 2015, over 85% of JCCS students will have been introduced to
and show competence in the National Educational Technology Standards
for Students (NETS-S).
Implementation and monitoring for 3.e.1
Benchmark Implementation Responsible Time Line Monitoring and
Plan and Activities Person Evaluation
31
Implementation and monitoring for 3.e.1 cont.
3.e.1 Devise JCCS Tech Coordinator Oct 2010 Presented to
database 4 Resource Executive Dir
component to Teachers
document student
competence of
NETS-S
3.e.1 Presentation and 4 Resource Nov 2010- Logs of staff

implementation of Teachers June 2015 development
plan in staff events recorded I
development events JCCS Technology JCCS Filemaker
– small group and Committee reps database
local training
3.e.1 Students Teachers Bi- Student JCCS
demonstrate 4 Resource Annually NETS survey
competence in Teachers and then
NETS-S through Technology ongoing
JCCS Tech Nets Students through
survey. 2015
3.e.1 Develop and Tech Coordinator Introduced Teacher logs and
implement online 4 Tech Resource Jan 2010 FileMaker data
CyberSafery Teachers Ongoing entry
curriculum for through
teacher and student 2015
awareness
3.e.1 Students Teachers Introduced Teacher logs and
demonstrate 4 Resource Jan 2010 FileMaker data
competence in Teachers Ongoing entry
NETS-S Students through
2015
32
Goal 3.f JCCS students will learn about the ethical use of information-
technology including: copyright, fair use, plagiarism and the implications
of illegal file sharing and downloading.
To meet the needs of our students, JCCS technology resource teachers and JCCS
technology Committee members have constructed online curriculum to address the
issues of ethical and fair use of online information including plagiarism and illegal file
sharing/downloading. This “Cyber Safety/Ethical” curriculum is imbedded in English
core course assignments that are addressed uniformly in all JCCS classrooms on a
monthly basis. This course utilizes the latest information from such sources as the
California Technology Assistance Project (CTAP – Region 4), ISTE, CyberSmart and
other leading student centered ethical organizations.
Objective By June 2015, over 85% JCCS students will be introduced to and
3.f.1 demonstrate understanding of the ethical use of information technology
including: copyright, fair use, plagiarism and the implications of illegal file
sharing and downloading.
Benchmarks for 3.f.1
show competence in the corresponding modules of the JCCS Cyber
Safety/Ethical curriculum.
Safety/Ethical curriculum
and show competence in the corresponding modules of the JCCS Cyber
Implementation and monitoring for 3f.1
3.f.1 Devise JCCS Tech Coordinator Oct 2010 Presented to
database 4 Resource Executive Dir
component to Teachers
document student
proficiency in the
ethical use of
information
3.f.1 Develop JCCS 4 Resource Nov 2010- Program
“Ethical Use of Teachers developed and
Information” presented to
program – for online JCCS Technology Leadership Team
or stand-alone Committee reps
computer-based
training
3.f.1 Presentation and 4 Resource Nov 2010- Logs of staff
program in staff events recorded I
33
locally held staff
development events
3.f.1 Students Teachers Bi- Student “JCCS
demonstrate 4 Resource Annually Tech Ethical
competence in Teachers and then Survey” conducted
ethical use of Technology and ongoing and presented to
information through Students through Leadership Team
“JCCS Tech Ethical 2015
survey”.
34
Goal 3.g JCCS students will be introduced to Internet safety curriculum
including strategies on protecting one’s privacy, dealing with Cyber
Bullying and avoiding online predators.
To meet the needs of our students, JCCS technology resource teachers and
JCCS technology Committee members have constructed online curriculum to
address the issues of Internet safety including strategies to protect one’s
privacy and to avoid online predators. This “Cyber Safety/Ethical” curriculum is
imbedded in English core course assignments that are addressed uniformly in
all JCCS classrooms on a monthly basis. This course utilizes the latest
information from such sources as the California Technology Assistance Project
(CTAP – Region 4), ISTE, San Diego Anti-Defamation League, CyberSmart
and other leading student centered safety organizations.
Objective By June 2015, over 85% of JCCS students will be introduced to and
3.g.1 demonstrate understanding of Internet safety including strategies to protect
one’s privacy and to avoid online predators.
Benchmarks for 3.g.1

show competence in the corresponding online modules of the JCCS Cyber
Safety curriculum.
Safety curriculum
Safety curriculum
Safety curriculum
and show competence in the corresponding online modules of the JCCS
Cyber Safety curriculum
Implementation and monitoring for 3.g.1
3.g.1 Devise JCCS Cyber Tech Coordinator Oct 2010 Presented to
Safety curriculum 4 Resource Executive Dir
Teachers
3.g.1 Develop JCCS 4 Resource Nov 2010- Program
“Ethical Use of Teachers developed and
Information” presented to
program – for online JCCS Technology Leadership Team
or stand-alone Committee reps
computer-based
training
3.g.1 Presentation and 4 Resource Nov 2010- Logs of staff
program in staff events recorded I
locally held staff
development events
35
Goal 3.h JCCS students will have equitable access to technology.
JCCS policies and practices ensure appropriate and equitable access to computers
and technology for all of our students. (Under certain cases, legal restrictions may
apply as mandated by the court.) Access to technology includes English Language
Learners, Special Day Class students, gifted and talented students, and 504
designated students. To meet the needs of all JCCS students in the rapidly changing
technological world, computer use must occur on a daily basis to promote higher-level
thinking, facilitate communication, promote skill mastery, and to solve problems. JCCS
programs reflect staff commitment to high expectations, social justice, and equality for
all students. Equal access to technology for our students matches this agenda item of
the JCCS Mission statement.
Objective Increase the students-to-computers ratio to better than 2 to 1 by

3.h.1 June of 2015.
Benchmarks for 3.h.1
By June of 2011, the students to computers ratio for JCCS will be 2.7 to 1.
By June of 2012, the students to computers ratio for JCCS will be 2.5 to 1
By June of 2013, the students to computers ratio for JCCS will be 2.3 to 1
By June of 2014, the students to computers ratio for JCCS will be 2 to 1
By June of 2015, the students to computers ratio for JCCS will be better
than 2 to 1.
Implementation and monitoring for 3.h.1
Plan and Person Line Evaluation
Activities Activities
3.h.1 Review and develop Tech Coordinator Sept. Plan
5 year Regional Principals 2010 documentation
Distribution Plans, Technology submitted to
computer refresh Tech Committee Executive
including Director and
purchase/lease database
guidelines inventory records.
3.h.1 Implement Tech Coordinator Jan 2011, Summary
distribution plan Tech Team Bi- distribution
within JCCS Regions Regional annually records provided
to reach target goals Principals through to Executive Dir.
2015
36
Goal 3.i. Ensure that technology is used to support student record keeping
and assessment efforts.
Currently, SDCOE (the LEA for JCCS) provides support for student record
keeping and assessment data through the current Student Information System
(SIS). In conjunction with the SDCOE, JCCS has pursued a new student
information system to replace the SIS system and improve processes and
services. The selection and deployment of this new online product is scheduled
for September, 2010. Additionally, the JCCS Technology Team utilizes our
locally developed case management system to supplement the student
information system. This FileMaker Pro database is JCCS specific and assists
with student record keeping and assessment information. This tool has been
installed on all teacher computers and staff training is continuous to improve
utilization to help drive instruction and promote informed decision making
regarding student needs.
Objective By June 2015, all Juvenile Court and Community Schools

3.i.1 teachers, administrators and designated support staff will have
computer access to current student records and assessment
information.
Benchmarks for 3.i.1
By June of 2011, 75% of JCCS teachers and administrators will have
computer access to current student records and assessment information.
Implementation and monitoring for 3.i.1
Benchmark Implementation Responsible Time Line Monitoring
Plan and Person and
Activities Evaluation
Activities
3.i.1 Coordinate with Student July 2010- Professional
Student Information Information Sept 2010 development
Manager to devise Manager plan is created
professional Tech Coordinator Then and submitted
development plan for 4 Resource ongoing to Executive
JCCS Teachers quarterly Director
teachers/admin. in staff dev
accessing student
records and
assessment data
3.i.1 Implem. professional Student Quarterly Record of
development plan for Information and as- attendance in
JCCS teachers, Manager needed prof. develop.
admin and support Tech Coordinator through Records of
staff in accessing 4 Resource 2015 teacher/admin
student records and Teachers access of
37
assessment info. student data.
38
Goal 3.j. Utilize technology to make teachers and administrators more
accessible to parents and legal guardians.
The deployment of a new student information system, will begin for JCCS in the
fall of 2010. This information system will have a portal to make teachers and
administrators more accessible to parents. This electronic resource will permit
parents and legal guardians controlled access to student academic information
such as attendance records, grades, school operational issues, current
assignments and other pertinent information. Additionally, the program has email
features that permit parents and legal guardians access to two-way
communication between the home/agency and school. Parental communication
has been improved through the work of JCCS Parent Liaisons. These Parent
Liaisons coordinate workshops for parents, facilitate parent-to-school
communication and develop other tools to assist parents/guardians to work with
JCCS staff to ensure student academic success. All of these Parent Liaisons
have email accounts as well as telephone messaging systems to promote
accessibility to parents/legal guardians. The same is true for principals and other
JCCS Leadership Team members.
Objective By June 2015, over 90% of JCCS teachers, administrators and parent
3.j.1 liaisons will use technological resources such as the new student
information system, online portals, web-pages, email, and telephone
messaging to improve communication between school staff, parents and
other legal designates.
Benchmarks for 3.j.1
By June 2011, 70% of JCCS teachers, administrators and parent liaisons
will use technological resources such as online portals, web-pages, email,
and telephone messaging to improve communication between school
staff, parents and other legal designates.
By June 2015, over 90% of JCCS teachers, administrators and parent
liaisons will use technological resources such online portals, web-pages,
email, and telephone messaging to improve communication between
school staff, parents and other legal designates.
Implementation and monitoring for 3.j.1
Plan and Activities Person and Eval
3.j.1 Devise professional Student July 2010- Professional
development plan for Information Sept 2010 development
JCCS to use online Manager plan is created
resources to improve Tech Coordinator Then
39
two-way comm. Leadership Team ongoing
between school staff, Tech Resource quarterly
parents and other Teachers, Parent staff dev
legal designates. Liaisons
3.j.1 Implement prof. dev. Student Ongoing Records of
plan for JCCS Information through teacher and
teachers, admin and Manager 2015 admin use of
parent liaisons to Tech Coordinator tech resources
improve two-way Leadership Team to Exec. Dir.
comm. Tech Resource
Teachers, Parent
Liaisons
3.j.1 Document use of Student Each June Survey
two-way Information through Records of
communication Manager 2015 teacher and
devices via locally Tech Coordinator admin use of
developed survey Leadership Team tech resources
instrument Tech Resource to Exec. Dir.
Teachers, Parent
Liaisons
40
3.k BENCHMARKS, TIMELINES, MONITORING AND EVALUATION
Benchmarks, timelines, monitoring and evaluation components are clearly stated
within each of the required goals and objectives listed in sections 3.d through 3.j.
A timeline including the event, date, and who is responsible for the event over the
three-year plan is also contained within each goal and objective. The general
process for monitoring and evaluating the plan can be found in component 7.
Summary of responsible persons and duties:
Title Summary of duties

Executive Director Provide program leadership, monitoring of
major goal accomplishment and implementation
of the JCCS Tech Plan
Technology Coordinator Provide program leadership, monitoring of

specific goal accomplishment and
implementation of the JCCS Tech Plan
Technology Resource Teachers Work directly with the Technology Coordinator

to implement the specific steps in the goals and
objectives of the JCCS Tech Plan
JCCS Leadership Team (Principals, Work at the district and regional levels to
Director of Curriculum, Director of implement support and monitor the JCCS Tech
Operations, Special Ed Coordinator, Plan
Student Information Manager)
Assessment Director Provide assessment/measurement criteria and

other resources/ leadership to monitor the
successful implementation of the JCCS Tech
Plan
JCCS Parent Liaisons Provide parent/guardians contact and

information sharing, leadership in
communicating regarding school issues
SDCOE Network Director and SDCOE Network support, design, planning, project
Network Project Manager management to implement the specific steps in
the goals and objectives of the JCCS Tech Plan
JCCS Technology Support Team Provide system-wide support for the successful
technical implementation of the JCCS Tech
Plan
41
4. PROFESSIONAL DEVELOPMENT COMPONENT
4.a. Current skills of JCCS Teachers and Administrators
As of June, 2009, 70% of JCCS teachers and 80% of JCCS administrators
have taken the EdTechProfile survey of technological proficiency.
Continued assessment of teachers and administrators will be conducted
as part of ongoing staff development planned for regional programs with
the support of JCCS Technology Committee members and the
Technology Resource Teachers. San Diego County Office of Education
District has 179 credentialed teachers. This chart represents the
assessment summary for 124 (70%) of teachers surveyed in a self-
reported evaluation of technical skills as reported in the EdTechProfile
from 2009.
Current technical survey results for teachers and administrators indicate
the following.
JCCS Teachers:
42
JCCS Teachers:
Need For Professional Development - Teachers

