TECHNOLOGY MASTER PLAN
2014-2017
Our Children, Our Schools, Our Future
JURUPA UNFIED SCHOOL DISTRICT
Superintendent
Elliot Duchon
Board Members
Sheryl Schmidt, President
Bobby Hernandez, Member
Memo Mendez, Member
Brian Schafer, Member
Donna Johnston, Member
Business Services
Paula Ford, Assistant Superintendent
Joshua Lewis, Director, Information-Education Technology
Matt C. Hahn B.Sc., Director, Data Base Administration
Jeffrey Lewis, Network Manager
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District Name:
CDS Code:
District Phone Number:
Contact Name:
Contact Title:
Contact Phone Number:
Contact e-mail:
Technology Master Plan
Jurupa Unified School District
33-67090
(951) 360-4100
Joshua Lewis
Director, Education and Information Technology
(951) 360-4185
josh_lewis@jusd.k12.ca.us
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JURUPA UNFIED SCHOOL DISTRICT
Technology Master Plan
Table of Contents
Executive Summary .................................................................................................. 5
Stakeholders Criterion ............................................................................................ 11
Curriculum. ............................................................................................................. 15
Professional Development ...................................................................................... 56
Infrastructure, Hardware, Technical Support and Software Components.............. 64
Funding and Budget ................................................................................................ 87
Monitoring and Evaluation ..................................................................................... 92
Collaboration with Adult Literacy .......................................................................... 96
Effective Research-Based Methods and Strategies ................................................ 98
E-Rate Supplement ............................................................................................... 101
Appendix C – Criteria for EETT Funded Technology Plans ............................... 104
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1. PLAN DURATION
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Executive Summary
The mission of the Jurupa Unified School District is to educate each student to the highest levels of academic achievement and
prepare students to succeed in life. In 2010, California adopted a new set of academic standards for all students: the Common Core
State Standards (CCSS). These new standards have been adopted by 45 states across the nation. In 2011-2012, Jurupa Unified began a
plan to implement the state’s newly adopted Common Core State Standards. These new standards will assist teachers and schools in
successfully preparing students for college and career options as they graduate from high school. The CCSS present an opportunity to
design the next-generation learning models with technology being a key vehicle to increasing student achievement.
Assembly Bill 484, signed into law on October 2, 2013, establishes the California Measurement of Academic Performance and
Progress (CalMAPP) assessment system. The CalMAPP system replaces the Standardized Testing and Reporting (STAR) Program.
This new assessment system will require students to test online. On January 31, 2014 the new online assessment system was renamed
the California Assessment of Student Performance and Progress (CAASPP). Smarter Balanced Assessment Consortium (SBAC) is
developing and piloting the next-generation assessments that will align with the Common Core State Standards (CCSS). Beginning in
2014-2014, the summative computer adaptive assessments and performance tasks will be administered online in the last 12 weeks of
the school year in grades 3-8 and 11 for English language arts (ELA)/literacy and mathematics. The online alternate assessment
counterpart for students with significant cognitive disabilities is the National Center for State Collaborative (NCSC) assessment
operational in spring 2015. The CCSS and the CAASPP assessment system will require technology to be used as a learning tool rather
than a set of isolated standards. This will raise the expectations of our students to meet minimum digital literacy and technology
proficiency skills. While all teachers can learn to use technology, they generally require extensive training, schoolwide support, and
scheduled time for independent learning in order to feel confident and competent enough to use new technology effectively and
frequently (Marzano and Magana, 2014).
The purpose of this Technology Master Plan for July 1, 2014 to June 30, 2017 is to articulate a long range strategy for the uses
of technology within the district – to identify the instructional and management needs within the district for which technology can
provide tools to complete academic and administrative tasks.
The plan was written in alignment with district mission statements and goals, Blue Print for Learning, the Local Education
Agency Plan (LEAP), the Local Control and Accountability Plan (LCAP) and the District’s Transition to the Common Core. In support
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of teaching and learning, this plan evaluates (1) the district’s infrastructure and support needs, (2) the financial requirements and fiscal
impact of technology, and (3) the processes for monitoring the implementation of this plan.
Reaching critical goals depends on improving professional development support, infrastructure, and expanding funding.
Significant changes planned for 2014-17 include the following:
Curriculum and Instruction – targeted implementation: One time Common Core funding, the third distribution of the state’s
Education Technology K-12 Voucher Program, and the Local Control Funding Formula provide the opportunity to implement this
technology plan to support better teaching, learning and collaboration. The district and school site representatives will meet annually
to review the progress toward meeting the district’s technology goals and to design purchasing priorities.
Professional Development: All staff will become proficient with technology tools for essential communication, administrative, and
curriculum functions. Support for Aequitas’s Gradebook product, use of Aequitas’s Q student information system and Parent and
Student Connect will continue. Follet training on Destiny for library staff will also continue. Management and clerical staff will be
provided with multiple opportunities to increase technology proficiency. Instructional staff—administrators, coaches, teachers, and
library staff will be provided with on-going opportunities to increase personal technology skills, access student data, use instructional
technology, and effectively integrate technology into the adopted curriculum. Teachers will increase technology proficiency through
various trainings on the use of laptops, projectors, iPads, N-computing and Multipoint systems, VDI devices, responders, document
cameras and other technologies. Training will not only focus on functionality of these devices, but also on how to enhance student
learning with technology through discovery and creation applications.
Network Services and Infrastructure Objectives: Securing more bandwidth and upgrading the site switching and routing
infrastructure to carry voice, video and data effectively, including interactive video conference connections during the coming threeyear cycle and providing network access through wireless hot-spots on campuses where portable notebook, mobile wireless devices or
tablet PCs can be effectively used. Creation of online report cards, online high school course directory aligned with Q/CALPADS,
improving information systems to use single database structure, improved graduate requirements and grade point average reporting,
enhanced reporting with report builder and writer, SQL report server, enhanced data views and queries and business rules.
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Budget Expansion: Allocation of budget to support technology replacement cycle and ensuring teachers have technology that is
working and supported. Creation of grants funding calendar and infrastructure to pursue resources. Creation of partnerships, alliances,
and coalitions with outside public and private agencies to secure additional resources.
In the time period of July 2011-June 2014 covered by the previous JUSD Technology Master Plan, the following was accomplished:
 Developed a web portal for internal and external access to district information and communications resources. Every school
site and department now has an external website. Every teacher has access to create a class website.
 Replaced aging unreliable Phonemaster phone notification system with the Blackboard parent notification system. This system
allows teachers to easily communicate with parents through a series of pre-developed choices. Office staff can also create
messages to go home to parents via voice message, text, or email.
 Developed and funded a computer replacement cycle to enable students and staff to meet the demands of the 21st century and
to have success with the Common Core State Standards.
 Applied and received funding for E-Rate Year 15 project. This project will upgrade the Local Area Network (LAN) at 11 of
our sixteen elementary schools.
 Increased resources to support the JUSD digital classroom. Examples include an increased use of digital projectors, increased
use of document cameras, and initial deployment of iPads.
 Implemented the use of Aequitas’s Gradebook product for all teachers in the 13-14 school year. With the implementation of
Gradebook as the default grading system used by all teachers, parents now have access to monitor their students’ progress and
be partners in the educational progress. We believe this step will allow greater monitoring of students’ progress by both parents
and students themselves.
 Expanded the usage of the Aequitas’s Q product in the 2013-2014 school year. Examples include the enhancement of behavior
module and visit maintenance module to support the Positive Behavior Support initiative, and enhancement to Q’s transfer
module.
 In the 2013-2014 school year, the Adult Education program began using Q. This allowed us to replace the old archaic ASAP
software and save district funds.
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Summer School and After School Tracks are now included in our live database. These changes were made in order to make
more student information available to end users and will allow for tracking and reporting.
Established Q user group meetings, technology coordinator meetings and library user group meetings.
Adopted International Society for Technology in Education (ISTE) and National Education Technology Standards (NETS) for
teachers.
In 2013-14, Rivercrest Prepatory Online School opened. Rivercrest provides access to a rigorous, standard-based, college
preparatory online learning curriculum for grades 9-12. Online Learning is provided with 24/7 access. Flexible schedules are
supported that provide access to experiential school activities such as fine and performing arts programs, and school-based
athletics.
During the next three years the district plans to:
 Improve network connectivity between the District and the Riverside County Office of Education to Sunesys fiber optic
network at 10 Gigabit speeds.
 Further develop digital resources to support the curriculum needs of the Common Core State Standards to have students
produce, publish and collaborate using digital media.
 Continue computer replacement cycle started in the 13-14 school year for student and teacher computers.
 Provide support and training for Q module and Q Gradebook updates.
 Expand student computers, tablets, projectors and other digital devices in the classrooms.
 Further develop professional development to meet the needs of the District’s transition to the CCSS.
 Develop a Learning Management System to enable teachers to have total classroom and education management at their
fingertips, including: course-creation and development tools, assignment dropboxes, discussion boards, closed-circuit message
center, and access to drag-and-drop content management.
 Increase storage capacity in the data center.
 Increase server VM host capacity.
 Increase the WAN connection between the school sites and the district office’s data center to 10gbps, starting with the middle
and high schools. As part of this project, our core switch will need to be upgraded.
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Increase the density of our wireless access points to handle multiple simultaneous classrooms using laptops and tablets.
Purchase a mobile device management (MDM) platform to support tablets.
Build capacity in technology proficiency through professional development.
Expand the use of technology in the core curriculum through professional development.
Continue to improve support for California Longitudinal Pupil Achievement Data System (CALPADS).
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2. STAKEHOLDERS CRITERION –
TECHNOLOGY PLANNING TEAM MEMBERS
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The Jurupa Unified School District (JUSD) is located in Riverside County, the fourth largest county in California, and is at
the epicenter of population growth in Southern California. Riverside County stretches nearly 200 miles from east to west and
comprises over 7,300 square miles of fertile river valleys, low deserts, mountains, foothills, and rolling plains. The district
boundaries encompass the city of Jurupa Valley and a small segment on the Eastern border of Eastvale. The district currently
operates 16 elementary schools, three middle schools, three comprehensive high schools, a continuation high school, a community
day school, online high school, and an adult education program. Jurupa USD serves 19,577 Transitional Kindergarten through
grade 12 students with 7,292 (35.8%) identified as English learners, 1,910 (9.58%) receiving special education services, 14,128
(73.83%) identified as Socio-economically Disadvantaged (SED), and 122 Foster Youth. Most students served by JUSD are
Hispanic (16,248/83.0%), White (2,355/12.0%), or Black/African American (439/2.2%), with other races representing less than
2% (Asian 212/1.1%, and Filipino 70/.4%). Our districtwide unduplicated count is (15,688/80.78%) with all of our schools
ranging from 49.68% to 95.63%.
Technology Master Plan Committee Participants:
The Technology Master Plan Committee sets the direction of the JUSD technology with guidelines for planning, organizing, and
implementing district technology services. The following were invited, participated or provided input in support of this plan:
 Dr. Jose Araux – High School Principal
 Dave Barnes – Riverside County Record
 Karina Becerra-Murillo – Elementary School Principal
 Todd Corbin – Jurupa Community Services District
 Daniel Cornejo – Elementary Teacher
 Sandra Franco – Parent
 Vickie Hawkins – Elementary Teacher
 Bobby Hernandez – Board of Education Liaison
 Andy Huben – Middle School Principal
 Joan Lauritzen – School Readiness Center
 Rob Liddle – High School Teacher
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Georgia Lindsey – Library Technician
Iris Nunez - Parent
Adriana Patlan – Education Center
Dan Rodriguez – Jurupa Area Recreation and Park District
Brian Schafer – Board of Education Liaison
Ricardo Solis – Bilingual Language Tutor
Darrel Walker – Middle School Teacher
Elliott Duchon – Superintendent
Paul Gill – Staff on Special Assignment
Paula Ford – Assistant Superintendent, Business Services
Trent Hansen – Director, Facility Planning and Development
Josh Lewis – Director, Information-Education Technology
Bill Elzig – Senior Building Inspector
Pablo Ponce – Assistant Director Maintenance and Operations
This Education Technology Plan is focused on the five components listed below and spans a three year period
(July 1, 2014-June 30, 2017):
1. Curriculum – defines how technology can be used to help JUSD’s students meet the academic content standards.
2. Professional Development – outlines JUSD’s plan to provide teachers, library media personnel, instructional support staff,
administrators, clerical support, and technical support staff with the necessary training to support improved student
achievement in the plan’s concentration areas.
3. Infrastructure, Hardware, Technical Support, and Software – identifies the technology and physical plant modifications
that are needed to accomplish JUSD’s Curriculum and Professional Development goals.
4. Funding and Budget – identifies the funding sources that will be used to meet the curriculum, professional development,
infrastructure, hardware, technical support, and software goals.
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5. Monitoring and Evaluation – each of the above areas contains a built-in monitoring and evaluation process to help assist the
district in determining whether technology had a positive impact on student achievement.
The Facilities and Technology Advisory Committee, which includes a broad cross section of stakeholders, were recruited and
volunteered to serve on the technology 2014-2017 JUSD Technology Master Plan committee. We are thankful for their support,
insights, and commitment to developing a technology plan that will ensure better teaching, learning and collaboration for the nearly
20,000+ students we serve.
Timeline:
10/2013:
11/2013:
11/2013:
03/2014:
04/2014:
06/2014:
3/2017:
Teacher Input from Technology Coordinators Meetings and Teacher Survey
Technology Master Plan Update and Review with Facilities and Technology Committee
Review of Plan Progress: What has happened so far?
Technology in the Common Core
Where should we go from here?
California Technology Assistance Project (CTAP): Cycle “A” Approval CTAP Technology
Plan Approval Process Begins
Educational Services Review and Input
California Department of Education Review and Approval
JUSD Board Approval
Technology Master Plan Update: July 1, 2017- June 30, 2020
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3. CURRICULUM
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a. Description of teachers’ and students’ current access to technology tools both during the school day and outside of school hours.
Elementary
In a Kindergarten classroom, teachers and students have access to a teacher computer, a digital projector, a document camera
and six iPads.
In a 1st-3rd grade classroom, teachers and students have access to one teacher computer, a digital projector and a document
camera and have up to six student computer stations. In a 4th-6th grade elementary classroom, teachers and students have access to one
teacher computer and up to six student computer stations, a document camera and a digital projector. Each elementary school also has
access to a 40 unit laptop cart. Additional peripheral devices such as digital cameras, and digital camcorders are available at most
elementary schools. Mobi View digital student responders are used at some of our elementary schools.
The elementary school library contains one librarian station and a six student research station. The elementary library is open
during instructional hours, before school and during lunch time. Library technicians maintain both a fixed and flexible schedule to
support student research and library skills.
A variety of software is used at elementary schools. MS Office is provided on each teacher computer and all student systems.