From analysis of the “Main Summary Chart”, 100 % of JCCS teachers
43
completing the survey have achieved the intermediate level in the areas of
computer knowledge and skills, using technology in the classroom and using
technology to support student learning. However, these survey data results
indicate that JCCS teachers will continue to need staff development to
improve skill level and develop integration strategies to the proficient range to
better serve JCCS students.
From analysis of the more detailed “Category Chart”, 100% of JCCS teachers
completing the survey are proficient in General computer knowledge and
skills, Email skills, and Word processing skills. Based on this survey data and
in alignment with the curricular goals presented in section 3 (Curriculum Goal
and Objectives 3.d through 3.j, JCCS teachers will need additional staff
development opportunities to increase all of the remaining four sub-categories
of skills (Internet, Presentation software, Spreadsheet software, and
Database). From a survey of JCCS teachers, computer usage by the JCCS
teachers is relatively high. Of the staff surveyed, 100% of the teachers had an
SDCOE email account and used the computer on a daily/weekly basis for
such tasks as: creating instructional materials (75%) and gather information
for planning lessons. An area of focus should be strategies and methods to
improve communication with colleagues and to manage and use data to
inform instruction as this area was the lowest of the measured categories.
Additionally, teachers will need introduction to and methods focus on areas of
Internet safety and ethical use of information. Introduction to the Chavez Bill
(AB 307) that states:
This bill charges districts to “educate pupils and teachers on
the appropriate and ethical use of information technology in the
classroom, Internet safety, avoiding plagiarism, the concept,
purpose, and significance of a copyright so that pupils can
distinguish between lawful and unlawful online downloading,
and the implications of illegal peer-to-peer network file sharing.”
While pockets of excellence exist in JCCS teacher utilization of technology,

many JCCS teachers need support in practical steps to improve teaching and
learning by maximizing technology resources to address state of California
content standards. New technical program introductions must receive ongoing
staff development. Programs such as PLATO, Rosetta Stone, Smart Board,
Discovery Education, Internet research skills, wikis and others will present
44
high demand for training to be fully implemented and successfully maintained.
Need for Professional Development - Administration

From analysis of the “Main Summary Chart”, 100 % of JCCS administrators
completing the survey have rated themselves as at least in the intermediate
levels in the areas of computer usage in skills, classroom use and to support
student learning.
Administration
QuickTime™ and a
QuickTime™ and a decompressor
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are needed to see this picture. are needed to see this picture.
1. Computer Knowledge and Skills (Includes 14 in calculation)

2. CCTC Program Standard 9: Using Technology in the Classroom
3. CCTC Program Standard 16: Using Technology to Support Student
Learning
The chart “Administration Category Chart” below, displays the information that
100% of JCCS administrators rate themselves as being at the proficient level
of computer knowledge and skills all of the 8 subcategories. These survey
data results indicate that JCCS administrators may still need development to
improve use of database skills. New technical program introductions must
receive ongoing staff development and administrators must also master these
programs for successful integration into their administrative regions.
Programs such as PLATO, SmartBoard, Discovery Education and others will
present high demand for training to be fully implemented and successfully
maintained and properly evaluated by administration so it is aligned with
curricular goals to promote student accelerated learning.
45
Administration
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ar e n eed ed t o see t h is p ict u r e.
1. General computer knowledge and skills (Includes 13 in calculation)

2. Internet skills (Includes 12 in calculation)
3. Email skills (Includes 12 in calculation)
4. Word processing skills (Includes 12 in calculation)
5. Presentation software skills (Includes 12 in calculation)
6. Spreadsheet software skills (Includes 12 in calculation)
7. Database software skills (Includes 12 in calculation)
An area of focus for administrators should be methods to improve database

management to inform instruction, as this area was the lowest of the measured
categories. Additionally, administrators will need introduction to and methods to
support teachers in the focus areas of Internet safety and ethical use of
information. Introduction to the Chavez Bill (AB 307) that states:
This bill charges districts to “educate pupils and teachers on the
appropriate and ethical use of information technology in the classroom,
Internet safety, avoiding plagiarism, the concept, purpose, and
significance of a copyright so that pupils can distinguish between lawful
and unlawful online downloading, and the implications of illegal peer-to-
peer network file sharing.”
46
Survey results regarding professional development indicate computer and
Internet training is occurring for JCCS teachers with nearly 75% of
respondents stating that they have participated in over 8 hours of
computer and Internet based staff development activities. The chart below
details the hours, needs and preferences for staff development according
to survey data collected in June of 2009.
JCCS Staff Development Survey Results

Question 1: Hours of formal professional developm # of %
ent. Respondent
s
During the last 3 years I participated in the use of
computers and the Internet staff development -
including online classes, workshops, coaching
and technology conferences
0 hours 2 1%
1- 8 hours 34 24%
9 - 20 hours 34 24%
21 - 40 hours 30 22%
39
More than 40 hours 28%
Question 2:
# of
Needs and preferences regarding technology train
Respondent %
ing at your school.
s
I need opportunities to participate in educational
technology staff development focused on:
Basic computer/technology skills. 40 24%
Integrating technology into the curriculum. 125 76%
Question 3: # of
Needs Respondent
%
and preferences regarding technology training at s
your school.
The training format I prefer is:
One-on-one informal technology training. 41 23%
Small group technology training. 99 54%
Online web-based technology training. 42 23%
Question 4: Indicate your needs and preferences r # of %
egarding Respondent
technology training at your school. s
I prefer technology training to be offered:
During the school day. 101 50%
After school. 55 27%
In the evening. 19 9%
On the weekend. 13 6%
During the summer/off track. 15 7%
47
4. b Technology Staff Development Opportunities
Staff development opportunities will be provided to JCCS teachers and
administrators to meet the goals and objectives of the JCCS Technology Plan.
Enhancing Education through Technology (EETT) funds allocate 25% to be used
for professional development. JCCS has a strong history of providing staff
development opportunities through district-sponsored trainings, during school
day as well as after-school day staff development opportunities. Federal stimulus
funds will be allocated to continued staff development events that target
technology integration for teaching and learning. JCCS teachers, staff and
administrators will continue to receive training in the National Education
Technology Standards (NETS-T), PLATO program, Rosetta Stone, Smart Board,
wikis, emerging technology components, Internet skill development, Discovery
Education video resources, student data systems and other technologies to
successfully implement the goals and objectives of this JCCS Technology Plan.
Goal 4.b. JCCS teachers and administrators will increase technology and
information literacy skills to accelerate student academic achievement.
Objective By June 2015, over 85% of JCCS classroom teachers and

4.b.1 administrators will show competence in the National Educational
Technology Standards for Teachers and Administrators (NETS-T and
NETS-A). The standards include specific skills addressing the social, legal,
ethical, and human issues in educational technology (i.e. copyright, fair use, internet
safety, plagiarism.)
Benchmarks for 4.b.1
By June of 2011, 60% of JCCS classroom teachers/admin will show
competence in the National Educational Technology Standards for Teachers
(NETS-T).
(NETS-T).
(NETS-T).
(NETS-T).
By June of 2015, over 85% of JCCS classroom teachers/admin will show
(NETS-T).
Implementation and monitoring for 4.b.1
Plan and Person Evaluation
Activities
4.b.1 Plan prof. develop. Tech Coordinator Ongoing Exit Assessment
Seminars and Resource through and checklist
events to introduce Teachers 2010 developed
NETS-T and NETS- Technology
A requisite skills to
classroom teachers
and administrators.
4.b.1 Develop evidence of Tech Coordinator Reviewed Teachers work
48
competence in Technology quarterly reviewed by
NETS-T and NETS- Principals and thru. Principals
A through staff Teachers 2010
development events
and site visitations
4.b.1 Conduct ongoing Tech Coordinator Presented Checklist and
staff development Technology ongoing in survey conducted
training in local, And various classrooms annually
classroom and vendors and
facilitated workshops quarterly
trainings
Objective By June 2015, over 85% of JCCS classroom teachers and

4.b.2 administrators will complete at least four days of staff development in
the implementation of PLATO, Smart Boards, Discovery Streaming,
SIS/CALPADS and other emerging technologies.
Benchmarks for 4.b.2
By June of 2011, 55% of JCCS classroom teachers and administrators will
receive four full days of staff development in the implementation of PLATO,
SmartBoards, Discovery Streaming, SIS/CALPADS and other emerging
technologies.
Smart Boards, Discovery Streaming, SIS/CALPADS and other emerging
technologies.
Smart Boards, Discovery Streaming SIS/CALPADS, and other emerging
technologies.
Smart Boards, Discovery Streaming, SIS/CALPADS and other emerging
technologies.
By June of 2015, over 85% of JCCS classroom teachers and administrators
will receive four full days of staff development in the implementation of
PLATO, Smart Boards, Discovery Streaming, SIS/CALPADS and other
emerging technologies.
Implementation and monitoring for 4b.2
Plan and Activities Person Line Evaluation
Activities
4.b.2 Develop training Tech August Program
program to implement Coordinator through developed and
four full days of staff Curriculum Sept 2010 presented to
development in the Director Exec. Director
implementation of Resource including
PLATO, Smart Teachers evaluation criteria
Boards, Discovery Assessment
Streaming and other Coor.
emerging
technologies.
4.b.2 Implement staff Tech Reviewed Evaluation criteria
development program Coordinator quarterly presented to
Curriculum and Executive
49
Director ongoing Director
Resource through
Teachers 2015
4c BENCHMARKS, TIMELINES, MONITORING AND EVALUATION

Benchmarks, timelines, monitoring and evaluation components are clearly stated
within each of the required goals and objectives listed in sections 4.a through 4.b.
A timeline including the event, date, and who is responsible for the event over the
three-year plan is also contained within each goal and objective. The general
process for monitoring and evaluating the plan can be found in component 7.
50
5. INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT, AND
SOFTWARE COMPONENT
5.a Existing hardware, Internet access, electronic learning resources, and
technical support already in use that will support the Curriculum and
Professional Development Components.
Existing Hardware
All existing computer equipment is inventoried and documented on the JCCS
FileMaker database according to JCCS classroom/site allocation. As part of the
technology planning cycle the JCCS Technology Support Team (JCCS TST)
developed and implemented a number of data gathering efforts. These included
site check, database search and one-on-one interviews and reference materials
from the State of California “Tech Survey”. In December, 2009 this research
identified the total number of in-use computers within JCCS instructional areas.
The JCCS TST documented a total of 1,548 computers (1076 desktops and 472
laptops) in the JCCS classrooms and labs for student use (and another 30
servers are in daily operation to support testing and classroom management to
serve teachers). The age distribution of these computers is:
New-3 Yea 4 -5 5 -7 >7
Age of computers
rs Years Years Years
JCCS District: % 39 % 8% 41% 12%
Of these computers, 273 computers are in-use by teachers and other JCCS
administrative and support staff. There are also 353 high-speed laser printers,
132 desktop projection systems, 78 Smart Boards, 80 docu-cameras, 35 digital
camcorders and over 150 digital cameras in use district wide.
51
Current Internet access
Currently, 100% of JCCS classroom programs have high-speed (DSL or greater)
connectivity. The Juvenile Court & Community Schools (JCCS) sites connect directly
to San Diego County Office of Education (SDCOE) via broadband (DSL, Frame
Relay, ATM, OptiMan and Metro Ethernet based data circuits). SDCOE provides
free access to the Internet using four different major carrier services (AT&T Internet,
Cox Communications, Time Warner Telecommunications and Digital California
Project [DCP]). The JCCS plan for networking is often being re-designed due to
ongoing upgrades, bandwidth availability, relocations or program closings. Four
major project network challenges have been completed at Camp Barrett, East Mesa,
Mira Mesa, and Phoenix Academy. Additionally, our San Pasqual High School
campus is being upgraded for wireless connectivity along with 14 community school
sites that have been upgraded to wireless connectivity. JCCS specific networking
hardware includes:
25 Dell servers
25 High end routers (Cisco 3845, 2821, 2801)
15 Mid range routers (Cisco 1841)
23 DSL Routers (Cisco 877)
16 1601 Cisco Routers
11 3750 Cisco Switch
53 wireless access nodes (Cisco 1242AG)
Security data boxes have been installed at 25 JCCS sites to protect and secure
networking equipment and have improved stability at sites that may have
experienced previous connection disruptions. Additionally, a major networking
project has delivered segmented Internet or virtual local area network (V-lan) access
to differentiate staff from student Internet accessibility. Especially at our institutional
programs, this feature has enabled student access to Internet resources that are
approved by Probation and restrict all other non-approved content.
Current Electronic Learning Resources