There are approximately 100 Inspiration and 250 Kidspiration licenses—(graphic organizing software)-- across the 16 elementary
schools. In addition, a few schools use Accelerated Reader and/or Accelerated Math during extended learning opportunities (before
school, lunch, after school). Students in the Think Together after school program have access to student research stations located in
the libraries.
Middle School Classrooms (7-8)
Teachers and students in middle school classrooms have access to a mounted digital projector, audio speakers, document
camera, and some classrooms have an interactive wireless slate. Each middle school has access to a computer lab through an elective
computer class, video production course, and/or the Language! Reading Intervention program. Additionally, students have access to a
40 unit laptop cart and a bank of 36 computers which are available in the library before, during, and after school. Additional
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peripheral devices such as digital cameras, digital camcorders, student response systems, podcasting and science equipment are
available at the middle schools. Some iPad devices are being piloted at Jurupa Middle School and Mira Loma Middle School.
The middle school library contains one librarian station and six dedicated library catalog search stations. Each middle school
library also has approximately 36 computers to be used for student research. Students in the Think Together after school program have
access to these computers. All middle school teacher and student computers have access to MS Office. Additionally, approximately
350 Inspiration licenses are available for both teachers and students.
High School Classrooms (9-12)
Teachers and students in high school have access to 2-6 student computers and a teacher computer. Rubidoux High School and
Patriot High School have digital projectors and document cameras in every classroom. Jurupa Valley High School has a digital
projector in approximately 25% of its classrooms. Many teachers make these devices available to students before school, during lunch
and after school.
There are several classroom labs at each high school. Students in these labs access curriculum for the Read 180 intervention
program, conduct research using Destiny and Title Peek, create presentations and reports, and produce videos for the morning TV
programs. These labs support the following courses:
 READ 180 – Reading Intervention Support
 Video Production
 Desktop Publishing
 Technology Proficiency
 Yearbook lab
 Open computer lab
Additional peripheral devices such as digital cameras, digital camcorders, and science equipment are available at each high school.
All teacher computers are equipped with MS Office. Approximately, fifty Inspiration licenses are available at the high schools.
Specific software for web design, video production, and computer animation are available to students enrolled in the course.
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The high school libraries maintain two librarian stations and a minimum of six library catalog search stations. Each high school
library also has between 12-36 computers to be used for student research and class instruction. The library is open to students before
and after school.
b. Description of the district’s current use of hardware and software to support teaching and learning.
There are four types of technology use in the Jurupa Unified School District; the use of technology to learn technology skills, the
use of technology to enhance student learning, t h e use of technology for instruction, and the use of technology for information
management and recordkeeping.
Technology Use to Learn Technology Skills
Students at the middle and high school level have the opportunity to participate in many technology electives that focus on
learning a technology skill. Courses include basic and advanced computer proficiencies, video/broadcast production, animation, and
web design. A selection of courses is offered each semester.
Technology Use to Enhance Student Learning
Students at elementary, middle and high school levels use technology software such as, word processing, publishing,
presentation, spreadsheets, graphic organizers, graphing, and Internet research. Additionally they use these technology tools; scanners,
digital cameras, and student response systems, to enhance and expand learning for all areas of the core curriculum. Students in
intervention classes use computers to access curriculum in the R180 and Language! programs. Students also conduct research using
Destiny and Title Peek software.
Technology Use for Instruction
All teachers use technology on a daily basis for attendance and student record keeping. In addition, teachers and administrators
use technology to monitor and analyze student assessment data. Teachers’ use of technology for instruction varies from school to
school and is based on access to the technology (see Curriculum Section A) and the level of technology integration experience and
professional development opportunities.
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Technology for Information Management and Recordkeeping
All student performance assessment data requires a data management tool to create, administer, analyze, and report
standards-based learning evidence at a local level. Educator’s Assessment Data Management System (EADMS) is our district’s
data management system. EADMS provides staff with the ability to create and administer standards-based local assessments,
provide teachers with individualized and classroom student reporting, as well as online or scanning testing support in order to see
the performance lapses preventing students from achieving standards mastery. With the work of the curriculum Units of Study
(UOS) assessments will be housed in EADMS so that teachers can analyze and use standards-based data reports to adjust
instruction and identify students for intervention. In preparation for CCSS SBAC computer adaptive items and performance tasks,
a CCSS-like assessment item bank, Measured Progress, will provide UOS members and Assessment Review Committee (ARC)
teachers items that are SBAC aligned for unit integration. We are also moving to more online access for students’ progress
reporting through Student, Parent, and Teacher Connect for accessibility by all shareholders.
c. Summary of the district’s curricular goals and academic content standards in various district and site comprehensive planning
documents.
Based on the District’s status of Program Improvement Year 3+, the Jurupa Unified School District Education Technology
Plan is closely aligned to the District’s Local Education Agency Program Improvement Plan (LEAP) which outlines the District
Assessment Team’s recommendations for addressing the teaching and learning needs of the district and specifically problems of low
achieving students. Note at the time this plan was being written the Local Control Accountability Plan had not been finalized.
LEAP Goals
Goal 1: All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics by 2013-2014.
A. Alignment of instruction with content standards
 Reading intervention
 Mathematics intervention
 Daily uninterrupted instructional time for reading and language arts
 Implement master schedule to include interventions
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Provide and monitor pacing guides for reading/language arts and mathematics
Use Professional Learning Communities (PLC) to create grade level, cross grade level, and disciplinary teams focused
on improving student achievement
B. Use of standards-aligned instructional materials
 Provide SB472 and AB430 training
 Provide training on the explicit skillful implementation of core programs
 Monitor use of standards-based adopted language arts and mathematics programs
 Provide intensive reading interventions
 Provide mathematics interventions
 Increased access to technology
 Use assessment data to appropriately place students
 Develop a systematic process for accurate data collection
 Refine student achievement data reporting for higher relevancy to teachers
 Provide longitudinal student data
 Monitor program effectiveness
Goal 2: All limited-English proficient students will become proficient in English and reach high academic standards, at a minimum,
attaining proficiency or better in reading/language arts and mathematics.
A. Align ELA and mathematics instruction with ELD standards
B. Employ research based SDAIE/SIOP strategies to support English learners
Goal 3: Address the professional development needs of the instructional staff.
A. Provide opportunities for teacher and principal professional development and collaboration
B. Create and implement a systematic professional development plan based on student data and needs assessments that
addresses: standards-based content knowledge, application of classroom activities, classroom support, active engagement of
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participants, research-based instructional strategies (Marzano, SDAIE, SIOP), and coherence with other professional
development activities.
C. Monitor implementation of standards-based instruction as provided through the JUSD professional development program.
Goal 4: Incorporate, as appropriate, activities before school, after school, during the summer, and during an extension of the school
year.
A. Extend learning time beyond the minutes of the instructional day
B. Provide supplemental education services to Year 2+ and Title I Program Improvement schools.
Goal 5: Include strategies to promote effective parental involvement in the school.
A. Ensure information is provided to parents in multiple formats; print, Web-based, and phone.
B. Revise and monitor a district-wide plan to ensure that all parents (grades K-12) are informed on a regular basis of their
students’ academic progress.
C. Monitor district and site plans for inclusion of resources and opportunities to all parents including strategies for students
with disabilities and English learners to support their children’s academic success.
d. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for using technology to improve
teaching and learning by supporting the district curricular goals.
A fundamental goal for JUSD’s instructional technology program is to provide appropriate resources for teachers to plan and
design effective learning environments and experiences for students. Additional goals for instructional technology include:
implementing the district standard for classroom technology hardware and software resources, a district standard for teacher resources,
and a systematic implementation plan for integrating technology into the curriculum.
Each learning environment will be provided with technology resources that support the context of the learning activities and
enhance instructional strategies to support the diverse needs of learners. Learning environments are not limited to the classroom.
School libraries and multi-purpose rooms are also learning environments and will have access to technology resources.
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While Jurupa Unified School District continues to focus on increasing student achievement in reading and mathematics;
reading, writing, and computing in science and history social- science are recognized as essential skills that are important to the overall
success of every learner. The activities listed in the Curriculum Component table are not limited to the ELA and Math curriculum.
These activities will be incorporated into the science and history-social science to deepen students’ content knowledge, critical
thinking skills, information literacy skills, and technology proficiency.
Curriculum Component Table
Goal 1: Teachers will use technology to enhance the core instruction and increase student learning.
(Aligned with LEAP Goals 1, 2, and 4)
Objective 1: 100% of all K-12 teachers will use technology on a weekly basis to enhance the core instruction.
Year 1: 100% of all K-12 teachers will use technology on a weekly basis to enhance the core instruction.
Year 2: 100% of all K-12 teachers will use technology on a weekly basis to enhance the core instruction.
Year 3: 100% of all K-12 teachers will use technology on a weekly basis to enhance the core instruction.
Goal 2: Students will use technology to increase understanding and demonstrate knowledge of the taught curriculum.
(Aligned with LEAP Goal 1 and 2)
Objective: 100% of all 4-12 students will use technology a minimum of once per quarter to demonstrate understanding of the taught curriculum.
Year 1: 100% of all 4-12 students will use technology a minimum of once per quarter to demonstrate understanding of the taught curriculum.
Year 2: 100% of all 4-12 students will use technology a minimum of once per quarter to demonstrate understanding of the taught curriculum.
Year 3: 100% of all 4-12 students will use technology a minimum of once per quarter to demonstrate understanding of the taught curriculum.
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Addresses Plan
Comp. D
K-3
Activity
Goal 1
Obj. 1
Retell or present an
interpretation of a
story
Goal 1 Obj. 1
Goal 2 Obj. 1
Use print & electronic
reference materials
Goal 1 Obj. 1
Goal 2 Obj. 1
Use software for
Vocabulary
development
Goal 1 Obj. 1
Use graphs and charts
to compare data
Addresses Plan
Comp. D
Addresses Plan
Comp. E
Addresses
Plan
Comp. D & E
Benchmark
Common Core
Standard(s)
(see legend)
Gr. K – RL 2
Gr. 1 – RL 2
Gr. 2 – RL 2
Gr. 3 – RL 2
Inf. Literacy &
Tech. Skills
(see legend)
C&I
C&C
CT, PS, & DM
TO & C
Gr. 2 – RL 7
Gr. 3 – W 8
R & IL
TO & C
Year 2
Per Semester
Year 3
Per Semester
Gr. K – L 4.a
Gr. 2 – L 4.e
Gr. 3 – L 4.d
C&I
CT, PS, & DM
TO & C
Year 2
Per Semester
Year 3
Per Semester
Gr. 1 – MD 4
Gr. 2 – MD 10
Gr. 3 – MD 4
C&I
CT, PS, & DM
TO & C
Year 2
Per Semester
Year 3
Per Semester
Technology Master Plan
Year 2
Per Semester
Year 3
Per Semester
Addresses Plan
Comp. H
Addresses Plan
Comp. K
Resources Needed
Roles &
Responsibilities
Presentation software
Access to 6 computers
Digital projector
Document Camera
Tablets
Internet access
Access to 6 computers
Digital projector
Library/Media Center
computers
Kidspiration (CLRN)
Access to 6 computers
Digital projector
Document Camera
Video resources
Age Appropriate
Spreadsheet software
(CLRN)
Access to 6 computers
Digital projector
Document Camera
Teacher Directed
Addresses Plan
Comp. K
Monitor &
Evaluate
Share Point
Teacher Survey
Teacher Directed
Student Activity
Share Point
Teacher Survey
Teacher Directed
Student Activity
Share Point
Teacher Survey
Teacher Directed
Share Point
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4-6
Activity
Common Core
Standard(s)
(see legend)
Inf. Literacy
&
Tech. Skills
(see legend)
Benchmark
Goal 1 Obj. 1
Goal 2 Obj. 1
Use various online and
digital reference resources
Gr. 4 – RI 7
Gr. 5 – RI 7
Gr. 6 – W 8
R & IL
TO & C
Year 2
Quarterly
Year 3
Quarterly
Goal 1 Obj. 1
Goal 2 Obj. 1
Edit and revise manuscripts
using a word processing
program
Gr. 4 – W 2.a W 6
Gr. 5 – W 2.a W 6
Gr. 6 – W 6
C&C
TO & C
Year 2
Quarterly
Year 3
Quarterly
Goal 1 Obj. 1
Goal 2 Obj. 1
Deliver a well organized
and researched oral
presentation using
presentation/multimedia/
podcast software
Gr. 4 – SL 4, 5
Gr. 5 – SL 5
Gr. 6 – SL 5
C&I
C&CR
& IL
CT, PS & DM
DC, TO & C
Year 2
Semester
Year 3
Semester
Goal 1 Obj. 1
Goal 2 Obj. 1
Collect and represent data
through created graphs,
charts, and tables
Gr. 4 – MD 4
Gr. 5 – MD 2
Gr. 6 - EE 9
C&I
C&CR
& IL
CT, PS & DM
DC, TO & C
Year 2
Quarterly
Year 3
Quarterly
Technology Master Plan
Resources Needed
Age
. appropriate reference
/
software
Access to 6-10 computers
.
Digital
projector
/
Document
Camera
.
Video
resources
/
Tablet
.
Age
. appropriate word
/
/
processing
software Access
.
to 6-10 computers
/
.
Digital
projector
.
/
Document
Camera
/
.
Age
/ appropriate
presentation
software
.
Inspiration
(CLRN)
/
Access to 6-10 computers
Digital projector
Document Camera
Podcasting hardware &
software
Age
. appropriate
/
spreadsheet
software Access
to 6-10 computers
.
Digital
projector
Document
Camera
/.
Probeware
./
.
Digital
Microscopes
/
/.
/
Roles &
Responsibilities
Monitor &
Evaluate
Teacher
Student Activity
Share Point
Student
Survey
Teacher
Student Activity
Share Point
Student
Survey
Teacher
Student Activity
Share Point
Student
Survey
Teacher
Student Activity
Share Point
Student
Survey
Page 24
7-8
Activity
Common Core
Standard(s)
(see legend)
Goal 1 Obj. 1
Gr. 7 – W 7, 8
Goal 2 Obj. 1
Gr. 8 - W 7, 8
Use various online and digital
reference resources for
formal research
Goal 1 Obj. 1
Goal 2 Obj. 1
Create and edit documents
using a word processing,
publishing, graphic
organizer, and/or
spreadsheet program
Goal 1 Obj. 1
Goal 2 Obj. 1
Deliver a well organized
and researched oral
presentation using
presentation/multimedia/
podcast software
Technology Master Plan
Inf. Literacy
& Tech.
Skills
(see legend)
R & IL
CT, PS & DM
TO & C
Benchmark
Year 1
Semester
Year 2
Semester
Year 3
Semester
Gr. 7 – W 2.a, W6
Gr. 8 – W2.a, W6
C&I
C&C
CT, PS & DM
DC, TO & C
Year 1
Semester
Year 2
Semester
Year 3
Semester
Gr. 7 – SL 2,5
Gr. 8 – SL 2,5
C&I
C&CR
IL
CT, PS & DM
DC, TO & C
Year 1
Semester
Year 2
Semester
Year 3
Semester
Resources Needed
Roles &
Responsibilities
Monitor &
Evaluate
Age appropriate
reference software
Access to 6-10 computers
Digital projector
Document Camera
Video resources
Tablet
Age appropriate
productivity software
Inspiration
Access to 6-10computers
Digital projector
Document Camera
Teacher
Student Activity
Share Point
Student Survey
Teacher
Student Activity
Share Point
Student Survey
Age appropriate
multimedia software
Access to 6-10 computers
Digital projector
Document Camera
Digital Camera
Video Camera
Video resources
Podcasting resources
Tablet
Teacher
Student Activity
Share Point
Student Survey
Page 25
Goal 1 Obj. 1
Goal 2 Obj. 1
Collect and represent data
through appropriate
graphs and charts using
logical arguments
9-12
Activity
Goal 2 obj. 1
Use various online and
digital reference
resources for formal research
Goal 2 Obj. 1
Create and edit documents
using a word
processing, publishing,
graphic organizer, and/or
spreadsheet program
Technology Master Plan
Gr. 7 – SP 8
Gr. 8 – A CVA1
Common Core
Standard(s)
(see legend)
Gr. 9-12
W 7, W 8
Gr. 9-12
W 2.a, W 6
C&I
C&CR&
IL
CT, PS & DM
DC
TO & C
Inf. Literacy
& Tech. Skills
(see legend)
R & IL
CT, PS & DM
TO & C
C&I
C&C
CT, PS & DM
DC, TO & C
Year 1
Semester
Year 2
Semester
Year 3
Semester
Benchmark
Age appropriate
spreadsheet software
Access to 6-10 computers
Digital projector
Document Camera
Graphing calculator/apps
Probeware
Digital Microscopes
Tablets
Resources Needed
Teacher
and/or Student
Activity
Roles &
Responsibilities
Share Point
Student
Survey
Monitor &
Evaluate
Year 1
Semester
Year 2
Semester
Year 3
Semester
Age appropriate reference
software
Access to 6-10 computers
Digital projector
Document Camera
eBooks
Video resources
Social Networks-Blogs/Wikis
Tablets
Student
Directed Activity
Share Point
Student Survey
Year 1
Semester
Year 2
Semester
Year 3
Semester
Age appropriate
productivity software
Inspiration
Access to 6-10 computers
Digital projector
Document Imaging Camera
Scanner, digital/video
camera
Student
Directed Activity
Share Point
Student Survey
Page 26
Goal 2 Obj. 1
Gr. 9-12
Deliver a well-organized and SL 2, SL 5
researched oral
presentation using
presentation/multimedia
podcast software
C&I
C&C
CT, PS & DM
DC, TO & C
Year 1
Semester
Year 2
Semester
Year 3
Semester
Age appropriate
presentation software
Podcasting Resources
Access to 6-10 computers
Digital Projector
Document Camera
Tablets
Presentation/Multimedia
apps
Student
Directed Activity
Share Point
Student Survey
Goal 2 Obj. 1
Collect and represent data
through appropriate graphs,
charts, and tables using
logical arguments
Gr. 9-12
A-CED2
A-REI 6
A-REI 11
C&I
C&CR&
IL
CT, PS & DM
DC, TO & C
Year 1
Semester
Year 2
Semester
Year 3
Semester
Student
Directed Activity
Share Point
Student Survey
Goal 2 Obj. 1
Gr. 9-12
Computing the perimeter and A-CED2
volume of objects.
A-REI 6
A-REI 11
C&I
C&CR&
IL
CT, PS & DM
DC, TO & C
Year 1
Semester
Year 2
Semester
Year 3
Semester
Age appropriate
spreadsheet software
Graphing calculators
Data collection resources
Access to 6-10 computers
Digital projector
Document Camera
Probeware
Digital Microscopes
Age appropriate simulation
software
Graphing calculators
Data collection technology
Access to 6-10 computers
Digital projector
Document Camera
Probeware
Digital Microscopes
Student
Directed Activity
Share Point
Student Survey
Technology Master Plan
Page 27
Information Literacy and Technology Skills are based on the National Educational Technology Standards for Students:
The Next Generation




C & I: Creativity and Innovation
C & C: Communication and Collaboration R & IF: Research and Information Fluency
CT, PS & DM: Critical Thinking, Problem-Solving & Decision Making DC: Digital Citizenship
TO & C: Technology Operations and Concepts
Common Core State Standards strands listed above:
 RL: Reading Literature
 RI: Reading Informational Text
 RF: Reading Foundational Skills
 W: Writing
 SL: Speaking and Listening
 MD: Measurement and Data
 A: Algebra 1
 G: Geometry
 EE: Expressions and Equations
d. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan detailing how and when students
will acquire technology and information literacy skills needed to succeed in the classroom and the workplace.
Many students come to us with prior experience and use of technology; however, quite often there are gaps in students’
technology knowledge and specifically in their information literacy skills. While the goal of instructional technology is to use the
technology in the context of extending, supporting, and enhancing the curriculum; it may be necessary to provide students with direct
instruction in the use of technology resources and information literacy skills.
Technology Master Plan
Page 28
Often student exposure to technology is limited to the teacher who is using the technology resources to support instruction.
Digital technology tools, such as laptops and academic software, have been shown to help low-income students develop proficiency
and confidence in literacy, cultivate strong independent work habits, decrease disciplinary issues in class, and build skills and selfefficacy related to technology. Our goal is to support teachers’ instructional use of technology, while systematically moving toward
the use of technology to extend student learning, increase collaboration, communication, engagement, critical thinking, level of
discourse, and develop students’ ability to locate, use, and evaluate information (Palloff and Pratt, 2008). Technology and information
literacy skills will be addressed directly and indirectly throughout the technology-based, curriculum-embedded activities.
Standards for student technology skills are based on the International Society for Technology in Education (ITSE). Research
and information fluency are addressed in the ITSE for students; however, the process for teaching the standards will be accomplished
using the Big6 approach to information literacy. Big6 is a widely used method for teaching information search and technology skills in
a systematic process. The Big6 process is research based and widely used throughout K-12 schools.
In the 2013-2014 school year technology coordinators from each school site and core curriculum teachers developed a
progression of technology skills necessary for K-6 students to be successful in the Common Core State Standards and the SBAC
online exam. The progression of skills identified for K-6 students is as follows:
CCSS-Guiding Standard
ISTE Standard 3
Spreadsheet Skills
I-Introducing, D-Developing, A-Applying
4th
5th
6th
Understand spreadsheet terms i.e. cell, row, column
I
P
P
Use sum and averages
I
P
P
Copy/paste cells
I
P
P
Insert a column
I
P
P
Insert a row
I
P
P
Set print area
I
P
P
Apply color to rows, cells, columns
I
P
P
Insert graphics
I
P
P
Fill down a column
I
P
P
Find & select
I
P
P
Sort & filter
I
P
P
Format a table
I
P
P
Adjust alignment
I
P
P
Create charts
I
P
P
K
Standards for Mathematical
Practice
5. Use appropriate tools strategically
Technology Master Plan
Students apply digital tools
to gather, evaluate, and use
information.
d. Process data and report
results
1st
2nd
3rd
Page 29
CCSS-Guiding Standard
W 6. Use technology, including
the Internet, to produce and publish
writing and to interact and
collaborate with others.
ISTE Standard 2
a. Interact, collaborate, and
publish with peers,
experts, or others employing
a variety of digital
environments and media
W 10. Write routinely over
extended time frames (time for
research, reflection, and revision)
and shorter time frames (a single
sitting or a day or two) for a range
of tasks, purposes, and audiences.
Word Processing Skills
I-Introducing, D-Developing, A-Applying
K
1st
2nd
3rd
4th
5th
6th
Word Processing- write and edit
I
I
D
A
A
A
A
Change size, font, color, highlight
I
I
I
D
D
D
D
I
A
A
A
A
D
D
A
A
Copy and paste text
Copy and paste images from outside source
Align text
I
D
D
D
D
Undo/Redo
I
D
D
D
D
Insert graphics and resize
D
D
D
D
Insert chart
I
I
I
I
Spell Check, Dictionary, Thesaurus
I
I
I
I
Add bullets/outline
I
I
I
I
I
D
Formatting (margins, headers, footers, page
numbers)
CCSS-Guiding Standard
ISTE Standard 3
Web Based Skills
I-Introducing, D-Developing, A-Applying
2nd
3rd
4th
5th
6th
I
I-D
D
D-A
A
D
A
A
A
A
I
I-D
D
A
A
I
I-D
D-A
A
Narrowing Searches
I
I-D
D
Identify and evaluate search results
I
I-D
D
K
R 7. Integrate and evaluate content
presented in diverse media and
formats, including visually and
quantitatively, as well as in words.
Research and Information
Fluency
Web terms i.e World Wide Web, browser,
homepage, download, hyperlinks
a. Plan strategies to guide
inquiry
Introduction to the web “What is the web” (Tool for
obtaining information)
Using keywords for web searches
c. Evaluate and select
information sources and
digital tools based on the
appropriateness to
specific tasks
Search for phrases
I
Bookmarking-Saving to Favorites
I
D
A
A
Open Multiple Pages
I
D
A
A
I
D
D
Search History
Technology Master Plan
I
1st
Page 30
CCSS-Guiding Standard
W 6. Use technology, including
the Internet, to produce and publish
writing and to interact and
collaborate with others.
ISTE Standard 6
Basic Operations
Technology Operations
and Concepts
Log on and off
Shut down properly (Laptop)
Students demonstrate a
sound understanding
of technology concepts,
systems, and operations.
Use mouse to click on icons, urls, check boxes and
scroll
Use mouse to drag and drop and expand an object
or shapes
Adjust volume and mute
a. Understand and use
technology systems
Identify Computer Parts ie. keyboard, monitor,
mouse, computer, laptop, volume control, USB
port, audio jack
Save files in My Documents
b. Select and use
applications effectively
and productively
c. Troubleshoot systems and
applications
I-Introducing, D-Developing, A-Applying
K
1st
2nd
3rd
4th
I
D-A
D-A
A
I
I
D
I
I
I
I
5th
6th
A
A
A
D
D-A
A
D
A
A
A
D
A
A
A
A
I
I-D
D-A
A
A
A
I-D
D-A
A
A
A
A
I
D
A
A
A
D
A
A
A
A
D
A
A
A
A
I
D
A
A
I
D
A
A
Save files in Assignment Share
Find and Retrieve files
Delete files (My Documents Folder)
I
Printing (identify printer, print specific pages)
Identify Start Menu
I
D
A
A
A
A
Find and open Programs
I
D
A
A
A
A
I
D
D
D
A
A
A
A
I
D
D
A
A
A
Basic trouble shooting ie. Check locked keys,
system has power, restart system
Starting and quitting a program
I
D
Keyboard short cuts i.e. copy/paste
Identify keys on keyboard ie. Home row, number
keys, function keys
Technology Master Plan
I
D
Page 31
CCSS-Guiding Standard
SL 5. Make strategic use of digital
media and visual displays of data
to express information and enhance
understanding
of presentations.
ISTE Standard 1
Students demonstrate
creative thinking, construct
knowledge, and develop
innovative products and
processes using technology.
Presentation Creation
I-Introduction, D-Developing, A-Applying
K
1st
2nd
3rd
4th
5th
6th
I
I
I
I-D
I
D-A
D
A
A
A
A
Selecting slide layout
I
I
D
A
Insert text
I
D
A
A
Insert graphics
I
D
D-A
Selecting Background
I
I
D
Presentation Software-PowerPoint
Insert Slide
Transitions
I
Reorganize Slides
Present Slideshow
I
I
D-A
A
D-A
A
A
Animation
Insert audio
I
I
D-A
A
Duplicating slides
I
Selecting slide design
Text (Color, Size, Style of Font)
Bulleting
Technology Master Plan
A
I-D
I
I
D
I-D
D-A
A
Page 32
SLSS-Guiding Standard
School Library Standards for
Students
“These are not stand-alone
standards taught in isolation; they
are meant to be taught
collaboratively by the classroom
teacher and the teacher librarian
in the context of the curriculum.”
3.1 Demonstrate ethical, legal, and
safe use of information in print,
media, and online resources.
Digital Citizenship lessons are
aligned to Jurupa Unified School
District’s Acceptable Use Policy
ISTE Standard 5
Digital Citizenship
Students understand human,
cultural, and societal
issues related to technology
and practice legal and
ethical behavior.
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
Technology Master Plan
Digital Citizenship *
Digital Etiquette-Understand appropriate language
and conduct also apply to online communication.
Learn how to communicate ideas appropriately
online.
Cyber Safety-Understand online risks are
inappropriate conduct, inappropriate contact, and
inappropriate content. Learn how to be cyber safe.
Social Networking-Understand age requirements.
Learn that online actions have real-world
consequences.
Legal & Responsible Use-Understand Fair Use
Guidelines. Learn how to cite sources and follow
copyright laws.
Cyber Bullying-Understand harassment or bullying
can happen online, through social networking sites,
emails, text messages, and online games. Learn
how to handle cyber bullying.
Digital Safety-(Follow AUP agreement)
Understand that personal information such as home
address should not be shared online with strangers.
Learn how to identify potential online dangers.
I-Information, D-Developing, A-Applying
K
1st
2nd
3rd
4th
5th
6th
x
x
x
x
x
x
x
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Page 33
CCSS-Guiding Standard
ISTE Standard 3
Research & Information Fluency
I-Information, D-Developing, A-Applying
K
1st
2nd
3rd
4th
5th
6th
D
W 8. Gather relevant information
from multiple print and digital
sources, assess the credibility and
accuracy of each
source, and integrate the
information while avoiding
plagiarism.
Research and Information
Fluency
b. Locate, organize, analyze,
evaluate, synthesize,
and ethically use information
from a variety of
sources and media
Plan research
I
I-D
Evaluating research (Analyze, compare & contrast)
I
I-D
Organize research
I
I-D
D
D
A
A
I
I
CCSS-Guiding Standard
ISTE Standard 2
Collaboration & Communication
Searching databases (Library-EBSCO, World
Book)
Identify primary & secondary resources
I
I
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.
3rd
4th
5th
6th
Create multimedia products
I
D
D-A
A
Use various tools to communicate ideas
I
I
D
A
1st
2nd
I
D-A
A
I
I
I
D
I
I-D
D
A
I
I
I-D
Organize Ideas for Multimedia Presentations
Collaborate with peers to create products
Publish products
Analyze peer products
Technology Master Plan
I-D
I-Information, D-Developing, A-Applying
K
W 6. Use technology, including the
Internet, to produce and publish
writing and to interact and
collaborate with others.
I
D
I
Page 34
Technology and Information Literacy Skills Table
Goal 1: Students will become effective users of technology.
Objective 1: 100% of K-12 students will engage in one or more learning activity, per semester, using technology.