JCCS utilizes electronic learning resources to address state standards and to
52
meet the learning goals and objectives of the JCCS academic program. Adopted
textbooks in JCCS programs include CD-ROM and Internet-based resources to
supplement the text and help to reinforce the standards that support
differentiated instruction. JCCS classrooms have many electronic learning
resources including Internet connected computers, SmartBoards, desktop
projection systems, remote responders, GradeCams, televisions, camcorders,
docucams, digital cameras, and various other electronic tools for teaching and
learning.
JCCS classroom computers are equipped with age-appropriate software. Key
electronic learning resources include PLATO PLE (Web-based integrated
learning system), Discovery Education (video and other multimedia on demand
via Internet) and MAP (Measures of Academic Progress - online assessment of
student academic performance). A complete list of JCCS electronic resources
and software follows.
JCCS Software Quick description Installation Usage

Programs
Program wide
MAP (NWEA) Online student 20+ testing sites 135,000
assessments tests to date
PLATO PLE (High Online student curriculum All JCCS schools daily (avail
School) 24/7)
PLATO Online student curriculum 1 site daily (avail
(Elementary) 24/7)
FileMaker Pro Database of JCCS All teachers/support daily use
information staff projected
Rosetta Stone English Language 81 Daily use
development online teachers/classroom
s
Cyber Safety Wiki Online JCCS developed All staff In
Internet safety curriculum development
for 8-12 grade
Microsoft Office Desktop productivity All computers daily
Microsoft Desktop email All staff daily
Outlook
Microsoft Desktop email All staff daily
Entourage
Internet Explorer Internet browser All computers daily
Safari Internet browser All Apple computers daily
Adobe Acrobat Creates and reads PDF All staff daily
Adobe Suite Photoshop, Acrobat, 75 teachers and as needed
Illustrator staff
Discovery Video on Avail to all teachers daily
53
Education demand/resources
Final Cut Pro Digital video editing 75 staff/student as needed
EasyGrade Pro Computer-based grading All teachers daily /report
card period
Hist./Soc Studies Textbook aligned support All Hist/SS teachers daily as
CDs needed
Net Trekker Student web portal Avail all teachers daily as
needed
Atomic Learning Online tutorials for Avail all staff daily as
multiple software needed
applications
SMARTNotebook SMARTBoard companion 81 current staff and Daily as
software assigned students needed
Inspiration Visual learning tool All computers Daily as
needed
54
JCCS Software Quick description Installation Usage
Programs
Algebra/Math CDs Textbook aligned All Math teachers daily as needed
support
Mavis Beacon Typing Student typing program All student daily use in
computers most
classrooms
Kidspiration Student/teacher concept Elementary as needed
maps computers
CHOICES Online career Regional locations per Student
assessment Support
Specialist
Worldbook Encyclopedia All student as needed
computers
Operating systems
Windows XP, 2000, Operating systems All PC computers daily
2003
Windows Server Operating systems MAP Servers daily
2000, 2003
Mac 9.2 --- 10.4 Operating systems All Mac computers daily
Support Staff/Designated Users

SIS Student information 200+ users daily
system
Alexandria Library database 4 sites as needed
Special Education
READ 180 Online Sp. Ed. reading 12 sites daily for spec
software ed students
FastMath Stand Alone Special Ed. 10 sites daily for spec
ed students
ESL
Rosetta Stone Language development 81 teachers and daily for ESL
corresponding sites students
Workforce Partnership
GED Prep GED Prep 8 sites daily
iSafe Internet safety 3 sites as needed
Driver's Ed Student driver's 10 computers as needed
education
Counselor-led
Access to a College Online college courses- Institutional Daily as
Educational Spectrum Cuyamaca/Grossmont programs – laptop needed
(ACES) carts
Current Technology Support

Current full time staff for the JCCS TST (Technology Support Team) includes 6
55
classified positions and 4 certificated positions:
(1) Computer Support Services Supervisor
(1) Network Analyst I
(2) Office Systems Technician II
(2) Office Systems Technician I
(4) Technology Resource Teachers
Current Tech Support Process

The Technology Support Team (TST) is supervised by the Technology
Coordinator. Daily service and support requests are handled via call center
recording, email, fax and face-to-face communication. All service requests are
routed through FileMaker Pro database entry (developed by the Technology
Resource Teacher) and are processed each morning by the Computer Support
Services Supervisor. Service requests are prioritized to address the most critical
needs (such as Internet access not available). The JCCS online service request
database system in FileMaker Pro is fully operational and to date over 5,000 staff
requests have been tracked and corresponding service has been provided. The
process addresses the results of the JCCS Program Improvement survey data
targeting a priority to ensure support of staff technology. A survey of JCCS
teachers, documented most service requests (74%) are handled within 5 days or
less. The critical need for computer and other technology tools to be one hundred
percent operational has raised the level of expectations for the team and created
management decisions that will need to maximize resources and to find creative
ways of supporting the goal of the JCCS Technology Plan.
All JCCS staff and students receive computer support from the JCCS TST.
Technology Support Team (TST). The team is responsible for supporting over 60
sites throughout San Diego County (with 10 sites more than 50 miles distant from
the JCCS technology center). Support and service is not limited to computers.
The TST supports and maintains: the Wide Area Network (WAN); Local Area
Networks (LANs); computer labs; printers; Smart Boards; desktop projectors;
software installation and upgrades; email; software virus control; introductory
computer/software training; JCCS FileMaker Pro database integration,
installation and training; MAP online assessment testing; student information
system connectivity; video production and inventory of technology assets. Our
56
demand for technology support has grown at an exponential rate over the past
five years. Allocation of resources, in terms of more full time positions, has not
kept pace with this increased workload demand. It is proposed in this plan to
increase this staff to achieve the successful implementation of the JCCS
Technology Plan.
Technology Resource Teachers
As a result of the planning and commitment to improving the service to
classroom instruction to maximize the integration of technology, JCCS has
committed to the assignment of 4 full-time Technology Resource Teachers
(TRT). These 4 teacher leaders have undertaken the multiple roles of staff
developers, software support specialists, technology trouble-shooter, coach,
mentor, guide, leader and countless other tasks that help teachers, students and
staff succeed. To date, this team has taken the lead to develop in-house
solutions to critical data needs for the entire organization and provided expert
training to all staff and students. Key components of this training include:
FileMaker Pro (a “case-management” database that is customized to address all
of JCCS’s specific data needs, PLATO, Rosetta Stone, Measures of Academic
Progress (MAP), SMARTBoard integration, wiki and blog development and
numerous individual software application. Without these TRT leaders, JCCS
would not function at it highest level to best serve our students.
5.b Description of technology resources required to support the activities

in the Curriculum and Professional Development component of the plan
In order to achieve the goals and objectives detailed in the Curriculum and
Professional development sections of the JCCS Technology Plan, a set of goals
and objectives to provide for the enhancement of the JCCS network
infrastructure must be achieved.
The following is a set of goals and objectives for the improvement of the
networking infrastructure, physical plant, hardware and software, and technical
support components. Focus on improvement to the JCCS network is occurring in
collaboration with SDCOE network specialists and funding sources such as E-
Rate, Ed Tech Voucher, Categorical Funds, EETT and other grants are in place
or being developed. Ongoing hardware and software purchases continue to be
provided for in the current JCCS “White Budget” under the JCCS Technology
57
Budget and Microsoft Settlement funds.
A series of charts will be presented for each goal, 5b 1, through 5b 4 These
include the objective, the benchmark, the timeline for expected
attainment/completion, responsible party(ies), and the monitor(s) responsible for
the outcomes.
58
Goal 5b. Enhance JCCS network infrastructure to provide high quality WAN
and Internet access to all JCCS classrooms.
Objective By June 2015, all JCCS classrooms will have reliable and high-
5b.1 speed bandwidth to accommodate all current and emerging
technologies.
Benchmarks for 5b.1
By June of 2011, 90% of JCCS classrooms will have reliable and high-
speed bandwidth to accommodate all current and emerging technologies.
Plan and Person and
5b.1 Develop JCCS Tech July 2011 Standard
classroom network Coordinator submitted to
standard with SDCOE Exec. Dir.
SDCOE Net. Network
Director Director
5b.1 Build impl. plan Tech August Plan and
with SDCOE Net Coordinator 2011 timeline
Manager to target SDCOE submitted to
site improvement Network Exec. Dir.
plan and Manager
implement
5b.1 Implement JCCS Tech 90% June Status report
Network upgrade Coordinator 2011, submitted to
plan to designated SDCOE 95% June Exec. Dir.
sites Network 2013,
Manager 100% June
SDCOE Net. 2015
Dir.
59
Goal 5b.2. Improve the physical plant (including electrical power upgrades)
at all JCCS classrooms.
Objective By June 2015, all JCCS classrooms will have reliable and sufficient
5b.2. electrical power to accommodate any additional technical
resources deployed in the classroom.
Benchmarks for 5a.2
By June of 2011, 80% of JCCS classrooms will have reliable and
sufficient electrical power to accommodate any additional technical
Plan and Person and
Activities
5b.2 Develop JCCS JCCS M&O Sept 2011 Standard
classroom physical Director submitted to
plant upgrade needs SDCOE M&O Exec. Dir.
analysis Director
Tech Coordinator
SDCOE Network
Director
5b.2 Coordinate JCCS M&O October Plan and
implementation plan Director Tech 2015 timeline
to targeted Coordinator submitted to
classrooms to SDCOE Network Exec. Dir.
upgrade physical Director
plant Tech Coordinator
5b.2 Implement JCCS JCCS M&O 80% Status report