Year 1: 100% of K-12 students will engage in one or more learning activity, per semester, using technology.
Year 2: 100%of K-12 students will engage in one or more learning activity, per semester using technology.
Year 3: 100% of K-12 students will engage in one or more learning activity, per semester, using technology.
Goal 2: Students will develop information literacy skills through the use of digital resources.
Objective 1: 100% of all K-12 students will use digital resources to locate, evaluate, and communicate information.
Year 1: 100% of all K-12 students will use digital resources to locate, evaluate, and communicate information.
Year 2: 100% of all K-12 students will use digital resources to locate, evaluate, and communicate information.
Year 3: 100% of all K-12 students will use digital resources to locate, evaluate, and communicate information.
Addresses
Plan Comp.
D
Addresses
Plan Comp.
D
Address
Plan Comp.
E
Addresses
Plan Comp.
D& E
Addresses
Plan Comp.
E
Addresses
Plan Comp.
K
Addresses
Plan Comp.
K
K-3
Curriculum Activity
Common Core
Standard(s)
(see legend)
Inf. Literacy &
Tech. Skills
Activity
Benchmark
NETS*
(see legend)
Roles &
Responsibilities
Monitor &
Evaluate
Technology Master Plan
Page 35
Goal 1 Obj. 1
Retell or present an
interpretation of
a story
Gr. K – RL 2
Gr. 1 – RL 2
Gr. 2 – RL 2
Gr. 3 – RL 2
Goal 2 Obj. 1
Use print &
electronic reference
materials
Gr. 2 – RL 7
Gr. 3 – W 8
Goal 1 Obj. 1
Gr. K – L 4.a
Goal 2 Obj. 1
Gr. 2 – L 4.e
Use software for
Gr. 3 – L 4.d
vocabulary development
Goal 1Obj. 1
Use graphs
and charts to
compare data
Gr. 1 – MD 4
Gr. 2 – MD 10
Gr. 3 – MD 4
Technology Master Plan
Tech Skill:
Use an electronic
storyboard
to retell or interpret
a story.
Info Literacy Skill:
Locate age
appropriate
information using
online
encyclopedia and
dictionary.
Year 2
Per Semester
Year 3
Per Semester
C&I
C&C
CT, PS, & DM
TO & C
Teacher Directed
Share Point
Survey
Year 2
Per Semester
Year 3
Per Semester
R & IL
TO & C
Teacher Directed
Share Point
Survey
Tech Skill:
Use grade
appropriate
graphic organizer or
vocabulary
development
software.
Info Literacy Skill:
Use critical thinking
skills
to organize
Tech
Skill:
information
Use simulations and
appropriately.
graphs
to explore and
compare
patterns.
Year 2
Per Semester
Year 3
Per Semester
C&I
CT, PS, & DM
TO & C
Teacher Directed
Student Activity
Share Point
Survey
Year 2
Per Semester
Year 3
Per Semester
C&I
CT, PS, & DM
TO & C
Teacher Directed
Share Point
Survey
Page 36
4-6
Activity
Common Core
Standard(s)
(see legend)
Inf. Literacy
& Tech. Skills
(see legend)
Benchmark
Goal 1 Obj. 1
Goal 2 Obj. 1
Use various online and
digital reference
resources
Gr. 4 – RI 7
Gr. 5 – RI 7
Gr. 6 – W 8
R & IL
TO & C
Year 2
Quarterly
Year 3
Quarterly
Goal 1 Obj. 1 &
Goal 2 Obj. 1- Edit and
revise manuscripts using
a word processing
program
Goal 1 Obj. 1
Goal 2 Obj. 1
Deliver a well-organized
and researched oral
presentation using
presentation/multimedia/
podcast software
Gr. 4 – W 2.a
W6
Gr. 5 – W 2.a
W6
Gr. 6 – W 6
Gr. 4 – SL 4, 5
Gr. 5 – SL 5
Gr. 6 – SL 5
C&C
TO & C
Year 2
Quarterly
Year 3
Quarterly
C&I
C & C R & IL
CT, PS & DM
DC, TO & C
Year 2
Semester
Year 3
Semester
C&I
C & C R & IL
CT, PS & DM
DC, TO & C
Year 2
Quarterly
Year 3
Quarterly
Goal 1 Obj. 1
Gr. 4 – MD 4
Goal 2 Obj. 1
Gr. 5 –MD 2
Collect and represent
Gr. 6 - EE 9
data through created
graphs, charts, and tables
Technology Master Plan
Resources Needed
Roles & Responsibilities
Monitor & Evaluate
.Age appropriate reference
/software
Access to 6-10 computers
.Digital projector
/Document Imaging Camera
.Video resources
/Tablet
.Age appropriate word
/processing software
.Access to 6-10 computers
./Digital projector
/.Document Imaging Camera
./Age appropriate
/presentation software
.Inspiration (CLRN)
/Access to 6-10 computers
Digital projector
Document Imaging Camera
Podcasting hardware &
software
Teacher and/or
Student Activity
Share Point
Student Survey
Teacher and/or
Student Activity
Share Point
Student Survey
Teacher and/or
Student Activity
Share Point
Student Survey
.Age appropriate
/spreadsheet software
Access to 6-10 computers
.Digital projector
./Document Imaging Camera
/.Probeware
/.Digital Microscopes
/
Teacher and/or
Student Activity
Share Point
Student Survey
Page 37
7-8
Activity
Goal 1 Obj. 1
Goal 2 Obj. 1
Use various online and
digital reference
resources for formal
research
Goal 1 Obj. 1
Goal 2 Obj. 1
Edit using
a word
documents
processing,
publishing, graphic
organizer, and/or
spreadsheet program
Goal 1 Obj. 1
Goal 2 Obj. 1
Goal
Create
aanresearched
oral
organized
and
- Deliver
a
presentation using
presentation/multimedia
podcast software
Goal 1 Obj. 1
Goal 2 Obj. 1
Collect and represent
Data through appropriate
graphs and charts using
logical arguments
Common Core
Standard(s)
(see legend)
Gr. 7 – W 7
W8
Gr. 8 - W 7
W8
Gr. 7 – W 2.a
W6
Gr. 8 – W 2.a
W6
Gr. 7 – SL 2
SL 5
Gr. 8 – SL 2
SL 5
Gr. 7 – SP 8
Gr. 8 – CVA 1
Technology Master Plan
Inf. Literacy &
Tech. Skills Activity
Benchmark
NETS
(see legend)
Roles & Responsibilities
Monitor & Evaluate
Tech Skill: Plan and conduct research,
manage project, solve problems, make
informed decisions on digital resources.
Info Literacy Skill: Evaluate and select
appropriate information sources based
on the specific task.
Year 1
Semester
Year 2
Semester
Year 3
Semester
R & IL
Teacher and/or
CT, PS & DM Student Activity
TO & C
Share Point
Student Survey
and observations
Tech Skill: Select and use applications
effectively and productively,
troubleshooting systems and
applications when needed.
Info Literacy Skill: Evaluate and select
Appropriate information sources based
on the specific task.
Tech Skill: Communicate ideas
effectively to multiple audiences using a
Variety of media formats
Info Literacy Skill: Synthesize and
Organize information as appropriate
for intended audience
Tech Skill:
Use models and simulations to
explore complex ideas/concepts.
Info Literacy Skill:
Extract relevant information as
appropriate and evaluate
effectiveness.
Year 1
Semester
Year 2
Semester
Year 3
Semester
C&I
Teacher and/or
C&C
Student Activity
CT, PS & DM
DC, TO & C
Share Point
Student Survey
Sample student
work
and observations
Year 1
Semester
Year 2
Semester
Year 3
Semester
Year 1
Semester
Year 2
Semester
Year 3
Semester
C&I
C&C
R & IL
CT, PS & DM
DC
TO & C
C&I
C&C
R & IL
CT, PS & DM
DC, TO & C
Teacher and/or
Student Activity
Share Point
Student Survey
Sample student
work
Teacher and/or
Student Activity
Share Point
Student Survey
Sample student
work
Page 38
9-12
Activity
Common Core
Standard(s)
(see legend)
Inf. Literacy &
Tech. Skills Activity
Benchmark
NETS
(see legend)
Roles &
Responsibilities
Monitor
Share Point
Student Survey
Goal 1 Obj. 1
Goal 2 Obj. 1
Use various online and
digital reference resources
for formal research
Gr. 9 - 12
W7&W8
Tech Skill: Plan and conduct research,
manage project, solve problems, make
informed decisions on digital resources.
Info Literacy Skill: Evaluate and select
appropriate information sources based on
the specific task.
Year 1
Semester
Year 2
Semester
Year 3
Semester
R & IL
CT, PS & DM
TO & C
Student
Directed Activity
Goal 1 Obj. 1
Goal 2 Obj. 1
Create and edit documents
using a word processing,
publishing, graphic
organizer, and/or
spreadsheet program
Gr. 9-12
W2a & W6
Tech Skill: Select and use applications
effectively and productively,
troubleshooting systems and applications
when needed.
Info Literacy Skill: Evaluate and select
Appropriate information sources based on
the specific task.
Year 1
Semester
Year 2
Semester
Year 3
Semester
C&I
C&C
CT, PS, & DM
DC, TO & C
Student
Share Point
Directed Activity Student Survey
and sample
student work
Goal 1 Obj. 1
Goal 2 Obj. 1
Deliver a well-organized
and researched oral
presentation using
presentation/multimedia
Gr. 9-12
SL 2 and SL 5
Tech Skill:
Communication ideas effectively to
multiple audiences using a variety of
media formats
Info Literacy Skill
Synthesize and organize information as
appropriate for intended audience.
Year 1
Semester
Year 2
Semester
C&I
C& C
R & IL
CT, PS & DM
DC, TO & C
Student
Share Point
Directed Activity Student Survey
Goal 1 Obj. 1
Goal 2 Obj. 1
Collect and represent
through graphs, charts, and
tables using logical
arguments
Gr. 9-12
A-CED 2
A-REI 6
A-REI 11
Tech Skill:
Use models and simulations to explore
complex ideas/concepts.
Info Literacy Skill:
Extract relevant information as appropriate
and evaluate effectiveness.
Year 1
Semester
Year 2
Semester
Year 3
Semester
C&I
C&C
R & IL
CT, PS & DM
DC, TO & C
Student
Share Point
Directed Activity Student Survey
and sample
student work
Technology Master Plan
Page 39
*Information Literacy and Technology Skills are based on the National Educational Technology Standards for Students:
The Next Generation
C & I: Creativity and Innovation
C & C: Communication and Collaboration R & IF: Research and Information Fluency
CT, PS & DM: Critical Thinking, Problem-Solving & Decision Making
DC: Digital Citizenship
TO & C: Technology Operations and Concepts
State Standards strands listed above:
RL: Reading Literature
RI: Reading Informational Text
RF: Reading Foundational Skills
W: Writing
SL: Speaking and Listening
MD: Measurement and Data
A: Algebra 1
G: Geometry
EE: Expressions and Equations
Technology Master Plan
Page 40
f. List of goals and an implementation plan that describe how the district will address the appropriate and ethical use of
information technology in the classroom so that students can distinguish lawful from unlawful uses of copyrighted works, including
the following topics: the concept and purpose of both copyright and fair use; distinguishing the lawful from unlawful downloading
and peer-to-peer file sharing; and avoiding plagiarism.
Using the JUSD Acceptable Use Policy (AUP) as the guideline for the appropriate and ethical use of information technology,
the AUP will be reviewed annually with teachers and students. The AUP review will be conducted through the JUSD libraries, during
classroom library visits and student library orientations. A K-12 district developed copyright/fair use curriculum will provide
information on the ethical use of information technology, avoiding plagiarism, significance of copyright and fair use laws, and the
implications for illegal file downloading and peer-to-peer file sharing. The curriculum will be presented to students through the JUSD
libraries, in conjunction with classroom teachers. The design of the curriculum will consider the developmental age of the student, in
addition to the student, teacher, and library staff’s access to the technology. When appropriate to the core ELA curriculum, teachers
will use the district copyright/fair use curriculum to reinforce ethical and appropriate use of information technology. Library staff and
site technology coordinators will have provided an overview of the scope and sequence of the K-12 copyright/fair use curriculum.
Ethical and appropriate use of information technology will be reinforced during JUSD technology training and professional
development sessions.
Technology Master Plan
Page 41
Goal: All teachers and students will participate in activities that support appropriate and ethical use of information technology and demonstrate learning through
information literacy assignments. (Align with LEAP Goals: 1, 2, & 3)
Objective: All K-12 teachers and students will attend one or more presentations on the appropriate and ethical use of information technology and demonstrate
learning through information literacy assignments.
Year 1: 100% of all K-12 teachers and students will attend one or more presentations on the appropriate and ethical use of information technology and
demonstrate learning through information literacy assignments.
Year 2: 100% of all K-12 teachers and students will attend one or more presentations on the appropriate and ethical use of information technology and
demonstrate learning through information literacy assignments.
Year 3: All K-12 teachers and students will attend one or more presentations on the appropriate and ethical use of information technology and demonstrate
learning through information literacy assignments.
Activities
Target Group
Annual review of AUP presented
through the libraries in
conjunction with technology
coordinators - specific to ethical
use of technology
7-12 Teachers and Students
4-12 Teachers and Students
K-12 Teachers and Students
Demonstrate ethical use of technology;
copyright, fair use, plagiarism, file
sharing and downloading through
information literacy assignments via the
classroom and/or library (embedded in
core ELA)
7-12 Teachers
7-12 Students
4-12 Teachers
4-12 Students
K-12 Teachers
K-12 Students
Benchmark
Resources Needed
Monitor & Evaluation
Year 1
Sept – Nov
Year 2
Sept – Nov
Year 3
Sept - Nov
Year 1
7-12 Lib Qtrly
7-12 Classroom
Document Imaging Camera & LCD in Library
Library & Site Tech. Coor. Train- the-trainer
Staff Development
District AUP Discussion Bd.
Library Schedules
Teacher Survey Student Survey
Staff Dev. Records District
Library Coor.
Teacher/Library laptops/wireless
Digital projector
Document Imaging Camera
Lib. & Site Tech. Coor. Train- the trainer
staff development
District Standard Copyright/fair use
curriculum
Library Schedules
Student Assignments Teacher
Survey Student Survey
Staff Dev. records
Year 2
4-12 Lib Qtrly
4-12 Classroom
Year 3
K-12 Lib Qtrly
K-12 Classroom
Technology Master Plan
Page 42
Discuss the effect of existing and
Emerging technologies on society
(embedded in core ELA)
8-12 Teachers
8-12 Students
6-12 Teachers
6-12 Students
4-12 Teachers
4-12 Students
Post copyright, fair use, and plagiarism K-12 Students
information and resources in libraries
K-12 Teachers
and through JUSD Web portal
K-12 Parents
Ongoing training on the
K-12 Copyright and Fair
Use Curriculum and quarterly
newsletters
Technology Master Plan
7-12 Library
Staff & Tech
Coordinators
4-12 Library
Staff & Tech
Coordinators
K-12 Library
Staff & Tech
Coordinators
Year 1
8-12 Lib
Semester
Year 2
6-12 Lib
Semester
Year 3
4-12 Lib
Semester
Year 1
Posted by Dec
Year 2
Posted by Sept.
Year 3
Posted by Sept.
Year 1
Begin Sept. –
Qtrly.
Year 2
Begin Sept. –
Qtrly.
Year 3
Begin Sept. Qtrly
Teacher/Library laptops/wireless
Document Imaging Camera & LCD in Library
Library & Site Tech. Coor. Train-the-trainer
staff development
District Standard Copyright/fair
use curriculum
Library Schedules
Teacher Survey
Student Survey
Staff Dev. records
Library & Site Tech. Coor. TrainPortal records
the-trainer Staff Development
Staff Dev. Records
District Standard Copyright/Fair Use curriculum Library Walk-thrus
district portal
Teacher/Library laptops/wireless
Digital projector
Document Imaging Camera
Library & Site Tech. Coor. Train-the-trainer
staff development
District Standard Copyright/Fair
Use curriculum
Staff Dev. Records
Library Surveys
Tech Coor Surveys
Page 43
g. List of goals and an implementation plan that describe how the district will address Internet safety, including how to protect
online privacy and avoid online predators.
Components of the JUSD Acceptable Use Policy (AUP) that are specific to Internet safety will be reviewed annually with
teachers and students. The AUP review will be conducted through the JUSD libraries, during classroom library visits and student
library orientations. A K-12 district Internet safety program, based on the i-SAFE curriculum, has been implemented at each school.
The district has selected the curriculum modules and developed a scope and sequence for the delivery. The primary delivery of i-SAFE
at the elementary sites will be through the school libraries during classroom visits and library orientations. At secondary schools the
primary delivery of i-SAFE will be facilitated through advisory classes. Teachers will reinforce the learned i-SAFE concepts when
appropriate to developing student information literacy skills through the core curriculum. The i- SAFE curriculum focuses on cyber
community citizenship in the primary grades; citizenship and safety, and cyber predator identification in the upper elementary grades;
cyber bullying, negative networking, and predator identification, in the middle grades; and cyber harassment, cyber relationships,
security – malicious codes, and social-networking risks at the high school level. By delivering the program through the library with the
support of the technology coordinators, every student and teacher will have the opportunity to participate in the i-SAFE curriculum.
The California K12 High Speed Network (K12HSN) provides free education for parents, students, and schools about online
student safety (http://www.h12hsn.org/resources/cybersafety). Learning how to exercise caution and avoid the possible dangers on the
Internet is a vital skill that children must learn to support their learning and everyday life.
In December 2009, the Federal Trade Commission (FTC), U.S. Department of Education and Federal Communications Commission
released a free cyber safety booklet Net Cetera: Chatting with Kids About Being Online for parents and children. This free booklet
was released by the Federal Trade Commission and other government agencies to parents and teachers to steer kids safely through the
online and mobile phone worlds.
The Net Cetera booklet can be found at: http://www.onguardonline.gov/topics/net-cetera.aspx. This quality education resource
helps minors be educated about appropriate online behavior, including interacting with other individuals on social networking
websites and in chat rooms and cyber bullying awareness and response.
Technology Master Plan
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To help educate parents and students about cyber safety, information and links to Net Cetera have been included in the
district’s Acceptable Use Policy (AUP) for Grades K-3 and Grades 4-12 policy for students. Information can also be found in the
annual Parent Guide from Administrative Services and through the JUSD district website in the Parents webpage under Online Safety.
Information about California Education Code 48900 and the inclusion of cyber bullying as a suspendable offense is also provided on
the district website. Cyber bullying was ruled a suspendable offense as of January 1, 2009.
To provide further education regarding cyber safety, the Net Cetera booklet and accompanying PowerPoint have been shared at
Parent GATE meetings conducted by Education Services, English Language Advisory Council Parent meetings, school Technology
Coordinator meetings, and district Safety Committee meetings. We have made copies of Net Cetera available at the local Rubidoux
Library and Glen Avon Library in an effort to reach more parents and students.
The district Internet Safety Policy (BP 6163.4) has been updated to reflect updated Federal requirements for minors to be
educated about appropriate online behavior, including interacting with other individuals on social networking websites and in chat
rooms and cyber bullying awareness and response.
Technology Master Plan
Page 45
Goal: All students and teachers will be presented with the information for using the Internet safely, protecting privacy, and avoiding online
predators.
Objective: All K-12 teachers and students will participate in a presentation on Internet safety, protecting privacy, and avoiding online predators.
Year 1: 100% of all K-12 teachers and students will participate in a presentation on Internet safety, protecting privacy, and avoiding online predators.
Year 2: 100% of all K-12 teachers and students will participate in a presentation on Internet safety, protecting privacy, and avoiding online predators.
Year 3: All K-12 teachers and students will participate in a presentation on Internet safety, protecting privacy, and avoiding online predators.
Activities
Target Group
Priority
Resources Needed
Annual review of AUP – presented
through the libraries in conjunction
with Technology Coordinators.
K-12 Teachers Annually at the beginning
and Students of the school year.
Document imaging camera and LCD projector
in library. Library and site tech coordinator.
Staff Development and District AUP
Demonstrate cyber safety and
citizenship through information
literacy assignments via the classroom
and/or library.
Discuss internet safety issues; personal
safety, cyber community, cyber
bullying, cyber predators, cyber
security, malicious code, and social
networking.
K-12 Teachers Annually at the beginning
K-12 Students of the year.
Teacher/Library
Computer access
iSafe Cyber Safety Curriculum
Parents
Annually at the beginning
K-12 Teachers of the school year.
K-12 Students
Teacher/Library
Computer access
Train-the-trainer Staff Development
iSafe Cyber Safety Curriculum
Net Certa
Monitor & Evaluation
Library Schedules
Staff Dev. Record
Teacher Survey
Student Survey
Library Schedule
iSafe reports
Staff Development Records
iSafe Certifications
h. Description of our goals about the district policy or practices that ensure equitable technology access for all
students.
All students are expected to meet State and district curricular goals. Technology is viewed as an integral
component of the curriculum and is seen as a key element in preparing students to succeed academically and in life.
A close connection exists between reading and writing on the Internet which requires that students possess a unique
set of skills that is more varied and multidimensional than the skills required for traditional print based reading and
writing activities (Marzano and Magna, 2014). District practice includes identifying research based technology
strategies that impact student achievement and directly support instruction and learning. Thus, fiscal and human
resources will focus on providing the access and support to replicate the identified technologies.
Technology Master Plan
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To ensure access to technology for all students, the district has set a goal for each learning environment to be
equipped with the appropriate instructional technology:
 K-3 classroom – Digital projector, document imaging camera, network printer, teacher laptop with DVD,
electronic whiteboards and wireless slate, audio amplification system, and six student computers.
 4-6 classroom – Digital projector, document imaging camera, network printer, teacher laptop with DVD,
electronic whiteboards and wireless slate, audio amplification system, and six student computers.
 7-8 core classrooms – Digital projector, document imaging camera, network printer, teacher laptop with
DVD, electronic whiteboards and wireless slate, audio amplification system, tablets and six student
computers
 9-12 core classrooms - Digital projector, document imaging camera, network printer, teacher laptop with
DVD, electronic whiteboards and wireless slate, audio amplification system, tablets and six student
computers
 SDC and RSP classrooms - equipped as described above based on the grade levels served. Students
needing assistive technologies as indicated through IEP’s and 504 plans will be provided with the
appropriate assistive technologies and resources.
Pilot programs for specific learning tools, such as, tablets, interactive whiteboards, and student response
systems, will be installed in select classrooms. Implementation will be closely monitored and the impact on
instruction and student learning will be assessed. Additional shared resources to be located at each school are digital
cameras, digital camcorders, flat-bed scanners, assessment scanners, video resources, and a video conferencing
system.
The goal for each library is to provide access to a digital projector, document imaging camera, and a wireless
laptop. In addition, a six seat student look-up station would be provided for in-library student use and made available
before and after school. Audio books/selections will be available for student checkout.
Technology Master Plan
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Goal: Students and teachers will have classroom access to district adopted technologies to support technology integration in the curriculum.
Objective: All K-12 teachers and students will have access to district adopted technologies to support technology integration.
Year 1: 100% of all K-12 teachers and students will have access to district adopted technologies to support technology integration.
Year 2: 100% of all K-12 teachers and students will have access to district adopted technologies to support technology integration.
Year 3: 100% of all K-12 teachers and students will have access to district adopted technologies to support technology integration.
Activities
Ensure access to Web based
resources to support the
development of information
literacy resources
Design a Web-portal to provide
access to technology based lessons
Target Group
7-12 Teachers
7-12 Students
4-12 Teachers
4-12 Students
K-12 Teachers
K-12 Teachers
and Students
Priority
Year 1
Year 2
Year 3
Year 1
Year2 3
Year
Year 3
Resources Needed
Document Imaging Camera & LCD
in Library
Library & Site Tech Coor. Staff
Development
District purchased
District-Web
portalinformation
literacy resources
Monitor & Evaluation
Info Literacy use reports
Staff Dev. Records Teacher Survey Library
Survey Student Survey
Ed Tech Dept.
Ed Services
i. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use
technology to make student record keeping and assessment more efficient and supportive of teachers’
efforts to meet individual student academic needs.
All teachers have access to student demographic and assessment records. Demographic records are
maintained through Q, the Jurupa Unified School District student information system. Assessment records are
managed through, EADMS, a web-based assessment system which houses District and State assessment data. All
administrators and teachers have access to Q and EADMS. Special Education teachers have access to Special
Education Information System (SEIS), to maintain the appropriate records for students being served through special
education.
Technology Master Plan
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Using the Q Student Information System (SIS), teachers take daily attendance from their classroom computer
and maintain an online student Gradebook in Q. In addition, Q supports communication between school and home
through ParentConnect, a web-based view of a student’s academic progress. EADMS provides longitudinal data on
State and District benchmark assessments. This enables administrators and teachers to use the data to inform
curricular and instructional decisions.
Goal: Expanded use of teacher and parent resources through the student information system Q (Aligned with LEAP Goals 4 and 5)
Objective 1: 100% of all K-12 teachers will use Q gradebook and teacher connect.
Year 1: 100% of all K-12 teachers will use Q gradebook and teacher connect.
Year 2: 100% of all K-12 teachers will use Q gradebook and teacher connect.
Year 3: 100% of all K-12 teachers will use Q gradebook and teacher connect.
Activities
Target Group
Benchmark
Obj. 1 – Teachers use the
K-12 Teachers
Year 1
District standards Gradebook
Resources Needed
Ongoing teacher training
Monitor & Evaluation
Training records.
Gradebook usage reports
Goal: Increase access and efficiency of use for Special Education SEIS program (Aligned with LEAP Goal 3)
Objective 1: 100% of all K-12 special education teachers will be able to access and effectively use SEIS.
Year 1: 100% of all K-12 special education teachers will be able to access and effectively use SEIS.
Year 2: 100% of all K-12 special education teachers will be able to access and effectively use SEIS.
Year 3: 100% of all K-12 special education teachers will be able to access and effectively use SEIS.
Addresses Plan Comp L
Resources Needed
Training for Spec Ed Specialists
Addresses Plan Comp K
Monitor & Evaluation
Training Records SEIS use reports
Spec Ed Spec
Year 2
Spec Ed Teachers
Teacher laptops/wireless
Ed Tech Dept.
Spec Ed Teacher Survey SEIS use reports
Spec Ed Spec
Year 3
Spec Ed Teachers
Teacher laptops/wireless
Web Portal Blog/discussion board
Ed Tech Dept.
Spec Ed Dept. SEIS use reports
Spec Ed Teacher Survey
Activities
Increase access to SEIS program by
providing a trainer-of-trainers program
Target Group
Benchmark
Spec Ed Spec.
Year 1
Spec Ed Teachers
Increase access to SEIS program by
providing the laptops for Spec Ed
teachers
Increase access to SEIS program by
providing training support resources
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Goal: Increase access, use, of digital resources for short cycle assessments. (Aligned with LEAP Goal 3)
Objective 1: 50% of all K-12 teachers will use digital resources to implement short cycle student assessments.
Year 1: 10% of all K-12 students will use digital resources to implement short cycle student assessments.
Year 2: 30% of all K-12 students will use digital resources to implement short cycle student assessments.
Year 3: 50% of all K-12 students will use digital resources to implement short cycle student assessments.
Activities
Target Group
Benchmarks
Standardize on district student response systems
Provide training opportunities on using student response systems
for teacher developed student assessments
Communicate and share teacher developed student assessments
Technology Master Plan
Administrators
Teachers
Teachers
Administrators
Year 1
District and Site
Administrators
Teachers
Year 2
Year 2
Year 3
Addresses Plan Comp L
Resources Needed
District Communication
Pilot results
Administrator Training
Teacher Training
Student Response Systems
Teacher Training
Web Portal
Student Response Systems
Addresses Plan Comp K
Monitor & Evaluation
Ed. Services
Ed. Tech Department
Training records
Ed. Services
Ed. Services
Ed. Tech Dept.
Page 50
Goal: Increase access, use, and reporting capabilities of EADMS (Aligned with LEAP Goal 3)
Objective 1: 80% of all K-12 teachers will use EADMS to access student assessment records to assist in making instructional decisions.
Year 1: 50% of all K-12 teachers will use EADMS to access student assessment records to assist in making instructional decisions.
Year 2: 70% of all K-12 teachers will use EADMS to access student assessment records to assist in making instructional decisions.
Year 3: 80% of all K-12 teachers will use EADMS to access student assessment records to assist in making instructional decisions.
Activities
Target Group
Benchmarks
Addresses Plan Comp L
Resources Needed
Provide training opportunities for teachers and administrators
Administrators
Year 1
Administrator Training
Teachers
Year 2
Teacher Training
Year 3
Computer Access
Increase sharing of customized reports
Administrators
Year 1
Administrator Training
Teachers
Year 2
Teacher Training
Year 3
Computer Access
Focus training on using EADMS reports for instructional
Administrators
Year 1
Administrator Training
decisions
Teachers
Year 2
Teacher Training
Year 3
Computer Access
Continue to add student assessment data
District and Site
Year 1
District and site
Administrators
Year 2
administrator
Teachers
Year 3
Addresses Plan Comp K
Monitor & Evaluation
Training Records
EADMS usage reports
Training Records
EADMS usage reports
Training Records
EADMS usage reports
Training Records
EADMS usage reports
j. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to
improve two-way communication between home and school.