Physical Plant Director Tech completed submitted to
upgrade plan to Coordinator June 2011, Exec. Dir.
designated sites SDCOE Network 90%
Director completed
Tech Coordinator June 2013,
100%
completed
June 2015
60
Goal 5c.1. Provide modern hardware and software to all JCCS classrooms
to support the curricular and staff development goals
Objective By June 2015, all JCCS classrooms will have modern hardware
5c.1. and software to implement the curricular and staff development
goals.
Benchmarks for 5c.1
By June of 2011, 70% JCCS classrooms will have modern hardware and
software to implement the curricular and staff development goals.
By June of 2013, 80% of JCCS classrooms will have modern hardware
and software to implement the curricular and staff development goals.
By June of 2015, 90% of JCCS classrooms will have modern hardware
and software to implement the curricular and staff development goals.
Implementation and monitoring for 5c.1
Plan and Person and
Activities
5c.1 Conduct needs Tech Coordinator Sept 2010 Online survey
analysis of hardware 4 Resource of teachers
and software Teachers and principals
Principals
5c.1 Coordinate Tech Coordinator Sept 2010 Plan and
implementation plan 4 Resource through timeline
to targeted Teachers June 2011 submitted to
classrooms to Principals Exec. Dir.
upgrade hardware
and software
5c.1 Implement JCCS Tech Coordinator 70% Status report
Hardware and 4 Resource completed submitted to
Software upgrade Teachers June 2011, Exec. Dir.
plan to designated Principals 80%
sites completed
June 2013,
90%
completed
June 2015
61
Goal 5c.2. Provide quality technical support and service to all JCCS
classrooms to support the curriculum and staff development goals of the
plan.
Objective By June 2015, 95 % JCCS staff will rate their level of support as
5c.2. excellent as measured by a survey.
Benchmarks for 5c.2
By June of 2011, 80% of JCCS staff will rate their level of support as
excellent as measured by a survey.
By June of 2013, 90% of JCCS staff will rate their level of support as
By June of 2015, 95% JCCS staff will rate their level of support as
Implementation and monitoring for 5c.2
Plan and Person and
Activities
5c.2 Create survey of Tech Coordinator By July Survey created
customer (staff) 2010 and published
satisfaction on website
5c.2 Administer survey to Tech Coordinator Each Results posted
all JCCS staff Technology September online and
Resource through submitted to
Teachers 2015 Exec. Dir.
5c.2 Implement JCCS Tech Coordinator 80% Status report
Technical and JCCS TST completed submitted to
Service Support June 2011, Exec. Dir.
improvement 90%
strategies to address completed
any areas for June 2013,
improvement from 95%
survey results completed
June 2015
62
5.c and 5.d
List of benchmarks and timelines for obtaining hardware, infrastructure,
learning resources, and technical support required to support the other
plan components and 5.d – the process that will monitor the benchmarks
and activities including roles and responsibilities
The goals and objectives listed above (5b.1 through 5c.2) will be met by June
2015. Benchmarks and timelines are contained and stated within each of the
required goals above. The tables for the goals and objectives include the event,
date and responsible person(s) over the life of the plan. The general process for
monitoring and evaluating the JCCS Technology Plan can be found in section 7
of the plan.
Below is the timeline for obtaining hardware, infrastructure, learning resources
and technical support.
Hardware, software, technical support and infrastructure timeline:

Item(s) Quantity Date acquired by Person responsible
Total
Student computers 1,000 June 30, 2015 Tech. Coordinator and
140 computers (each year) Computer Support
and
3 mobile carts (3 carts x 20 Services Supervisor
laptops per = 60 laptops) (CSSS)
200 per year @ $1,100
and N-computing devices (30
kits per year
Computers staff – 300 June 30, 2015 Tech. Coordinator and
40 desktop computers (each CSSS
year)
20 laptops (each year)
60 per year @ $1,200
N-computing devices 150 June 30, 2015 Tech. Coordinator and
(virtual desktop - 30 kits per CSSS
year)
District servers 5 June 30, 2015 Tech. Coordinator
(5 per year) @ $4,300 Network Analyst
Desktop Projectors 80 June, 30, 2015
(16 per year @ $800)
Network printer 100 June 30, 2015 Tech. Coordinator and
20 per year @ $550 CSSS
continued
63
Item(s) Quantity Date acquired by Person responsible
Total
Smart Boards 50 June 30, 2015 Tech. Coordinator and
(10 per year at $2978) CSSS
Computer furniture 450 June 30, 2015 Tech. Coordinator and

desks and chairs CSSS
90 per year @ $200 (chair &
desk set)
Network security 20 June 30, 2015 Tech. Coordinator

cabinets Network Analyst
(20 total @ $475)
PLATO licenses To expand as Each year thought Tech. Coordinator,
(minimum of 120 needed June 2015 Tech Resource
concurrent) Teachers and CSSS
MAP licenses 3200 Each year through Tech. Coordinator and
June 2015 Director of Assessment
Discovery Education 4 network Each year though Tech. Coordinator
licenses licenses June 2015
Consultant services 20 days of June 30, 2015 Tech. Coordinator
(MAP, Discovery, staff
PLATO, Rosetta development
Stone, SIS
replacement
Rosetta Stone 100 June 30, 2015 English Language
licenses (add 20 per additional Coordinator
year) licenses
Infrastructure – 25 sites June 30, 2015 Tech Coordinator
wireless upgrades (5 Network Planning Mgr.
sites per year) and Network Analyst
Electrical capacity 60 sites June 30, 2010 Tech Coordinator
upgrades (20 sites per Network Planning Mgr.
year)
64
6. FUNDING AND BUDGET COMPONENT
6.a. List of established and potential funding sources and cost savings,
present and future.
There are several types of funding sources within the district. JCCS pursues
funding form state, federal and local resources regularly, including grants such as
Enhancing Education Through Technology (EETT), K-12 EdTech Vouchers, Title
I, and other various technical support funds. JCCS collaborates with the CTAP
Region IX program to keep current on funding sources made available for
program integration. The SDCOE and JCCS also collaborate with the DELL
Corporation to acquire funding and technical support for model technology
integration projects. In addition, JCCS has received funding under the California
Education Technology K-12 Voucher Program. The settlement will provide
vouchers to JCCS for $159,471 to be utilized for General Purpose Vouchers
(50%) and Specific Category Software Vouchers (50%). The funds are being
expended currently and paid vouchers are submitted to the Claims Administrator
from the SDCOE business office.
Current Resources:
General fund. This is the program’s unrestricted state and local funding. General
funds are used to cover the majority of the program’s ongoing operations,
including books, supplies, employee salaries and benefits, instructional programs
and professional development.
Categorical funds. Categorical funds are state and federal funds that are
restricted in their use to specific purposes and programs. In general, their intent
is to provide direct instructional support to students beyond the educational
program provided by the district. Categorical funding programs include: American
Recovery and Reinvestment Act (ARRA), Title I/Part A, Part D – Basic Program,
part of the No Child Left Behind Act, provides federal funding to support
economically disadvantaged and delinquent students.
Grant funds and donations. The program receives grants from the state/federal
government through the Enhancing Education through Technology (EETT)
Formula Grant. The program also receives donations of equipment and services
from companies and organizations.
65
The SDCOE also participates in a number of programs to reduce its costs for
telecommunications and for the purchase of computers. These programs include:
• E-Rate Program. This federal program subsidizes a broad range of
telecommunications services across the district. SDCOE receives
approximately $2.3 million in E-rate discounts each year. JCCS utilizes
these funds to complete ongoing upgrades to network infrastructure and
will do so for the life of this plan.
• CALNET Contract. SDCS participates in statewide contracts competitively
bid and negotiated by the California Department of Governmental
Services, which results in savings on telecommunications charges.
• The California Teleconnect Fund, operated by the California Public
Utilities Commission, and which provides 50% discounts of most ongoing
costs for telecommunications services provided by common carriers.
• Western States Contracting Alliance, cooperative multi-state contracting
developed on behalf of public entities by the state purchasing directors
from 15 western states, and which provides competitive prices on
computers and peripheral products.
• The California Multiple Awards Schedule (CMAS), which provides contract
terms and negotiated discounts on equipment and services through the
California Department of Governmental Services.
Additional funds will be sought from private sources through partnerships,
collaborations and other donations. Through the partnership with San Diego
county business and government partnerships have developed to achieve the
goals of the SDCOE and local school districts. Potential cost savings are
expected through participation in statewide and national group purchase
agreements, volume discounts, negotiated and bid processes. We also conduct
monthly Technology Committee meetings in collaboration with SDCOE leaders to
discuss resources and ideas to share costs, reduce expenses and to find
alternatives that may lead to further expense reductions. Additional funding
sources are in development with DELL and AT&T. These partnerships are
currently underway and will result in donations of products and services directly
to JCCS.
6. b. Estimate implementation costs for the term of the plan (2010-2015).

The table below provides an estimate of the full implementation costs for each of
66
the five years of the JCCS Technology Plan. The table includes technology
acquired through the full range of budget resources available to the district. The
cost estimates are reasonable and estimate the total cost of ownership. Full
costs for some planned applications (such as business applications) have not yet
been fully developed, and therefore are not yet detailed in the table. For the
length of this plan it is important to note the Total Cost of Ownership. As
technology prices trend down over time, those expenses may be reduced
through the five-year timeframe. However, ongoing expenses such as repair and
replacement costs will be incurred along with the cost of personnel to service the
plan, provide staff development and monitor its successful implementation.
Category Year 1 Year 2 Year 3 Year 4 Year 5

2011 2012 2013 2014 2015
1000:
Certificated
Salaries
4 Tech Resource 424,350 436,187 450,235 465,246 478,287
Teachers and
Technology
Coordinator
1100: Substitute 61,600 63,448 65,351 66,127 68,345
teachers
Subs for 140
teachers released 4
days per year @
$110
2000: Classified
Salaries
6 Computer Support 339,258 346,328 357,014 368,663 379,205
Personnel
3000: Benefits 229,082 234,754 242,174 250,172 257,247
Benefit total for all
Tech Support Team
4300: Materials
and Supplies
Software, electronic
learning resources, 219,759 224,327
instructional
178,650 190,553 211,444
applications
67
continued
4400: Equip
Inventory
Computers students -
140 computers (each
year) and
3 mobile carts (3 carts
x 20 laptops per = 60 240,000 263,250 274,210 286,086 298,467
laptops)
200 per year @ $1,100
and N-computing
devices (30 kits per year
Computers staff – 72,000 73,400 75,458 77,674 81,846
40 desktop computers
(each year)
20 laptops (each year)
60 per year @ $1,200
Computers - 21,500 22,483 23,887 24,127 25,778
servers (5 new each year)
@ $4,300
Printers - 20 per year @ 11,000 12,000 13,000 14,000 15,000
$550
Smart Boards (10 per 29,780 29,780 29,780 29,780 29,789
year at $2978
Desktop projectors (16 12,800 12,800 12,800 12,800 12,800
per year @ $800)
4400-010:
Equipment-non
Inventory
Computer furniture 180,000 180,000 180,000 180,000 180,000
(classrooms) 90 per year
@ $200 (chair & desk set
Network Security 4,750 4,750 0 0 0
Cabinets 20 total @ $475
5800:
Contracted
services
Professional development 12,000 14,000 16,000 18,000 20,000
services and consultants
(PLATO, MAP, Discovery
Streaming, Smart Board)
Networking Cloud 20,000 20,000 20,000 20,000 20,000
Computing solutions
(2000 licenses @ $10
each)
Licenses for online 305,000 325,000 345,000 365,000 390,000
subscriptions (PLATO,
Rosetta Stone, MAP,
FileMaker Pro, Discovery
Education, misc others)
6000: Capital
Outlay
Infrastructure upgrades, 55,400 60,150 64,357 67,228 71, 344
including electrical to
classroom sites and
centers (estimate E-Rate
TBD)
TOTAL $2.19 M $2.28 M $2.38 M $2.46 M $2.48 M
68
6.c. Replacement policy for obsolete equipment
The JCCS Technology Coordinator supervises the process of replacing obsolete
equipment and adheres to the guidelines of the SDCOE for proper disposal and
inventory tracking. The goal for all JCCS computer equipment plans for the
replacement 20% of its computer and other high value electronic stock in a given
year, contingent upon available resources and as determined by system
requirements and software. This approach will be continuous and thus replace
computers on a five-year cycle. This cycle supports the goals and objectives of
the Curriculum and Professional Development Component of this technology
plan. Standard hardware configurations have been developed to assist in the
purchase, support, planning and operation of the school sites. Under the
direction of the JCCS Technology Coordinator and Computer Supervisor,
replacement procedures are documented according to SDCOE policy and
procedures with records of all equipment retired and purchased each year.
6.d Description of the process to monitor Ed Tech funding, implementation