Technology provides a wealth of resources to increase the ability and effectiveness of home-to-school and school-to-home
communications. Increasing JUSD’s web presence through the development or use of a hosted service for a user friendly and
accessible web portal is of the highest priority to the district’s communication plan. The portal will provide teachers, parents, and
students with a single location for teacher and school contact information (e-mail, telephone numbers), student assignments, and parent
resources. In addition, a district-wide automated phone calling system provides an effective method for the district and schools’ to
quickly communicate upcoming events or important announcements. All schools are now using Blackboard to make announcements,
reminders, meeting notices, minimum days, no school reminders, and special event reminders. Teachers are using Blackboard to report
student attendance, behavior and academics.
Technology Master Plan
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Goal: Increase opportunities for communication between home and school (Aligns with LEAP Goal 5)
Objective 1: 100% of our schools will promote parent access to student, school, and district information through the Web portal, automated phone calling system and
parent meetings.
Annually: 100% of our schools will promote access to student, school, and district information through the Web portal, automated phone calling system and parent
meetings.
Addresses Plan Comp L
Benchmark
Resources Needed
Annually
District communication plan
Training for Admin Training for
teachers District Portal
Activities
Promote district and site web
Target Group
District Admin
Site Admin
Teacher
Promote web portal for teacher/student/parent
access to classroom news, student and parent
support, teacher e-mail address and student
assignments
Administrators
Teachers
Parents
Students
Annually
District communication plan
Training for Admin Training for teachers
Training for parents District Portal
Train teachers to use web
Portal for classroom news, support, and
assignments
Teachers
Annually
District Communication plan
Training for Teachers
Provide training for parents in the use of Web Parents
Portal
Annually
District communication plan
Training for teachers Training for parents
Promote web Portal at District and School
Parents
parent meetings (DAC, DELAC, ELAC, SSC)
Annually
District communication plan
Train teachers and office staff to use
Blackboard Connect
Annually
Blackboard Connect Training Materials
Technology Master Plan
Teachers
Addresses Plan Comp K
Monitor & Evaluation
Portal records
Teacher survey
Web Portal delivered survey
Staff Dev. records
Portal Records
Teacher survey
Web Portal delivered survey
Staff Dev. records
Portal Records
Teacher survey
Staff Dev. records
Web Portal delivered survey
Parent Portal use reports
Portal records
Parent Meeting Minutes
Portal records
Web portal delivered survey
Meeting agendas
Meeting Minutes
Page 52
k. Describe the process that will be used to monitor the Curricular Component (Section 3d-3j) goals,
objectives, benchmarks and planned implementation activities including roles and responsibilities.
The Education Services and Education Technology Departments will work hand-in-hand to administer the
data collection instruments, referenced in the above tables, and to monitor and evaluate all curriculum components
of the plan. Based on the specified surveys, agendas, portal records, training and staff development records, library
schedules, and information literacy reports the Education Technology and Education Services departments will meet
semi-annually to modify and adjust the plan according to district and school technology needs.
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Page 53
4. PROFESSIONAL DEVELOPMENT
Technology Master Plan
Page 54
Research on successful professional development programs reveal that all members of an institution must share a common
understanding of the goals and a knowledge base before an institution will improve. The CCSS and SBAC present an opportunity to
design the next-generation learning models with technology being a key vehicle to increasing student achievement. While all teachers
can learn use technology, they generally require extensive training, schoolwide support, and scheduled time for independent learning
in order to feel confident and competent enough to use new technology effectively and frequently. Educators who only know how to
operate new technologies are insufficiently prepared to use these powerful tools to improve classroom instruction. Teachers must also
understand and apply effective pedagogical principals in order to wield technology tools with maximum impact. Technology must be
used as a learning tool rather than a set of isolated standards and raise the expectations of our students to meet minimum digital
literacy and technology proficiency skills (Marzano and Magana, 2014).
John Hattie conducted an extensive analysis of 52,637 studies to pinpoint the elements that have significant
correlations with student achievement. His meta-analysis method of statistical research aimed to quantify the general
effectiveness of a certain strategy or topic by combining the results from numerous individual studies. The strategy’s level of
effectiveness is frequently conveyed using a number know as an effect size. Specifically, Hattie found professional
development to have a .51 effect size on student achievement. He also determined that when used as a supplement to the
teacher’s instruction, computer-assisted instruction had an effect size of 0.45, but when used as a replacement for the
teacher’s instruction, it had an effect size of 0.30. This plan addresses the professional development needs of all members of
the Jurupa Unified School District (JUSD) community. This includes teachers, administrators, counselors, librarians, other
educational professionals, as well as support staff.
a. Summary of the teachers’ and administrators’ current technology proficiency and integration skills and needs for
professional development.
Prior to the design of any professional development plan it is necessary to determine the current skill level and
identify the needs of those who will be participating. JUSD has used several methods to identify the needs of teachers,
administrators, librarians/library personnel, and other educational professionals.
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The Education Technology and Education Services Departments have surveyed teachers and administrators in
regards to their technology goals; how they use technology to improve teaching and learning; level of technology
proficiency; degree of technology integration; hardware, software, and technical support needs; and how they monitor and
evaluate technology’s impact on student achievement. Additionally, surveys have included questions directly related to
support personnel and their technology use, needs, and experience. Survey responses indicate teachers and administrators
would prefer to attend professional development opportunities during school hours in 2-3 hour or ½ day block. Frequency
of technology use varies from school to school. Based on JUSD’s Share Point Survey, 49% of teachers rated their own
overall technology skill as Proficient. Teachers indicated 61% of their students’ overall technology skill was at a beginning
level. Integration of technology into instruction happens every day in 46% of teachers’ classrooms. Of teachers surveyed,
45% indicated they use the internet to seek out resources for instructional use.
Although 72% of teachers are aware of the technology requirements of the new Common Core standards, 50% do
not require students to use digital resources to locate, evaluate, or communicate information regarding their assignments. A
contributing factor to this imbalance of technology integration and Common Core requirements may be the availability of
classroom technology resources for students. Additional survey results are as follows:
 Most JUSD teachers, administrators, and staff considered themselves proficient of overall technology skills.
 46% of teachers integrate technology into instruction daily.
 45% of teachers use the internet to seek out resources for instructional use.
 Only 44% of teachers surveyed felt comfortable integrating technology in the classroom.
From the survey results, JUSD was able to design and implement an on-going professional development program
that encourages the growth of technology skills among district support personnel and teaching staff.
Education Technology and Education Services provide regularly scheduled user support/training groups for the
following groups of individuals:
 Student Information System (SIS) Users
 Academic Accelerator (School Based Planning) Meetings
 EADMS Meetings
 Follett Library System Users
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

Food Management Services System Users
Technology Coordinators
The site based Technology Coordinator stipend position was added in the 1999-2000 school year. Technology
Coordinators are the school’s first line of support for instructional technology needs in the classroom. To support the
Technology Coordinators efforts, in September 2001, the ETD implemented a professional development program directed
toward teachers using technology for classroom management and to enhance and reinforce the curriculum. Technology
Coordinators will play an integral role in the development and delivery of the copyright/fair use and Internet safety
programs.
The Education Technology Professional Development program provides professional development options that
range from basic productivity applications to the integration of hardware and software to support the delivery and
enhancement of the curriculum. In 2014-15, the technology department will provide E-Learning professional development
to all teachers in the use of online research, multimedia presentations, web publishing, Web 2.0 tools, screen casting,
digital citizenship, and device integration.
b. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for providing
professional development opportunities based on district needs assessment data (4a) and the Curriculum Component
objectives (sections 3d through 3j) of the plan.
While considerable attention must be paid to the acquisition of the technology, an equally integral component of a
successful technology plan is professional development. The need to train teachers and staff to effectively use technology
to support instruction and district goals is a key component to JUSD’s Education Technology Plan. Additionally,
CALPADS accuracy has become increasingly more important. The need for effective training of end users is critical.
Research based strategies for using technology effectively and aligning technology use with instructional program goals
will be implemented through the professional development activities. Using technology to develop personal technology
proficiency for district and site administration and support staff is a significant component of JUSD’s plan. Adult learning
theories will be used when designing the professional development program for all participants.
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Table: Professional Development Component
Goal 1: To provide professional development for teachers, focusing on integrating technology and state standards. (Aligns with LEAP Goal 3)
Objective: 100% of all K-12 teachers will attend a minimum of two professional development opportunities focused on integrating technology in the classroom.
Year 1: 100% of all K-12 teachers will attend a minimum of two professional development opportunities focused on integrating technology in the classroom.
Year 2: 100% of all K-12 teachers will attend a minimum of two professional development opportunities focused on integrating technology in the classroom.
Year 3: 100% of all K-12 teachers will attend a minimum of two professional development opportunities focused on integrating technology in the classroom.
Activities:
Professional development opportunities on
District approved and adopted software
programs that support the curriculum.
Target Group
All new teachers
All returning
teachers
Benchmark Year
Annually, prior
to start of year
Resources Needed
Monitor & Evaluate
Professional Dev. Labs (2)
Share Point Survey
EADAMS, Q, Vport, R180, other curriculum software. Evaluation Form
Staff Dev. Records
Annually
SeptemberOctober
Schedule professional development on
All new teachers
information literacy skills, library resources,
EBSCO, Title Peek, World Book
All returning
Encyclopedia, Destiny, video resources, and teachers
other literacy resources
(i.e. internet/intranet) for teachers and
students.
Technology coordinators to model technology All new teachers
integration in core curriculum.
All returning
teachers
Annually/prior
to start of year
Annually
SeptemberOctober
Professional Development Labs (2)
Share Point Survey
Evaluation Form
Staff Dev. Records
Annually/prior
to start of year
Annually
SeptemberOctober
Professional Dev. Labs (2)
Share Point Survey
Evaluation Form
Teacher Interviews
Train staff to use technology peripherals, such All new teachers
as digital video cameras, scanners, projectors,
document imaging cameras, interactive
whiteboards, wireless slates, wireless laptops,
video conferencing units, student response
All returning
systems, and other technologies purchased
teachers
through district.
Annually, prior
to start of year
Professional Dev. Labs (2)
Share Point Survey
Evaluation Form
Teacher Interviews Staff
Dev. Records
Technology Master Plan
Annually
Sept- Oct.
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Goal 2: To provide professional development to key groups of technology users; such as, administrators, technology coordinators, library
personnel, student information system users, technical support, and other identified groups of users. (Aligns with LEAP Goal 3)
Objective: 100% of key groups of technology users will participate in a minimum of 4 user group or other technology based professional development opportunity.
Year 1: 100% of key groups of technology users will participate in a minimum of 4 user group or other technology based professional development opportunity.
Year 2: 100% of key groups of technology users will participate in a minimum of 4 user group or other technology based professional development opportunity.
Year 3: 100% of key groups of technology users will participate in a minimum of 4 user group or other technology based professional development opportunity.
Activities:
Target Group
Provide JUSD support personnel with professional
All Staff
development to increase their proficiency in performing daily
activities.
Conduct regularly scheduled workshops for identified user
All User Group Staff
groups to provide information on system and procedural
updates.
Benchmark Year
Resources Needed
Monitor & Evaluate
Annually
Professional Dev. Labs (2)
Participant Evaluations Needs Surveys
Annually
Professional Dev. Labs (2)
Participant Evaluations Needs Surveys
Conduct technical support training for technical support staff
in order to meet the needs of the District.
Technical Support Staff Annually
Professional Dev. Labs (2)
Participant Evaluations Needs Surveys
Schedule district and on-site training for library personnel to
help teachers enhance student information literacy skills.
Library Staff
Annually
Professional Dev. Labs (2)
Participant Evaluations Needs Surveys
Schedule parent training sessions in the use of district
supported and intranet/Internet resources to assist students
with the use of educational technology.
K-12
Annually
Professional Dev. Labs (2)
Meeting Minutes and needs
assessments.
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Goal 3: To provide professional development for administrators and teachers to use technology based diagnostic, assessment, and planning
tools. (Aligns with LEAP Goal 1 and 3)
Objective: 100% of administrators and teachers will attend a minimum of one technology training on using technology based diagnostic, assessment and/or planning
tools.
Year 1: 100% of administrators and teachers will attend a minimum of one technology training on using technology based diagnostic, assessment and/or planning tools.
Year 2: 100% of administrators and teachers will attend a minimum of one technology training on using technology based diagnostic, assessment and/or planning tools.
Year 3: 100% of administrators and teachers will attend a minimum of one technology training on using technology based diagnostic, assessment and/or planning tools
Activities:
Target Group
Benchmark Year
Resources Needed
Monitor & Evaluation
Administrators and teachers will have access to training on how to Admin & Teachers
access and use data to make data-driven decisions using the district
assessment data management system.
Annually
Professional Dev. Labs (2) Participant Evaluations
EADMS
Needs Surveys
Staff Dev. Records
Teacher training on using rubrics to assess technology based
student projects.
Teachers
Annually
Professional Dev. Labs (2) Participant Evaluations
Observations
Staff Dev. Records
Teachers and administrators will be trained on technologies and
adopted curriculum software that support assessment, instruction,
and curriculum integration.
Admin & Teachers
Annually
Professional Dev. Labs (2) Participant Evaluations
R180 software, Language! Needs Survey
software, Title Peek
Staff Dev. Records
Provide administrators and teachers with training on school
planning resources.
Identified Admin &
Teachers
Annually
Professional Dev. Labs (2) Participant Evaluations
Needs Survey
Staff Dev. Records
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Goal 4: To provide professional development for administrators and teachers to use technology as a classroom management tool and
for promoting communication between home, school, and the community. (Aligns with LEAP Goal 5)
Objective: 100% of teachers and administrators will participate in a minimum of two professional development opportunities to learn how to use technology for classroom
and administrative management, including communicating with parents and the community.
Year 1: 100% of teachers and administrators will participate in a minimum of two professional development opportunities to learn how to use technology for classroom
and administrative management, including communicating with parents and the community.
Year 2: 100% of teachers and administrators will participate in a minimum of two professional development opportunities to learn how to use technology for classroom
and administrative management, including communicating with parents and the community.
Year 3: 100% of teachers and administrators will participate in a minimum of two professional development opportunities to learn how to use technology for classroom
and administrative management, including communicating with parents and the community.
Activities:
Target Group
Benchmark
Resources Needed
Monitor & Evaluation
Teachers and administrators receive training on resources to present to
parents regarding the electronic methods (e.g. web portal, Internet,
Blackboard Connect and e- mail) to communicate with teachers and
administrators.
Admin & Teachers Annually
Professional Dev. Labs (2) Staff Dev. records Portal Records
Blackboard Connect
PTA and DAC surveys
Teachers use technological methods for reporting student attendance,
grading, progress, and/or k-12 district assessments, and other relevant
electronic data through the Parent Connect student information
system.
All Teachers
Annually
Professional Dev. Labs (2) Staff Dev. records Portal Records
Administrators and/or designated teachers will receive assistance and
training to post information on a web portal.