costs and new funding opportunities and to adjust the budget as necessary
The feedback loop regarding funding and budget in JCCS is designed with
checks and balances to support teaching and learning. Budget planning is
controlled and monitored by the JCCS Executive Director and JCCS Program
Business Specialist III. These two work closely with the JCCS Technology
Coordinator to monitor progress and update funding and budget decisions.
Additionally, the San Diego County Office of Education’s Financial Information
System (FIS) and new CLARITY systems act as checks on all budget processes
and must be approved by the elected SDCOE Board of Trustees. The general
process for monitoring and evaluating the JCCS Technology Plan can be found
in component 7 of this document.
New funding opportunities that arise are communicated from various sources
including federal, state and local sources. Business partnerships and grant
programs are constantly pursued. Several successful funding sources have been
secured over the years and continue to be developed with business partners,
local non-profit organizations, colleges and universities and other entities.
7. MONITORING AND EVALUATION COMPONENT
7.a Description of how technology’s impact will be evaluated
The process of utilizing goals and benchmarks to evaluate student learning as
aligned with curricular goals and objectives is detailed in section 3 - Curriculum,
section 4 - Professional Development, section 5 – Infrastructure, and section 6 –
Funding and Budget. Within each section, specific goals and objectives are
stated and include breakdowns of the Implementation Plan and Activities,
Responsible Persons, Time Line and Monitoring and Evaluation Activities.
7.b Process for evaluating the plan’s overall progress and impact on
teaching and learning
To evaluate the progress and impact of the JCCS Technology Plan on teaching
and learning, a timeline of checkpoints is presented below. In each of the goals
within the 3 major components of the plan (Curriculum, Professional
Development, and Infrastructure/Hardware/TechSupport/Software, criteria is
established for measurement and is provided within each goal and objective.
These checkpoint criteria will be reported to the Executive Director at the
assigned intervals. Additionally, the Technology Resource Teachers, JCCS
Technology Committee and the JCCS Assessment Coordinator will meet
regularly to evaluate the plan and to make adjustments as needed and report to
the Executive Director to ensure the ongoing successful implementation of the
plan. The goals and objectives are scheduled to occur at varying intervals from
July 2010 through June 2015. Detailed timelines are included in each of the
goals and objectives included in the sections of the JCCS Technology Plan. A
table of the overview of the goals, event, person responsible, data collected and
reporting mechanism is provided below.
Date Event Person Data collected Reporting
responsible mechanism
3d.1 Tech PLATO modules PLATO
June 30, for PLATO modules Coordinator / mastered reports
each year mastered Resource
Teachers
3d.2 Tech Staff survey Publication
June 30, for Emerging Coordinator / of survey
each year technologies in Resource results
classrooms Teachers
3e.1 Tech NETS- S criteria Publication
June 30 for NETS- S Coordinator survey data survey
each year students and checklists results
competence Resource
Teachers
3f.1 Tech Teacher logs / Survey /
June 30 for Ethical use of Coordinator grades Summary
each year information - and report
JCCS “Cyber Resource publication
Safety Teachers
/Ethical Use”
3g.1 Tech Teacher logs / Survey /
June 30 for Internet Safety – Coordinator grades Summary
each year JCCS “Cyber and report
Safety” program Resource publication
Teachers
3h.1 Tech Inventory reports Summary
June 30 for Equitable Coordinator report
each year access to and publication
technology Resource
Teachers
3i.1 Tech Access records Summary
June 30 for Student record Coordinator, login information report
each year keeping and Support publication
assessment Services Mgr
and
Assessment
Director
Date Event Person Data collected Reporting
responsible mechanism
3j.1 Tech Survey of Summary
June 30 for Utilize tech to Coordinator, parents and report
each year make teachers Support legal guardians publication of
and Services Mgr survey results
administrators and
more accessible Assessment
to parents and Director
legal guardians
4b.1 Tech NETS –T data Summary
June 30 for Increase Coordinator survey data
each year teachers and and Tech published
admin tech and Resource
information Teachers
literacy skills
4b.2 Tech Staff Summary
June 30 for JCCS Coordinator development data
each year teachers /admin Curriculum attendance and published
complete 4 days Director program
staff Resource utilization
development Teachers
(PLATO, Smart Assessment
Board, Coor and
Discovery Ed Support Mgr
and
SIS/CALPADS)
5b.1 Tech Sites upgraded Summary
June 30 for Upgrade all Coordinator, summary sheet data
each year classrooms to Network published
reliable high Analyst and
speed SDCOE
bandwidth Network Mgr
5b.2 JCCS M&O Sites upgraded Summary
June 30 for Improve the Director summary sheet data
each year physical plan , Network published
including Analyst, Tech
electrical power Coordinator
Network Dir.
5c.1 Tech Survey and Summary
June 30 for Provide modern Coordinator inventory data
each year hardware and Resource records published
software Teachers
Principals
5c.2 Tech Database Summary
June 30 for Provide quality Coordinator records / Staff data / survey
each year technical JCCS survey data
support and Computer published
service to all Support
JCCSclassroom Supervisor
7.c Description of how the information obtained through the monitoring
and evaluation will be used
Information obtained through the monitoring and evaluation will be used to adjust
and improve the implementation of the JCCS Technology Plan to address the
curricular goals of the JCCS program. Stakeholders will informed of the JCCS
Technology Plan and progress through regional meetings, electronic reports, and
other published documents from the Technology Coordinator, Technology
Committee and Executive Director. The schedule for evaluating the effect of the
plan will be conducted on a quarterly in conjunction with regularly scheduled
JCCS Technology Committee meetings, chaired by the JCCS Technology
Coordinator. Monthly, biannually, and at the annual data collection and reporting
event (by June 30th each year) deadlines will be monitored by the JCCS
Executive Director, Assessment Coordinator, the Technology Coordinator and by
the Technology Resource Teachers. The monitoring and evaluation results will
be presented in JCCS Technology Committee meetings and to the JCCS
Leadership Team. Adjustments and modifications to the plan will be at the
discretion of the Executive Director.
8. EFFECTIVE COLLABORATION STRATEGIES WITH ADULT LITERACY
PROVIDERS
8.a Collaboration with adult literacy providers
Due to the nature of the JCCS operation, the program does not work actively with
adult education providers. However, JCCS works closely with parents in our
communities to establish open communication and provide services. Ongoing
community outreach activities include JCCS Parent conferences, workshops for
introduction to Internet presentations, creation of email account support, English
language support services, scholarship support and college/work orientations.
The nature of the JCCS program does not lend itself to participation by adult
literacy providers in general. JCCS counselors do work with parents and other
community members to provide assistance for educational services. By way of
outreach and possible partnering, the JCCS program does coordinate and
collaborate with the San Diego County Office of Education to share access to
technology resources available at the Joe Rindone Regional Technology Center
(JRRTC) before and after school hours for student, parent and staff
development. Additionally, individual JCCS programs collaborate with the local
junior colleges and universities (adult literacy providers) to provide technological
resources to parents. These institutions provide adult literacy programs on their
campuses. Additionally, JCCS programs have worked to coordinate and
collaborate with neighborhood libraries to support literacy and provide
technological access to JCCS students and their families. JCCS programs
continue to support adult learners in our Career and Counseling centers in JCCS
regional offices. Any adult who is affiliated with JCCS students may use the
resources at the centers including Internet connected computers, application
software, career interest inventories and resume writing software programs.
9. EFFECTIVE, RESEARCH-BASED METHODS AND STRATEGIES
9. a Introduction to Relevant Research
The Executive Summary of this JCCS Technology Plan (2010-2015) states that
JCCS will use technology to accelerate student achievement for all students. As
cited earlier, JCCS conducts its own research and uses data to guide program
decisions that impact teaching and learning. Utilizing state and local test
instruments we have documented that test scores are up for JCCS students as
measured by Academic Performance Index (API) and we are documenting
impressive gains. District-wide scores rose nearly 100 points from 486 in 2005 to
585 for the most recent data from 2009. This increase is impressive when
compared with the statewide 46 point growth rate over the same time frame. The
coordination of technology tools and staff development to meet JCCS program
goals and aligns with the JCCS Mission Statement. Technology integration was
cited as a strength in 3 of 10 commendations of the JCCS program by the
Western Association of Schools and Colleges (WASC) evaluation study. Overall,
the use of data to inform instruction and to provide specific strategies to address
student needs was found to be a strength. We believe the development and use
of the FileMaker database and PLATO online learning systems are key
components of that success.
This plan for the delivery and integration of technology into the district curriculum
and into the district’s staff development program and is based on the District’s
educational vision and coordinates with the current JCCS WASC plan (awarded
a renewed 6-year accreditation in 2007 and being reviewed at the midyear point
currently).
Cradler (1996) states that part of the overall school-improvement process is that
schools that effectively use technology have a carefully designed technology
plan. A technology plan that is not integral to the overall improvement plan is
likely to be short-lived. It should be noted that the goals and strategies articulated
in the Curriculum and Professional Development sections of the Plan are
organized around effective, research-based strategies. These goals focus on
student achievement through the use of technology and data driven decision-
making. Implementation of the plan will ensure that all students have the
foundation in math, language arts, science and social science to master the State
of California Content Standards.
The purpose of this section of the Educational Technology Plan is to link the
goals and strategies included in the district’s Technology Plan to relevant
research and effective practices.
The newest educational technology planning draft from the Office of Educational
Technology, U.S. Department of Education, “National Educational Technology
Plan” NETP 2010), calls for a 21st Century Model of Learning Powered by
Technology.
From the Executive Summary, “The NETP presents a model of 21st century
learning powered by technology, with goals and recommendations in five
essential areas: learning, assessment, teaching, infrastructure, and productivity.
The challenging and rapidly changing demands of our global economy tell us
what people need to know and who needs to learn. Advances in learning
sciences show us how people learn. Technology makes it possible for us to act
on this knowledge and understanding.”
Education reform has been on the national agenda for decades. Still, we no
longer have the highest proportion of college graduates in the world and we have
a system that too often fails our students. According to current data,
• Twenty-four percent of young people in the United States drop out of

high school (OECD, 2007). That number jumps to almost 50% of Latino
and African American students (Orfield, Losen, Wald, & Swanson, 2004).
• Some 5,000 schools persistently fail year after year, and about 2,000
high schools produce about half the nation’s dropouts and three-quarters
of minority dropouts (Balfanz & Letgers, 2004; Tucci, 2009).
• For students who do graduate from high school, one third are
unprepared for postsecondary education, forcing community colleges and
four-year colleges and universities to devote precious time and resources
to remedial work for incoming students (National Center for Education
Statistics, 2003).
• By 2016 – just six years from now – 4 out of every 10 new jobs will
require some advanced education or training (Dohm & Shnipe, 2007).
Fifteen of the thirty fastest growing fields will require a minimum of a
bachelor’s degree (Bureau of Labor Statistics, 2008).
• Today, just 39% of young people earn a two-year or four-year college

degree (National Center for Public Policy and Higher Education, 2008).
Enrollment rates are unequal: 69% of qualified White high school
graduates enter four-year colleges compared with just 58% of comparable
Latino graduates and 56% of African American graduates (National Center
for Education Statistics, 2007).As Secretary of Education Arne Duncan
has said, the current state of our education system is “economically
unsustainable and morally unacceptable.”
Learning
The model of 21st century learning described in this plan calls for engaging and
empowering learning experiences for all learners. The model asks that we focus
what and how we teach to match what people need to know, how they learn,
where and when they will learn, and who needs to learn. It brings state-of-the art
technology into learning to enable, motivate, and inspire all students, regardless
of background, languages, or disabilities, to achieve. It leverages the power of
technology to provide personalized learning instead of a one-size-fits-all
curriculum, pace of teaching, and instructional practices.
Many students’ lives today are filled with technology that gives them mobile
access to information and resources 24/7, enables them to create multimedia
content and share it with the world, and allows them to participate in online social
networks where people from all over the world share ideas, collaborate, and
learn new things. Outside school, students are free to pursue their passions in
their own way and at their own pace. The opportunities are limitless, borderless,
and instantaneous. According to a national survey by the Kaiser Family
Foundation, 8- to 18-year-olds today devote an average of 7 hours, 38 minutes to
using entertainment media in a typical day – more than 53 hours a week (Kaiser
Family Foundation, 2009). The opportunities, access, and information are
limitless, borderless, and instantaneous.
The challenge for our education system is to leverage the learning sciences and
modern technology to create engaging, relevant, and personalized learning
experiences for all learners that mirror students’ daily lives and the reality of their
futures. In contrast to traditional classroom instruction, this requires that we put
students at the center and empower them to take control of their own learning by
providing flexibility on several dimensions. A core set of standards-based
concepts and competencies should form the basis of what all students should
learn, but beyond that students and educators should have options for engaging
in learning: large groups, small groups, and work tailored to individual goals,
needs, interests, and prior experience of each learner. By supporting student
learning in areas that are of real concern or particular interest to them,
personalized learning adds to its relevance, inspiring higher levels of motivation
and achievement.
In addition, technology provides access to more learning resources than are

available in classrooms and connections to a wider set of “educators,” including
teachers, parents, experts, and mentors outside the classroom. On-demand
learning is now within reach, supporting learning that is life-long and life-wide
(Bransfor et al., 2006).
Assessment
The NETP calls for better ways to measure what matters, diagnose strengths
and weaknesses in the course of learning when there is still time to improve
student performance, and involve multiple stakeholders in the process of
designing, conducting, and using assessment. In all these activities, technology-
based assessments can provide data to drive decisions on the basis of what is
best for each and every student and that in aggregate will lead to continuous
improvement across our entire education system. When combined with learning
systems, technology-based assessments can be used formatively to diagnose
and modify the conditions of learning and instructional practices while at the
same time determining what students have learned for grading and accountability
purposes. Both uses are important, but the former can improve student learning
in the moment (Black & William, 1998; Black et al., 2004).
A fundamental goal of the JCCS Technology Plan is to accelerate JCCS

student achievement and create model classrooms at all JCCS sites.
Goal 3d.1 of this plan states:
JCCS teachers and students will use technology to improve academic
proficiency by supporting district curricular goals and mastering academic
content standards.
One of the key components of the JCCS Technology Plan is the integration of a
managed, online educational curriculum that is available to all students from any
Internet-ready computer. The use of our PLATO online curriculum has bee a
success in raising student achievement and is supported by scientific research.
Scientific research to support the choice of this strategy and tool is derived from
a meta-analysis study of literature by Kulik from the University of Michigan (Kulik,
2003). The summary findings are:
The evidence reviewed in the report by Kulik, for example, provides
strong support for the effectiveness of PLATO learning products.
PLATO has been evaluated in at least 18 quantitative studies since
1983. Nearly half of the studies were controlled evaluations carried
out by third-party evaluators. Most of these third-party controlled
studies found positive and educationally meaningful results from
PLATO instruction. The average effect size in the studies not only
puts PLATO into a select group of reform models with strong evidence
of effectiveness, but it also puts PLATO at the top of this list.
In an early study from 1994 Kulik cited findings from 12 meta-analyses and
described results from hundreds of independent studies carried out in elementary
schools, high schools, colleges and universities, and adult education institutions.
The meta-analyses showed the following: (a) students usually learn more in
classes in which they receive help from instructional technology; (b) students
learn their lessons in less time in such classes; (c) students prefer these classes
to classes taught without technology; and (d) students develop more positive
attitudes toward computers when they receive help from them in school. PLATO
learning tools are among the most influential and enduring of all technological
tools used in education, and both developer-supported and third-party evaluators
have examined its effectiveness.
Research evidence for the Goal 3e.1 “JCCS will use the International Society for
Technology in Education (ISTE) National Education Technology Standards
(NETS-S standards) as a key framework to address these 21st century skills”.
These skills represent a nationwide partnership between architects of curriculum
standards in English language arts, mathematics, science, and social studies.
This document provides examples demonstrating how technology can facilitate
implementation of standards-based curriculum while supporting technology
literacy among students. This research calls upon educators to address core
performance indicators for students in six key domains:
Creativity and Innovation
Communication and Collaboration
Research and Fluency
Critical Thinking, Problem Solving, and Decision Making
Digital Citizenship
Technology Operations and Concepts (ISTE, 2007)
Research and evaluation studies also show that technology can enable the
development of critical thinking skills when students use technology presentation
and communication tools to present, publish, and share results of projects. The
CAST study also found that when students used the Internet to research topics,
share information, and complete a final project within the context of a semi-
structured lesson, they became independent, critical thinkers (Coley, Cradler, &
Engel, 1997).
Additional research supporting the plan’s goals can be retrieved from a study by
Kulik (1994). He used a research technique called meta-analysis to aggregate
the findings from more than 500 individual research studies of computer-based
instruction. His definition of computer-based instruction calls for individualizing
the educational process to accommodate the needs, interests, proclivities,
current knowledge, and learning styles of the student. He includes in his
description of computer-based instruction any software that consists of tutorial,
drill and practice, and more recently Integrated Learning Systems. Kulik drew
several conclusions from his 1994 work:
On average, students who used computer-based instruction scored at
the 64th percentile on tests of achievement compared to students in
the control conditions without computers who scored at the 50th
percentile. Students learn more in less time when they receive
computer-based instruction. Students like their classes more and
develop more positive attitudes when their classes include computer-
based instruction.
Another significant piece of research linked to the curricular goals is a landmark

study analyzing a national database of student test scores; Wenglinsky (1998)
determined that technology could have a positive effect on students’
mathematics scores. His study used data of fourth- and eighth-grade students
who took the math section of the 1996 National Assessment of Educational
Progress (NAEP). That NAEP included questions about how computers are
used in mathematics instruction. After adjusting for class size, teacher
qualifications, and socio-economics, Wenglinsky found that technology had more
of an impact in middle schools than it did in elementary schools (Valdez et al.,
1999). In eighth grade, where computers were used for simulations and
applications to enhance higher-order thinking skills, the students performed
better on the NAEP than did students whose teachers used the technology for
drill and practice. “He found that fourth-grade students who used computers
primarily for math/learning games’ scored higher than students who did not.
Fourth graders did not show differences in test score gains for either simulations
and applications or drill and practice” (Valdez et al. 1999, p. 24).
One of the objectives of the plan is to expand access to technology for all
students including those in Special Education, GATE, English Language
Learners and others. This goal calls for access to technology by ALL students –
including those with special needs. This objective includes providing appropriate
technology to English Language Learners (ELL), and is supported by research
that opens new possibilities for those who are trying to gain academic skills in
English. For students with a home language other than English the computer is
now being viewed more as an integral part of socio-collaborative learning activity
and less as a means by which knowledge and skills are transferred to learners
(Chiquito, Meskill & Renjilian-Burgy, 1996; Johnson, 1985; Meskill & Swan, 1996;
Snyder & Palmer, 1986). One discipline in which these shifts in perception
concerning the role of computers in the teaching and learning process have been
particularly distinct is in the field of language learning. Once considered an
ideally "patient partner" with which learners of another language could endlessly
drill and practice until mastery occurred, the computer is now more widely viewed
as a tool through, and around which, socio-collaborative language learning can
take place. This shift in thinking directly parallels shifts in our understandings
about the best route to learning language in general, and empowering linguistic
minorities in particular.
Additionally, there is research that addresses special needs learners and calls for
all special populations to have access to the technology that helps them meet
their learning needs by continuing existing programs provides universal access
and adaptive technology to support learning disabled students. The Center for
Applied Special Technology, CAST, reports that beyond connectivity and
equipment, an effective technology plan addresses the equitable access barriers
of gender, poverty, race, ethnicity, and special needs. These barriers, whether
subtle or overt, may impact "the students' ability to use it [technology] toward
meaningful goals" (U.S. Department of Education, 2000) and are especially
evident in schools that are low performing or that have high needs and few
resources. One general strategy to address learner differences includes the
application of universal design principles in order to improve usability for all
students. Universal Design for Learning (UDL) is a new paradigm for teaching,
learning and assessment, drawing on new brain research and new media
technologies to respond to individual learner differences (CAST, 2000). UDL
strategies include a range of assistive technologies that have emerged to
address a variety of special needs, including learning disorders, vision and
hearing impairments, and limited fine motor skills. The rapid development of new
solutions has resulted in improved assistive technologies at affordable costs that
make access possible for every student. Solutions include screen readers, sound
amplifiers, and hardware modifications, among others. More approaches to
specific barriers may include equal access and relevant content for males and
females, culturally relevant resources, and adaptive technologies.
Strategies for Teaching with Technology

Whether technology should be used in schools is no longer the issue in
education. Instead, the current emphasis is ensuring that technology is used
effectively to create new opportunities for learning and to promote student
achievement. Educational technology is not, and never will be, transformative on
its own, however. It requires the assistance of educators who integrate
technology into the curriculum, align it with student learning goals, and use it for
engaging learning projects. "Teacher quality is the factor that matters most for
student learning," note Darling-Hammond and Berry (1998).
In the professional development section of this plan there is an expectation that

teachers, as well as students, will have access to technology as an informational
resource for teaching, managing, and learning. Research supporting this goal is
found in the work of Roschelle et al., (2000) who have conducted an extensive
review of current literature examining effective educational applications of
computer-based technology. Over 80 sources are cited in this study, referencing
articles that examine the use of computer technology in a broad range of
contexts. Cited evidence includes teacher surveys, standardized test
performance, student self-reports, and meta-analytic reviews. The subjects of
these studies range from pre-kindergarten to 12th grade students, and vary
considerably on a wide range of other demographic characteristics. Studies
examining the use of subject-specific educational software are prominently
featured in the review. Overall findings indicate that computer-based
technologies are potentially effective instructional tools that provide support along
a number of dimensions that characterize effective educational environments.
Additional research is included in the U.S Department of Education’s recently

released National Educational Technology Plan. This study states unequivocally
that “Universal access to the Internet will help end the isolation of teachers;
exponentially expand the resources for teaching and learning in schools and
class-rooms; provide more challenging, authentic and higher-order learning
experiences for students; and make schools and teachers more accountable to
parents and communities.”
Research and analyses of successful schools have established that good
professional development is essential for teachers to make effective use of
technology to enhance teaching and learning (Web-based Commission, 2000;
Becker & Riel, 2001, enGauge, 2000).
The widespread availability of computers and Internet access opens up a new

means for providing professional development: online workshops and
professional exchanges. This is a new field, just beginning to be explored, so the
formal research is very limited. However, analyses of the potential in light of the
principles of effective professional development point to some ways in which
online approaches can significantly enhance professional development programs
(NSDC, 2001).
9.b Using technology to extend or supplement the curriculum with rigorous

academic courses and curricula, including distance-learning technologies.
Distance learning opportunities

From a final report of the U.S. Department of Education Office of Planning,
Evaluation, and Policy Development Policy and Program Studies Service,
“Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis
and Review of Online Learning Studies” (U.S. Department of Education, 2009),
online education was found that “on average students in online learning
conditions performed better than those receiving face-to-face instruction.
A systematic search of the research literature from 1996 through July 2008
identified more than a thousand empirical studies of online learning. Analysts
screened these studies to find those that (a) contrasted an online to a face-to-
face condition, (b) measured student-learning outcomes, (c) used a rigorous
research design, and (d) provided adequate information to calculate an effect
size. As a result of this screening, 51 independent effects were identified that
could be subjected to meta-analysis. The meta-analysis found that, on average,
the difference between student outcomes for online and face-to-face classes—
measured as the difference between treatment and control means, divided by the
pooled standard deviation—was larger in those studies contrasting conditions
that blended elements of online and face-to-face instruction with conditions
taught entirely face-to-face. Analysts noted that these blended conditions often
included additional learning time and instructional elements not received by
students in control conditions. This finding suggests that the positive effects
associated with blended learning should not be attributed to the media, per se.
An unexpected finding was the small number of rigorous published studies
contrasting online and face-to-face learning conditions for K–12 students. In light
of this small corpus, caution is required in generalizing to the K–12 populations
because the results are derived for the most part from studies in other settings
(e.g., medical training, higher education).
JCCS and online education opportunity