Admin & Teachers Annually
Professional Dev. Labs (2) Staff Dev. records Portal Records
Help-Desk records
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Besides classroom structured technology training the Education Services and Education Technology Departments provide onsite assistance to technology coordinators, administrators, teachers, and support personnel on an as needed basis. All new hardware
and software are purchased with a designated plan in place for how the information will be distributed to the schools and how site
personnel will be trained to use the new resources. With the number of technology based programs that have been implemented and
continue to be implemented in the district, the need for an additional professional development staff member is on the horizon. This
teacher would have a strong background in staff development, technology software/hardware applications in the classroom, and
curriculum planning. The Teacher on Special Assignment (TSA) for technology would provide classroom and district-level support
and training in technology systems that assist teachers in integrating technology in the classroom.
c. Describe the process that will be used to monitor the professional development (Section 4b) goals, objectives, benchmarks and
planned implementation activities including roles and responsibilities.
The Education Services and Education Technology Departments will work hand-in-hand to implement the activities and
evaluate effectiveness through the data collection instruments referenced in the professional development tables. All aspects of the
professional development plan will be monitored and evaluated. Based on the surveys, help-desk records, portal records, staff
development and workshop records and participant evaluations collected, the Education Technology and Education Services
departments will meet semi-annually to modify and adjust the plan according to district and school needs.
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5. INFRASTRUCTURE, HARDWARE,
TECHNICAL SUPPORT
AND SOFTWARE COMPONENTS
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a. Existing Hardware, Internet Access, Electronic Learning Resources and Technical Support
Technology Hardware
CBEDS reported technology from the California Longitudinal Pupil Achievement Data System (CALPADS) for 2012-2013 (as of
CBEDS Day 10/5/12).
Number of
Computers Less
Than 48 Months
Old
Number of
Instructional
Settings
Number of Instructional
Settings with a High Speed
Internet Connection
Camino Real Elementary
71
35
35
Glen Avon Elementary
29
34
34
Granite Hill Elementary
36
30
30
Ina Arbuckle Elementary
5
36
36
Indian Hills Elementary
68
34
34
Jurupa Middle
60
44
44
Jurupa Valley High
46
139
139
Mira Loma Middle
43
45
45
Mission Bell Elementary
38
30
30
Mission Middle
8
41
41
Nueva Vista Continuation High
6
14
14
School
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Pacific Avenue Elementary
27
32
32
Patriot High
5
106
106
Pedley Elementary
34
34
34
Peralta Elementary
37
27
27
Rio Vista High
0
1
1
Rubidoux High
1
122
122
Rustic Lane Elementary
45
42
42
Sky Country Elementary
6
34
34
Steps Community Day
1
9
9
Stone Avenue Elementary
12
29
29
Sunnyslope Elementary
7
33
33
Troth Street Elementary
10
42
42
Van Buren Elementary
28
29
29
West Riverside Elementary
56
42
42
District Total
679
1064
1064
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Access to electronic presentation tools, scanners, and digital devices are integral to reaching JUSD’s curriculum and
professional development. While several upper elementary and secondary JUSD classrooms are currently equipped with presentation
tools (Digital projectors, TV displays, document imaging cameras, and/or DVD/VCR) and various computer peripherals (scanners,
digital cameras, and/or digital camcorders), which are used to support teaching and learning and professional development, JUSD
continues to work with schools, using site and grant funding, to increase access to these digital learning tools. As affordability and
performance improve, large flat panel screens may substitute for digital projectors.
All schools in the district have a minimum data network connectivity service using Ethernet 10/100 Base-T topology. Every
school office and classrooms are (100%) wired. Each of these schools has a minimum of 2 data drops per classroom, with additional
drops located in the libraries and computer labs. Future school network upgrades will design 3 drops for the teacher station (1 Power
Over Ethernet or POE port for future Voice Over IP telephony), 6 drops for student computers, 1 drop for a future wireless access
point (should the budget allow).
Jurupa USD has one wireless access point for roughly every three classrooms. This provides enough coverage for the majority
of campus but isn’t capable of supporting full BYOD or 1:1 deployments. Each access point is capable of at minimum 802.11N. There
are over 550 access points installed district wide.
District Technology Standards and Purchasing
California Public Contract Code Section 20118.2 states that due to the highly specialized and unique nature of technology,
telecommunications, related equipment, software, and services, because products and materials of that nature are undergoing rapid
technological changes, and in order to allow for the introduction of new technological changes into the operations of the school
district, it is in the public's best interest to allow a school district to consider, in addition to price, factors such as vendor financing,
performance reliability, standardization, life-cycle costs, delivery timetables, support logistics, the broadest possible range of
competing products and materials available, fitness of purchase, manufacturer's warranties, and similar factors in the award of
contracts for technology, telecommunications, related equipment, software, and services. The request for proposals shall identify all
significant evaluation factors, including price, and their relative importance. The school district shall provide reasonable procedures for
the technical evaluation of the proposals received, the identification of qualified sources, and the selection for the award of the
contract. Award shall be made to the qualified bidder whose proposal meets the evaluation standards and will be most advantageous to
the school district with price and all other factors considered. If award is not made to the bidder whose proposal contains the lowest
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price, the school district shall make a finding setting forth the basis for the award. The school district, at its discretion, may reject all
proposals and request new proposals. E-rate rules and regulations for purchases will be adhered to.
Data and Telecommunication
Telecommunication upgrades and telephone access in the classroom are ongoing projects in the district. Every school is
targeted for adequate telecommunication, networking, and electrical capability to sustain growth for the next five years. The district
will take advantage of opportunities to support improved data services to schools, such as the California Education Broadband
Initiative (CEBI). CEBI is a coalition of educational leaders seeking to leverage State/Federal resources and form partnerships to
create affordable broadband access for families and students across the country.
Software
Of the 3,500 JUSD computers, over 98% use Microsoft Windows Operating Systems (OS), (Windows XP or Windows 7
Professional Service Pack 3), and 2% use the Macintosh operating systems. In support of these computers, the district provides
centralized services from the data center that include, an Internet server, Web filtering, email, Library, SQL database, DNS, and a
Student Information System server. The goal is to maintain, support and upgrade these systems, data storage, storage area network
(SAN), and infrastructure to meet the growth of the district and technological advancements.
Electronic Learning Resources
Each school maintains a variety of educational software; however, every classroom computer is equipped with the MS Office
Suite productivity software programs. In addition, the district maintains over 500 licenses for the graphic organization program,
Inspiration and approximately 50 Kidspiration licenses. Other online electronic resources, such as, EBSCO Publishing, World Book
Online Encyclopedia, and Destiny Standards Search are available for every JUSD teacher and student via an Internet browser.
Wireless slates that allow teachers to move about the classroom and improve student engagement can be found in some schools. Other
electronic academic resources include Read 180, probe-ware, digital microscopes, student response systems, and collaborative tools,
such as podcasting equipment are also increasingly available and acquired by schools. Electronic administrative resources include the
Q student information system and related module such as Gradebook and Parent Connect and the web based Special Education
Information System (SEIS) system.
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Fifteen JUSD schools have purchased the Accelerated Reader program and 6 have purchased the Accelerated Math. Each
Accelerated Reader program is housed on a school site server for shared access throughout the campus; whereas, Accelerated Math is
installed within designated classrooms.
Technical Support for Curriculum and Professional Development
Technology staff development and training has been made available to teachers, administrators, and staff. Since 1998, the
Information Technology and Education Services Departments have offered hands-on-training, for certificated, classified, and
administrative personnel. The Information Technology and Education Services Departments have consistently provided hands-on
training for all new hardware and software purchased or introduced into the district. Online and video based self-service trainings and
videoconferences are offered on a growing basis.
Director of Education and Information Technology
The Director of Education and Information Technology supervises fourteen employees and has primary responsibility for
maintaining the JUSD Student Information System (SIS), which includes the Wide Area Network (WAN), Local Area Network
(LAN), administrative office computers, Horizon Food Service System, Follett Destiny Library system, EETT hardware/software, and
E-rate. Leading the district’s technology vision, standards, policy and planning, the IT Director and resources within the IT
Department should assist the proposer and sponsor with technical research, review the proposal to ensure that it is consistent with
existing standards, and to co-advocate for the project as it progresses through review processes. The Director is responsible for
budget, funding, technology master planning and serves as the divisional, department and school liaison.
Network Manager
The Network Manager is responsible for the district network and server infrastructure. Specifically, the Network Manager
plans, monitors, implements, and maintains the wide area network, switches, wireless network, virtualization infrastructure, SAN, and
web filter. Additionally, the Network Manager oversees the server infrastructure including Active Directory, and mail, storage, web
and application servers. The Network Manager is responsible for developing and implementing a comprehensive backup system of all
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critical servers. The Network Manager is the technical point of contact for all vendors, contractors, and IT related projects. The
district’s four Computer Support Technicians and one Computer Support Assistant report to the Network Manager.
Computer Support Assistant
The district’s Computer Support Assistant is stationed at the Education-Information Technology Helpdesk and is responsible
for providing remote assistance via phone and e-mail for district staff. The Computer Support Assistant manages all user accounts and
maintains a variety of inventory, work order, and other district databases. The Computer Support Assistant is tasked with completing
training and documentation during periods of downtime.
Computer Support Technician
The district’s four Computer Support Technicians are the on-site technicians for the district’s 28 locations. They troubleshoot
hardware and software issues as well as any work order that is escalated from a Computer Support Assistant. Computer Support
Technicians install network equipment such as switches and access points, computers, and uninterruptable power supplies.
Technicians provide in person training and support. Technicians are also responsible to maintain the software and hardware
inventories for each site.
Director Data Base Administration
The Director of Data Base Administration designs, implements and maintains local and distributed relational database
management systems for the District. Manages and administers the entire database environment including data, storage, access,
security and SQL RDBMS software. Consults with staff and users in the definition of data storage and access requirements and with
vendors regarding the capabilities and limitations of supporting hardware and software products. Works both individually and as a
team member to provide database solution and support. Designs, codes and tests database definitions, utility programs, support
processes and scripts. Creates, tests and maintains a process for data archiving. Supervises and evaluates assigned staff. Develops and
maintains complete documentation, including graphical representation, of all processes, procedures, and scripts that are used to create
and maintain all supported databases. Develops and implements a proactive plan for monitoring database activity, status and growth.
Ensures an open-systems environment. Provides training and consulting to staff and database structure, data storage, standards, and
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efficient data access. Maintains state-of-the-art knowledge of data storage techniques, hardware and software solutions and industry
trends.
Technology Facilitators
The Technology Facilitators (2) support district staff in the use of student and business application programs. Assist district
staff with accessing information housed in data warehouses. Assists school personnel with developing master schedules, recording
student grades and generating grade and transcripts reports. Assists district personnel in reconciling the Average Daily Attendance
(ADA) reports and analyzing students’ attendance data. Monitors student information system database at distributed servers.
Implements queries to achieve desired results and data, including testing and correcting queries to ensure proper form of input/output
data. Composes SQL scripts and executes periodic procedures necessary to maintain the database and/or to serve end-users.
Programmer Analyst
The Programmer Analyst creates, programs and manages SQL databases, web-based databases and web services and
development by managing and implementing standards, procedures, revision lists, security and documentation. Communicates with all
levels of staff to define functional requirements. Serves as technical resource to District departments concerning assigned projects;
consults with staff to design relational database systems and modifies system as data needs change; consults with staff to define and
implement interfaces to ensure that various browsers/clients interact with the database systems. Conducts training and oversees
implementation on system functions with staff.
Teacher on Special Assignment
The Teacher on Special Assignment- plans, develops and coordinates, the delivery of technology-based staff development
centered around the integration of technology in the classroom to support teaching and learning. Assists on building upon existing
programs and designing future instructional technology programs to best meet the needs of teachers and students. Models lessons,
provides peer coaching, technology development and implementation of the District Master Technology Plan. Increased needs for
professional development may require the addition of another Teacher on Special Assignment.
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Administrative Secretary
The Administrative Secretary is responsible for maintaining scheduling of professional development classes, support of
budgeting and purchases, and support of department staff. The secretary serves as the single-point-of-contact for calendaring and
confirming staff attendance. This position works with the Help Desk technician to provide phone and e-mail support, particularly in
peak support periods.
INFRASTRUCTURE
Network Security
All users of district equipment and resources must agree to the Board approved Acceptable Use Policy (AUP) (Board Policy
6163.4). Accounts are assigned individually and may not be shared. Each user is encouraged to follow safe computing practices and is
responsible for any action that occurs under their account. The district logs account logins, website access, and access to other systems
to maintain a stable, secure and responsive system. In order to maintain security and integrity of our data, the least amount of access
needed for staff and students to effectively work is given.
The district uses a Cisco ASA firewall and Lightspeed Rocket appliance to secure access to district systems which monitors
traffic, blocks websites identified as a security risk, and blocks spam e-mail. Antivirus software is installed on all district managed
computers. Operating system and software updates are also regularly pushed out to all district managed computers. The district
wireless system is segmented into two parts; one network for district owned and managed devices and one network for guest devices.
Guest devices aren’t able to directly access other district resources; instead they are limited to just web traffic.
District Equipment Policy
The Jurupa Unified School District acquires technology through new purchases and/or through donations. Buying new
equipment to increase computer inventory at school sites are funded by district, grants, or categorical monies. Donated equipment on
the other hand is guided by district policy. The policy defines the protocol for donated computers/equipment, which includes
hardware, software, training, maintenance, networking, electrical, transportation, storage, eligible specification, and environmental
considerations (Guidelines for accepting donations or gifts for school organization, JUSD Business Handbook, § D6).
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The district has implemented a four year hardware replacement cycle. The district intends to increase the number of computer
stations from approximately 3,500 in 2013 to 5,000 by the end of the 2016-2017 school year.
SERVICES
Technology Coordinators
Each school has a stipend technology coordinator. The coordinator serves a dual role as the Information Technology and
Education Technology contact. The district provides user group workshops for these coordinators to augment their skills and technical
knowledge as well as technology curriculum development. These coordinators provide an important role as the first point of contact at
the school site to provide regular training and support to faculty. For instance, the coordinators may train teachers on how to connect
to a computer or docking camera to a projector or how to replace toner. Technology coordinators also help staff integrate technology
into their curriculum. Lastly, technology coordinators communicate any district wide technology upgrades or changes to their staff
and are the site representative to give the district feedback regarding technology initiatives.
Technology Support (Helpdesk)
The technology department provides remote helpdesk assistance from 7:30 a.m. to 4:00 p.m. each weekday. Issues that aren’t
able to be addressed remotely are escalated to a computer technician to troubleshoot on-site. All computer issues are tracked through
a work order system, Spiceworks. Any staff member can place a work order by calling or e-mailing the helpdesk, or submitting a
work order through the Spiceworks web portal. District staff submit on average of 1,000 work orders per month.
Communications, Social Media and Web 2.0 Services
The technology department will explore the use of Web 2.0 and Social Media to improve district communications, knowledge
and information sharing. These services include, but are not limited to, examples such as wikis, blogs, discussion boards, Facebook,
Twitter, and other similar services.