JCCS is currently developing online learning courses to deliver our coursework to
all students regardless of their physical presence. This learning opportunity is
being researched for implementation and will use course management systems
such as Moodle systems that permit locally developed courses to be provided for
JCCS students. Additionally, video conferencing to promote collaboration, to
improve communication among JCCS staff and students and to provide additional
rigorous academic courses for our students is in use via our staff development
component and in collaboration with SDCOE staff developers and SDCOE Online
Production Services. This practice can provide students and staff to access
content area experts for improved teaching and learning and to reach our goals of
accelerating student learning for all JCCS students. Additional benefits include
reduced travel time and the corresponding expenses. With the remote nature of
our programs substantial cost saving will be realized through further
implementation of video conferencing. These tools will build capacity for our
students to access courses, post work electronically and to increase their learning
opportunities to non-classroom scenarios. Additionally, JCCS has used online
courses for eligible students in our institutional programs to gain college credit and
also through the University of California College Preparation (UCCP) learning
program. This permits online content to be delivered to JCCS students who would
not have access otherwise. JCCS plans to expand this program throughout the
life of the plan and make it available to all eligible JCCS students. Additionally,
JCCS has utilized videoconferencing for teaching and learning and plans further
integration with our new student information system, to be selected and
implemented by fall 2010. Research supports the integration of Internet-based
learning.
Summary
In order to expand JCCS programs into innovative teaching and learning
strategies, technological resources must be provided to all JCCS students. As we
look at the potential future applications, it is important to plan for distance learning
and other network resources yet to be developed. Many of our students will need
access to foreign language, advanced mathematic and scientific curriculum that is
currently limited or non available. JCCS will work to build the capacity and support
services to bring these resources to all students in JCCS programs. Partnering
with higher education and business enterprises will permit the students in our
programs to have access to resources that will meet their unique needs,
accelerated learning and ensure a future that is full of possibilities.
The JCCS Technology Plan 2010-2015 has been designed as a strategic

approach to enable JCCS students to be proficient users of technology and JCCS
teachers to fully integrate technology into the curriculum at all grade levels. We
will create model classrooms that exhibit best practices for using technology to
accelerate achievement for all students. The plan’s 9 sections and 32 specific
criteria will meet State of California and Enhancing Education Through Technology
(EETT) grant criteria (as part of the No Child Left Behind Act) to be eligible for
funding. The 9 major sections are: 1) Duration, 2) Stakeholders, 3) Curriculum, 4)
Professional Development, 5) Infrastructure, 6) Funding and Budget, 7) Monitoring
and Evaluation, 8) Adult Literacy and 9) Research. The primary principles of the
process hold that technology is integrated to support the program’s educational
goals and that broad-based involvement and support are essential for the plan’s
success. The plan and process supports the JCCS Mission statement and is
purposed to ensure mastery of the California content standards. The vision of the
JCCS Technology Plan states that JCCS students will be proficient users of
technology and JCCS teachers will fully integrate technology into the curriculum at
all grade levels.
APPENDIX A
NETS for Teachers
The International Society for Technology in Education (ISTE)
National Educational Technology Standards (NETS•T) and Performance Indicators for Teachers
Effective teachers model and apply the National Educational Technology Standards for Students
(NETS•S) as they design, implement, and assess learning experiences to engage students and
improve learning; enrich professional practice; and provide positive models for students,
colleagues, and the community. All teachers should meet the following standards and
performance indicators. Teachers:
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate
experiences that advance student learning, creativity, and innovation in both face-to-face and virtual
environments. Teachers:
a. promote, support, and model creative and innovative thinking and inventiveness
b. engage students in exploring real-world issues and solving authentic problems using digital tools and
resources
c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual
understanding and thinking, planning, and creative processes
d. model collaborative knowledge construction by engaging in learning with students, colleagues, and
others in face-to-face and virtual environments
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating
contemporary tools and resources to maximize content learning in context and to develop the knowledge,
skills, and attitudes identified in the NETS•S. Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote
student learning and creativity
b. develop technology-enriched learning environments that enable all students to pursue their individual
curiosities and become active participants in setting their own educational goals, managing their own
learning, and assessing their own progress
c. customize and personalize learning activities to address students’ diverse learning styles, working
strategies, and abilities using digital tools and resources
d. provide students with multiple and varied formative and summative assessments aligned with
content and technology standards and use resulting data to inform learning and teaching
3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a
global and digital society. Teachers:
a. demonstrate fluency in technology systems and the transfer of current knowledge to new
technologies and situations
b. collaborate with students, peers, parents, and community members using digital tools and resources
to support student success and innovation
c. communicate relevant information and ideas effectively to students, parents, and peers using a
variety of digital-age media and formats
d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate,
and use information resources to support research and learning
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and
exhibit legal and ethical behavior in their professional practices. Teachers:
a. advocate, model, and teach safe, legal, and ethical use of digital information and technology,
including respect for copyright, intellectual property, and the appropriate documentation of sources
b. address the diverse needs of all learners by using learner-centered strategies and providing equitable
access to appropriate digital tools and resources
c. promote and model digital etiquette and responsible social interactions related to the use of
technology and information
d. develop and model cultural understanding and global awareness by engaging with colleagues and
students of other cultures using digital-age communication and collaboration tools
5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in
their school and professional community by promoting and demonstrating the effective use of digital tools
and resources. Teachers:
a. participate in local and global learning communities to explore creative applications of technology to
improve student learning
b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision
making and community building, and developing the leadership and technology skills of others
c. evaluate and reflect on current research and professional practice on a regular basis to make effective
use of existing and emerging digital
tools and resources in support of student learning
d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school
and community
Copyright © 2008, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777
(Int’l), iste@iste.org, www.iste.org. All rights reserv
NETS for Students
The International Society for Technology in Education (ISTE)
National Educational Technology Standards (NETS•S) and Performance Indicators for Students
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.
2. Communication and Collaboration
Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and contribute
to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a
variety of digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a
variety of media and formats.
c. develop cultural understanding and global awareness by engaging with
learners of other cultures.
d. contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information
from a variety of sources and media.
c. evaluate and select information sources and digital tools based on the
appropriateness to specific tasks.
d. process data and report results.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects,
solve problems, and make informed decisions using appropriate digital tools and
resources. Students:
a. identify and define authentic problems and significant questions for
investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative
solutions.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and
practice legal and ethical behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and
technology.
b. exhibit a positive attitude toward using technology that supports
collaboration, learning, and productivity.
c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and
operations. Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies
s.
© 2007 International Society for Technology in Education. ISTE® is a registered trademark of the International
Society for Technology in Education.
NETS for Administrators

The ISTE National Educational Technology Standards (NETS•A)
and Performance Indicators for Administrators
1. Visionary Leadership. Educational Administrators inspire and lead

development and implementation of a shared vision for comprehensive integration
of technology to promote excellence and support transformation throughout the
organization.
Educational Administrators:
a. inspire and facilitate among all stakeholders a shared vision of purposeful change that
maximizes use of digital-age resources to meet and exceed learning goals, support
effective instructional practice, and maximize performance of district and school leaders
b. engage in an ongoing process to develop, implement, and communicate technology-
infused strategic plans aligned with a shared vision
c. advocate on local, state, and national levels for policies, programs, and funding to
support implementation of a technology-infused vision and strategic plan
2. Digital-Age Learning Culture. Educational Administrators create, promote,
and sustain a dynamic, digital-age learning culture that provides a rigorous,
relevant, and engaging education for all students. Educational Administrators:
a. ensure instructional innovation focused on continuous improvement of digital-age
learning
b. model and promote the frequent and effective use of technology for learning
c. provide learner-centered environments equipped with technology and learning
resources to meet the individual, diverse needs of all learners
d. ensure effective practice in the study of technology and its infusion across the
curriculum
e. promote and participate in local, national, and global learning communities that
stimulate innovation, creativity, and digital-age collaboration
3. Excellence in Professional Practice. Educational Administrators promote
an environment of professional learning and innovation that empowers educators to
enhance student learning through the infusion of contemporary technologies and
digital resources. Educational Administrators:
a. allocate time, resources, and access to ensure ongoing professional growth in technology
fluency and integration
b. facilitate and participate in learning communities that stimulate, nurture, and support
administrators, faculty, and staff in the study and use of technology
c. promote and model effective communication and collaboration among stakeholders
using digital-age tools
d. stay abreast of educational research and emerging trends regarding effective use of
technology and encourage evaluation of new technologies for their potential to improve
student learning
4. Systemic Improvement. Educational Administrators provide digital-age
leadership and management to continuously
improve the organization through the effective use of information and technology
resources. Educational Administrators:
a. lead purposeful change to maximize the achievement of learning goals through the
appropriate use of technology and media-rich resources
b. collaborate to establish metrics, collect and analyze data, interpret results, and share
findings to improve staff performance and student learning
c. recruit and retain highly competent personnel who use technology creatively and
proficiently to advance academic and operational goals
d. establish and leverage strategic partnerships to support systemic improvement
e. establish and maintain a robust infrastructure for technology including integrated,
interoperable technology systems to support management, operations, teaching, and
learning
5. Digital Citizenship. Educational Administrators model and facilitate
understanding of social, ethical, and legal issues and responsibilities related to an
evolving digital culture. Educational Administrators:
a. ensure equitable access to appropriate digital tools and resources to meet the needs
of all learners
b. promote, model, and establish policies for safe, legal, and ethical use of digital
information and technology
c. promote and model responsible social interactions related to the use of technology
and information
d. model and facilitate the development of a shared cultural understanding and
involvement in global issues through the use of contemporary communication and
collaboration tools
©2009, ISTE® (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or
1.541.302.3777 (Int’l), iste@iste.org,
Appendix C – Criteria for EETT Technology Plans
(Completed Appendix C is REQUIRED in a technology plan)
A technology plan needs to “Adequately Address” each of the following criteria:
EETT Requirements are listed on Appendix D - EETT Technology Plan

Requirements
Appendix C must be attached to the technology plan with “Page in District

Plan” properly cross-referenced and completed.
1. PLAN DURATION Page in Example of Adequately Addressed Example of Not

CRITERION District Adequately
Plan Addressed
The plan should guide the The technology plan describes the The plan is less
district’s use of education LEA use of education technology for than three years
technology for the next the next three to five years. (For new or more than
three to five years. (For a 10 plan, description of technology plan five years in
new plan, can include development in the first year is length.
technology plan acceptable). The plan must include a
development in the first specific start and end date (7/1/xx to
year) 6/30/xx).
2. STAKEHOLDERS
CRITERION
Corresponding EETT
Requirement(s): 7 and
11 (Appendix D).
Description of how a variety The planning team consisted of Little evidence
of stakeholders from within 11-12 representatives who will implement the is included that
the school district and the plan. If a variety of stakeholders did shows the
community-at-large not assist with the development of the district actively
participated in the planning plan, a description of why they were sought
process. not involved is included. participation
from a variety
of stakeholders.
3. CURRICULUM
COMPONENT
CRITERIA
Corresponding EETT
Requirement(s): 1, 2, 3,
8, 10, and 12
(Appendix D).
a. Description of The plan describes the The plan explains
teachers’ and students’ 16-18 technology access available technology access
current access to in the classrooms, in terms of a
technology tools both library/media centers, or labs student-to-computer
during the school day and for all students and teachers. ratio, but does not
explain where
outside of school hours.
access is available,
who has access, and
when various
students and
teachers can use the
technology.
b. Description of the 18-21 The plan describes the The plan cites
district’s current use of typical frequency and type of district policy
hardware and software to use (technology regarding use of
support teaching and skills/information and technology, but
learning. literacy integrated into the provides no
curriculum). information about
its actual use.
c. Summary of the 21-23 The plan summarizes the The plan does not
district’s curricular goals district’s curricular goals that summarize district
that are supported by this are supported by the plan and curricular goals.
tech plan. referenced in district
document(s).
d. List of clear goals, 24-27 The plan delineates clear The plan suggests
measurable objectives, goals, measurable objectives, how technology
annual benchmarks, and annual benchmarks, and a will be used, but is
an implementation plan clear implementation plan for not specific enough
for using technology to using technology to support to know what
the district’s curriculum action needs to be
improve teaching and
goals and academic content taken to accomplish
learning by supporting the standards to improve the goals.
district curricular goals. learning.
e. List of clear goals, 28-29 The plan delineates clear The plan suggests
measurable objectives, goals, measurable objectives, how students will
annual benchmarks, and annual benchmarks, and an acquire technology
an implementation plan implementation plan skills, but is not
detailing how and when detailing how and when specific enough to
students will acquire determine what
students will acquire the
technology skills and action needs to be
technology skills and
information literacy skills. taken to accomplish
information literacy skills the goals.
needed to succeed in the
classroom and the
workplace.
f. List of goals and an 30-31 The plan describes or The plan suggests
implementation plan that delineates clear goals that students and
describe how the district outlining how students and teachers will be
will address the teachers will learn about the educated in the
appropriate and ethical concept, purpose, and ethical use of the
significance of the ethical use Internet, but is not
use of information
of information technology specific enough to
technology in the
including copyright, fair use, determine what
classroom so that students plagiarism and the actions will be
and teachers can implications of illegal file taken to accomplish
distinguish lawful from sharing and/or downloading. the goals.
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 32 The plan describes or The plan suggests
implementation plan that delineates clear goals Internet safety
describe how the district outlining how students and education but is not
will address Internet teachers will be educated specific enough to
safety, including how about Internet safety. determine what
actions will be
students and teachers will
taken to accomplish
be trained to protect
the goals of
online privacy and avoid educating students
online predators. and teachers about
Internet safety.
h. Description of or 33 The plan describes the policy The plan does not
goals about the district or delineates clear goals and describe policies or
policy or practices that measurable objectives about goals that result in
ensure equitable the policy or practices that equitable
technology access for all ensure equitable technology technology access
access for all students. The for all students.
students.
policy or practices clearly Suggests how
support accomplishing the technology will be
plan’s goals. used, but is not
specific enough to
know what action
needs to be taken to
accomplish the
goals.
i. List of clear goals, 34 The plan delineates clear The plan suggests
annual benchmarks, and annual benchmarks, and an will be used, but is
an implementation plan to implementation plan for not specific enough
use technology to make using technology to support to know what
the district’s student record- action needs to be
student record keeping
keeping and assessment taken to accomplish
and assessment more
efforts. the goals.
efficient and supportive of
teachers’ efforts to meet
individual student
academic needs.
j. List of clear goals, 35-36 The plan delineates clear The plan suggests
annual benchmarks, and annual benchmarks, and an will be used, but is
an implementation plan to implementation plan for not specific enough
use technology to improve using technology to improve to know what
two-way communication action needs to be
two-way communication
between home and school. taken to accomplish
between home and school.
the goals.
k. Describe the process 37 The monitoring process, roles, The monitoring
that will be used to and responsibilities are process either is
monitor the Curricular described in sufficient detail. absent, or lacks
Component (Section 3d- detail regarding
3j) goals, objectives, procedures, roles,
and
benchmarks, and planned
responsibilities.
implementation activities
including roles and
responsibilities.
4. PROFESSIONAL
DEVELOPMENT
COMPONENT
CRITERIA
Corresponding EETT
Requirement(s): 5 and
12 (Appendix D).
a. Summary of the 38-44 The plan provides a clear Description of current
teachers’ and summary of the teachers’ and level of staff expertise
administrators’ current administrators’ current is too general or relates
technology proficiency technology proficiency and only to a limited
and integration skills and integration skills and needs segment of the
for professional district’s teachers and
needs for professional
development. The findings administrators in the
development.
are summarized in the plan focus areas or does not
by discrete skills that include relate to the focus
Commission on Teacher areas, i.e., only the
Credentialing (CTC) fourth grade teachers
Standard 9 and 16 when grades four to
proficiencies. eight are the focus
grade levels.
b. List of clear goals, 45-47 The plan delineates clear The plan speaks only
measurable objectives, goals, measurable objectives, generally of
annual benchmarks, and annual benchmarks, and an professional
an implementation plan implementation plan for development and is not
for providing professional providing teachers and specific enough to
administrators with ensure that teachers
development
sustained, ongoing and administrators will
opportunities based on
professional development have the necessary
your district needs necessary to reach the training to implement
assessment data (4a) and Curriculum Component the Curriculum
the Curriculum
Component objectives objectives (sections 3d - 3j) Component.
(Sections 3d - 3j) of the of the plan.
plan.
c. Describe the process 47 The monitoring process, The monitoring
that will be used to roles, and responsibilities are process either is
monitor the Professional described in sufficient detail. absent, or lacks detail
Development (Section 4b) regarding who is
goals, objectives, responsible and what is
expected.
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).
a. Describe the existing 48-54 The plan clearly summarizes The inventory of
hardware, Internet access, the existing technology equipment is so
electronic learning resources, hardware, electronic learning general that it is
and technical support already resources, networking and difficult to
in the district that will be used telecommunication determine what
infrastructure, and technical must be acquired to
to support the Curriculum and
support to support the implement the
Professional Development
implementation of the Curriculum and
Components (Sections 3 & 4) Curriculum and Professional Professional
of the plan. Development Components. Development
Components. The
summary of current
technical support is
missing or lacks
sufficient detail.
b. Describe the technology 54-57 The plan provides a clear The plan includes a
hardware, electronic learning summary and list of the description or list
resources, networking and technology hardware, of hardware,
telecommunications electronic learning resources, infrastructure, and
infrastructure, physical plant networking and other technology
telecommunications necessary to
modifications, and technical
support needed by the infrastructure, physical plant implement the plan,
district’s teachers, students, modifications, and technical but there doesn’t
and administrators to support support the district will need seem to be any real
the activities in the to support the relationship
Curriculum and Professional implementation of the between the
district’s Curriculum and activities in the
Development components of
Professional Development Curriculum and
the plan.
components. 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 clear annual 58-59 The annual benchmarks and The annual
benchmarks and a timeline for timeline are specific and benchmarks and
obtaining the hardware, realistic. Teachers and timeline are either
infrastructure, learning administrators implementing absent or so vague
resources and technical the plan can easily discern that it would be
what needs to be acquired or difficult to
support required to support
repurposed, by whom, and determine what
the other plan components
when. needs to be
identified in Section 5b. acquired or
repurposed, by
whom, and when.
d. Describe the process that 60-61 The monitoring process, The monitoring
will be used to monitor Section roles, and responsibilities are process either is
5b & the annual benchmarks described in sufficient detail. absent, or lacks
and timeline of activities detail regarding
including roles and who is responsible
and what is
responsibilities.
expected.
6. FUNDING AND
BUDGET
COMPONENT
CRITERIA
Corresponding EETT
Requirement(s): 7 & 13,
(Appendix D)
a. List established and 62-63 The plan clearly describes Resources to
potential funding sources. resources that are available implement the plan
or could be obtained to are not clearly
implement the plan. identified or are so
general as to be
useless.
b. Estimate annual 63-65 Cost estimates are reasonable Cost estimates are
implementation costs for and address the total cost of unrealistic, lacking,
the term of the plan. ownership, including the or are not
costs to implement the sufficiently detailed
curricular, professional to determine if the
development, infrastructure, total cost of
hardware, technical support, ownership is
and electronic learning addressed.
resource needs identified in
the plan.
c. Describe the district’s 66 Plan recognizes that Replacement policy
replacement policy for equipment will need to be is either missing or
obsolete equipment. replaced and outlines a vague. It is not clear
realistic replacement plan that the replacement
that will support the policy could be
Curriculum and Professional implemented.
Development Components.
d. Describe the process 66 The monitoring process, The monitoring
that will be used to roles, and responsibilities are process either is
monitor Ed Tech funding, described in sufficient detail. absent, or lacks
implementation costs and detail regarding who
new funding is responsible and
what is expected.
opportunities and to
adjust budgets as
necessary.
7. MONITORING AND
EVALUATION
COMPONENT
CRITERIA
Corresponding EETT
Requirement(s): 11
(Appendix D).
a. Describe the process 67 The plan describes the No provision for an
for evaluating the plan’s process for evaluation using evaluation is
overall progress and the goals and benchmarks of included in the plan.
impact on teaching and each component as the How success is
learning. indicators of success. determined is not
defined. The
evaluation is defined,
but the process to
conduct the
evaluation is
missing.
b. Schedule for 67-69 Evaluation timeline is The evaluation
evaluating the effect of specific and realistic. timeline is not
plan implementation. included or indicates
an expectation of
unrealistic results
that does not support
the continued
implementation of
the plan.
c. Describe the process 70 The plan describes the The plan does not
and frequency of process and frequency of provide a process for
communicating communicating evaluation using the monitoring
evaluation results to tech results to tech plan and evaluation
plan stakeholders. stakeholders. results to improve
the plan and/or
disseminate the
findings.
8. EFFECTIVE
COLLABORATIVE
STRATEGIES WITH
ADULT LITERACY
PROVIDERS TO
MAXIMIZE THE USE
OF TECHNOLOGY
CRITERION
Corresponding EETT Requirement(s):
11 (Appendix D).
If the district has identified 71 The plan explains how the There is no evidence
adult literacy providers, program will be developed in that the plan has been,
describe how the program collaboration with adult or will be developed in
will be developed in literacy providers. Planning collaboration with
collaboration with them. (If included or will include adult literacy service
consideration of providers, to maximize
no adult literacy providers
collaborative strategies and the use of technology.
are indicated, describe the
other funding resources to
process used to identify adult maximize the use of
literacy providers or technology. If no adult
potential future outreach literacy providers are
efforts.) indicated, the plan describes
the process used to identify
adult literacy providers or
potential future outreach
efforts.
9. EFFECTIVE,
RESEARCHED-BASED
METHODS,
STRATEGIES, AND
CRITERIA
Corresponding EETT Requirement(s):
4 and 9 (Appendix D).
a. Summarize the relevant 72-81 The plan describes the The description of the
research and describe how it relevant research behind the research behind the
supports the plan’s plan’s design for strategies plan’s design for
curricular and professional and/or methods selected. strategies and/or
development goals. methods selected is
unclear or missing.
b. Describe the district’s 81-83 The plan describes the There is no plan to use
plans to use technology to process the district will use to technology to extend
extend or supplement the extend or supplement the or supplement the
district’s curriculum with district’s curric with rigorous district’s curriculum
rigorous academic courses academic courses and offerings.
curricula, including distance
and curricula, including learning opportunities (in
distance-learning areas that would not
technologies. otherwise have access to
such courses or curric due to
geograp distances or
insufficient resources).

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Juvenile Court and Community Schools

San Diego County Office of Education

Education Technology Plan Review System (ETPRS)

County & District Code: 37 - 10371

Please provide backup contact information.

Technology Plan Contact Information.........................................................................................................3

APPENDIX I – EDUCATION TECHNOLOGY PLAN BENCHMARK REVIEW....5

1. PLAN DURATION ...........................................................................................12

4. PROFESSIONAL DEVELOPMENT COMPONENT........................................42

5. INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT, AND

6. FUNDING AND BUDGET COMPONENT........................................................65

7. MONITORING AND EVALUATION COMPONENT.........................................70

8. EFFECTIVE COLLABORATION STRATEGIES WITH ADULT LITERACY

9. EFFECTIVE, RESEARCH-BASED METHODS AND STRATEGIES..............75

NETS FOR TEACHERS.......................................................................................88

NETS FOR STUDENTS ......................................................................................90

NETS FOR ADMINISTRATORS..........................................................................91

THE ISTE NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS

AND PERFORMANCE INDICATORS FOR ADMINISTRATORS.......................91

1. Describe your district’s progress in meeting the goals and specific

JCCS Program Profile

JCCS offers a variety of alternative education programs for students in grades

• Significant gaps in school achievement, attendance, and grade level

• Special instructional needs.

Local assessments reveal improvement in academic skills, despite short

Mary Glover Executive Director

II. We will nurture, support, and develop leaders and leadership

III. We will transform our use of resources and create

IV. We will develop and implement means to ensure global

• Provide protocols and models for students to demonstrate their proficiency in

• Address Internet safety issues through teacher-led classroom activities and

• Allow students to use a variety of technologies to gather, analyze, organize,

• Provide appropriate access for all JCCS students, teachers, parents/legal

• Prepare students for their future roles in a technologically advanced society.

• Provide opportunities for students to research, create and publish using a

• Develop technical and basic literacy skills.

• Promote student-centered learning with the teacher acting as a facilitator and

The continued goal of technology access in JCCS classrooms is to support

In Social Science classes, students have access to classroom computers and

During Science classes, students have access to computers and regularly

In Math classes, students use classroom computers and Internet resources

On a daily basis, JCCS staff utilize emerging technologies such as Smart

• Academic Performance Index (API)

The Assessment & Accountability department is actively involved in ongoing

• SUPPORT districts in standards-based instruction, planning, and

• ASSIST with assessment of learning to drive decisions for learning.

• SUPPORT development of professional educators.

• PROVIDE opportunities for sharing and learning among districts.

Technological tools such at PLATO Learning Environment (PLE), offers

3.d.2 Document and Tech Coordinator Completed Emerging

3.d.2 Collection and Assessment Bi-annually Survey results

1. Creativity and Innovation,

Benchmarks for 3.e.1

3.e.1 Presentation and 4 Resource Nov 2010- Logs of staff

Benchmarks for 3.g.1

Objective Increase the students-to-computers ratio to better than 2 to 1 by

By June of 2014, the students to computers ratio for JCCS will be 2 to 1

Objective By June 2015, all Juvenile Court and Community Schools

Title Summary of duties

Technology Coordinator Provide program leadership, monitoring of

Technology Resource Teachers Work directly with the Technology Coordinator

Assessment Director Provide assessment/measurement criteria and

JCCS Parent Liaisons Provide parent/guardians contact and