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Equipment Standards
The district standardizes as many systems and components as possible to provide a consistent user experience, minimize
training and support costs, and provide a more stable and reliable infrastructure. Specifically, with the exception of some Career
Technical Education (CTE) programs, all district computers run Microsoft Windows on either Dell desktops or HP laptops. New
network infrastructure consists of HP Procurve switches. Wireless infrastructure is from Aruba Networks.
All technology equipment has been thoroughly tested for compatibility with existing infrastructure. Various equipment has
been standardized district wide to create a consistent user experience and minimize support requirements. As of the 2013-14 school
year, the following equipment is standard:
 Desktop – Dell Optiplex 7010. Intel i5 processor, 8GB RAM, 120GB SSD, 22” monitor.
 Laptop – HP Probook 6570. Intel i5 processor, 8GB RAM, 120GB SSD, 20” monitor.
 Printers – Network, laser printers, from HP:
 Low Volume B&W: HP LaserJet 401N
 High Volume B&W: HP LaserJet P602N
 Low Volume Color: HP LaserJet M451N
 High Volume Color: HP LaserJet M551N
 Projector – Hitachi CPX2530WN
 Document Camera - Avermedia F15
 Wireless Interactive Board – eInstruction Interwrite Mobi
 Six Seat “MultiSeat” Systems – Consist of one upgraded Dell Optiplex 7010 with 16GB of RAM and six stations powered off
of it, running Windows MultiPoint Server.
 CPS pulse system
Software Standards
As of July 2012, JUSD has signed an agreement with CASMA that gives the district access to the Microsoft EES licensing
platform. This has allowed the district to upgrade computers to Windows 7 and Office 2010 at a drastically reduced cost. This
licensing also entitles the district to upgrade any and all systems to the latest version of Windows and Windows Server, SQL Server,
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SharePoint, Office and many other products. As such, all software purchases must be Windows compatible. As of the 2013-14 school
year, the district has standardized on the following software:
 Operating System: Microsoft Windows 7
 Office Productive Suite: Microsoft Office 2010
 Internet Plugins: Adobe Flash, Adobe Reader, Oracle Java
 Multimedia Design: Adobe CS6 Suite
 Student Information System: Aequitas Q
 Student Data System: Adrylan EADMS
 Library and Textbook System: Follett Destiny
 Purchasing System: RCOE Galaxy
 IEPs: SEIS
 Credit Recovery: Odysseyware
 Online Curriculum Resources:
 Voyger Learning VPort
 Voyager Learning VocabJourney
 HMH Think Central
 HMH Holt McDougal
 HMH PH School
 Online Encyclopedia: World Book Online
 Journal Database: EBSCO Publishing
 Exam View
 Inspiration and Kidspiration
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Department Needs
The technological needs of JUSD are constantly being re-evaluated as both technology and learning strategies change. For
instance, Bring Your Own Device (BYOD) and tablets, often with streaming video or interactive content are being used in the
classroom. The Education-Information Technology Department needs to maintain a fast and reliable infrastructure to meet the
business and educational needs of the district. As such, we project that we will need the following upgrades during the life of this
Technology Plan:
 Upgrade existing computer networks at five elementary schools, Nueva Vista Continuation High School, STEPS Community
Day School, and Patriot High School.
 Double SAN capacity every 18-24 months. This is based off of historic growth rates. We estimate that we will need to
upgrade our SAN in Spring of 2014 and then again in the 2016-17 school year.
 Increase server VM host capacity. We expect to need to double the capacity of hosts sometime in the 2014-15 school year.
 Increase the WAN connection between the school sites and the district office’s data center to 10gbps, starting with the middle
and high schools in the 2015-16 school year. As part of this project, our core switch will need to be upgraded.
 Increase the density of our wireless access points to handle multiple simultaneous classrooms using laptops, tablets, etc.
 Purchase a mobile device management (MDM) platform to support tablets.
 New opportunities, such as Voice Over IP (VOIP), Video on Demand, Virtual Desktop Infrastructure (VDI), BYOD, and class
sets of laptops or tablets will further necessitate the improvement of equipment.
 Staff will need to be adjusted to support the increase in services that the Education-Information Department provides.
Specifically, a Network Engineer would provide high level support of systems. Additional Computer Support Technicians will
be required to support the projected growth in devices. Specifically, we request an additional Computer Support Technician
for every 800 devices added to the district network. An additional Teacher on Special Assignment is needed to help staff
better implement technology into the classroom curriculum. Lastly, an additional Technology Facilitator is required to meet
increasing data collection requirements and CALPADS updates requirements.
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Thin Clients, Client & Server Virtualization, Online Education and Cloud Based Services to Improve Access
A variety of technologies are emerging that can improve school access to technology. These options are alternatives used
alongside traditional networked personal computer solutions. Thin clients solutions, such as the Ncomputing, HP mobile thin client or
HP t5740, provide cost effective and durable long life hardware options for schools. Client and Server virtualization options, such as
that of VMware or Virtual Desktop Infrastructure (VDI) technology, provide cost effective reliable centralized services to the users.
Cloud based services, such as Stoneware, Microsoft Live@EDU, and Google Apps, also open a world of low cost or free services to
users.
All classrooms will include standard technology.
Students and teachers need access to minimum levels of technology in order to meet goals for technology skills attainment, to
engage student learning through the use of technology, and to use technology to help students attain grade level standards. The district
will explore the expansion of existing and/or the addition of new online electronic resources, classroom peripherals, and standards
based software programs that directly support the curriculum, project based learning, online learning and common core standards.
Special Education and Assistive Technology
The district and this technology plan support access to assistive technology needed by students receiving special education
services. Assistive Technology devices include but are not limited to: academic and learning aids, aids to daily living, assisted living
devices and environmental aids, augmentative communication, computer access and instruction, environmental control, mobility aids,
pre-vocational and vocational aids, recreation and leisure, seating and positioning, and visual aids. The district technology department
will work with the special education department to coordinate efforts to support the needs of special education students. References to
support this effort include the Georgia Project for Assistive Technology, Assistive Technology Academic and Learning Aids Core
Classroom Inventory, and High Incidence AT 101 for Administrators (Susan Simmons, Ph.D, Education & Assistive Technology
Specialist, Diagnostic Center, Southern California).
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Sample classroom tiered technology standard configurations
Basic
Intermediate
Advanced
1. District standard teacher laptop
1. District standard teacher laptop
2. Ceiling mounted digital projector
2. Ceiling mounted digital projector
3. 100 inch projection screen
3. 100 inch projection screen
4. Document camera
4. Document camera
4. Document camera
5. Networked laser printer
5. Networked laser printer
5. networked laser printer
6. Ceiling mounted speakers
6. Ceiling mounted speakers
1. Teacher desktop
computer
2. Digital projector
3. 100 inch projection
screen
7. Wireless slate
7. 10 student desktops or laptops
8. Student responders
9. Electronic whiteboard
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Hardware and Software to Support the Curriculum
Digital projectors
Probeware
Document Imaging Cameras
Digital Microscopes
Digital Cameras
Camcorders
E-book Readers
Video Conferencing
Wireless slates
Digital classroom
Wireless slates
Scanners
Student response systems
iPods-iPads
Podcasting
Thin clients
Video Surveillance
Voice Over IP
Wireless
Network Mgt.
Storage Area Network (SAN)
Security
Notebook PCs
Desktop PCs
Online Mgt System
Electronic whiteboards
Printers and Copiers
Software
Microsoft Office
Accelerated Math
Kidspiration
Accelerated Reader
Inspiration
READ 180
Animation
Graphing
Student E-mail
Video production
Blogs
Wikis
Discussion boards
Publishing software
Web/District Portal
iSafe
Online Encyclopedia
Journal/Periodicals Online
Title Peek
Standards Search
On Demand Video
Student Information System
EADMS
Academic Accelerator
Imaging
Spiceworks
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b. Equipment: Acquisition and Replacement Cycle
The following is intended to give a broadly itemized overview of the best case scenario for funding the above technology plan,
taking into account the aging of computers and acquisition of equipment to meet target ratios. This “best case” will need to be
tempered by district and site budgeting constraints. A computer life cycle of 4 years is assumed; however, the need for replacements
is exacerbated by the computers which will not be able to make the migration to Microsoft Vista when Windows XP reaches end of
life support in 2014 (http://www.microsoft.com/windows/lifecycle/default.mspx). Districts in Riverside County have standardized on
either the HP, Dell or Apple brand computers. District standards will be based on a combination of price, performance, brand
reputation, company history in schools, support, reliability and features. RAM upgrades can be installed on older equipment to extend
service life. Equipment should be retired when it is unable to meet minimum software requirements or unable to support or deliver
services.
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Computer
Category
JUSD Computer Inventory - 4 year Replacement Cycle
Targeted for
Targeted For Targeted For Targeted for
Current
Replacement Replacement Replacement Replacement
Inventory Year 1
Year 2
Year 3
Year 4
Total
Replaced
in 4 Years
Office
622
47
30
107
319
503
Teacher
939
67
279
94
315
755
Student
1810
199
335
315
228
1077
Library
36
6
25
1
2
34
3407
Current
Inventory
319
Additional
Computers
Year 1
669
Additional
Computers
Year 2
517
Additional
Computers
Year 3
864
Additional
Computers
Year 4
2369
Additional
Computers
Total
Office
622
0
0
50
50
100
Teacher
939
10
10
25
25
70
Student
1810
500
500
500
300
1800
Library
36
20
18
0
23
61
3407
530
528
575
398
2031
849
1197
1092
1262
4400
Cost Each
$1,000
$1,000
$1,000
$1,000
$1,000
Total Cost
$849,000
$1,197,000
$1,090,000
$1,262,000
$4,400,000
Subtotal
Computer
Category
Subtotal
Total
Computers
Needed
*See next page for assumptions to this table.
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Assumptions:
• The Advanced classroom standard items are listed in order of priority and preference, based on teacher and
administrator feedback.
• Approximately 849 full time teachers (CDE Data Quest, 2012-2013 data)
• Teacher computer (desktop or laptop) est. $1000 through a combination of falling computer prices, volume
discounts for purchase or leasing.
• Approximately, 1,539 of our computers are running Windows XP operating system. Based on our current
inventory, 1,184 out of 3096 computers do not meet the minimum specifications for Microsoft Windows 7, Office
2010 or the delivery of the Common Core Online Assessments.
• The digital projector is a key component for maximum benefit of wireless slates, video services such as Discovery
Channel is broken out separately to emphasize its importance.
Elementary
Middle
High
District
Students per computer
21.2
31.9
72.1
County
Students per computer
6.7
5.3
7.6
District
Enrollment 2011-2012
10,621
2,935
5,916
Source: CDE CBEDS/Ed Data
Schools and Libraries Division (SLD) “E-Rate” Program Support
The Schools and Libraries Program of the Universal Service Fund makes discounts available to eligible schools and libraries
for telecommunication services, Internet access, and internal connections. The program is intended to ensure that schools and libraries
have access to affordable telecommunications and information services. The district applies for discounts on all eligible
telecommunications services. When district matching funds are available, the district has applied and will apply for network
infrastructure, equipment and service upgrades and support. California School Management (CSM) provides consulting services to
the district for the E-rate program.
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c. Annual Benchmarks for Obtaining Hardware, Infrastructure, Learning Resources, and Technical Support
Project based management will be used to implement the elements of this technology plan that are not part of daily support
operations (such as help desk phone calls, repairs, reporting, etc.). Examples of recent projects include: E-Rate Year 15 elementary
schools (11) local area network upgrades (2013-2014), storage area network (SAN) upgrades (2014). The benefits of projects are the
distinct goals, beginning, process for completion and ending. Project based management also enables the regulation of workload and
resources to prevent overload. This makes accountability relatively straightforward. The sequence of projects to allow annual
benchmarking will follow the priority of: 1) network infrastructure (district, schools), 2) services that are transported on the networks
(e-mail, file access, video, backup, etc.), and 3) network devices (e.g. replacement of obsolete equipment, acquisition of new
equipment such as student responders, desktop and notebook computers, networked laser printers, etc.). Projects for the foreseeable
future, pending available funding, include:
 Increase the density of our wireless access points to handle multiple simultaneous classrooms using laptops and tablets.
 Upgrade existing computer networks at five elementary schools, Nueva Vista Continuation High School, STEPS Community
Day School, and Patriot High School.
 Increase the WAN connection between the school sites and the district office’s data center to 10gbps, starting with the middle
and high schools in the 2015-16 school year. As part of this project, our core switch will need to be upgraded.’
Implementation Timeline
The following is an estimate of the major projects and activities towards implementing the district technology plan for 20142017. All implementation plans and projects are contingent upon available funding. As funding improves, the district will be in a
position to implementing this plan more rapidly.
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Benchmark
Action To Be Taken To Acquire Resources to Support Plan Components
Target
Group
2014-2015
2015-2016
2016-2017
Improve network connectivity between the District and the Riverside County Office of Education to Sunesys
fiber optic network 10 Gigabit speeds.
All
July 2015Sept 2016
Continue computer replacement cycle started in 13-14 school year for teacher and student computers
Develop a Learning Management System
Increase storage capacity in the data center
Voice Over IP Pilot
July 2015
July 2016
January 2015
Elementary July 2016
Increase the VM host capacity
Implement District Digital Classroom
All
July 2014
All
August 2014
Secondary
All
Education
Center, Jurupa
Valley H.S.,
Mira Loma
M.S.,
Troth E.S.
Secondary
Gr 9-12
9-12 Core
Classroom: Phase 1 (to include mounted
(14-15)
projector,
camera, wireless
Implementdocument
District Standard
Digital
slate, student response systems, printer,
Gr 4-8
speakers and appropriate software)
Gr K-3
January 2015
January 2015
4-8 Core
K-3 Core
Classrooms Classrooms Classrooms
(15-16)
(16-17)
Implement District Standard Digital
Gr 9-12
9-12 Core
Classroom: Phase 2 (add peripherals, e.g. digital
(14-15)
Classrooms Classrooms
4-8 Core
microscopes, probeware, and appropriate software)
Gr 4-8
(14-15)
*Continued on next page
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Increase the WAN connection between the school sites and the district office’s data center to 10 gbps, starting Tech
with the middle and high schools.
Dept.
July 2015
Increase the density of our wireless access points to handle multiple simultaneous classrooms using laptops and Tech Dept.
tablets.
July 2015
Purchase a mobile device management (MDM) platform to support tablets
Tech Dept.
July 2014
Build capacity in technology proficiency through professional development.
All
August 2015
Ineligible E-rate items include electrical and soft costs, such as project management and design. These types of ineligible e-rate items
will be budgeted and accounted for in evaluating the feasibility of E-rate projects.
d. Process to Monitor Annual Benchmarks Including Roles and Responsibilities
The Facility and Technology Advisory Committee is responsible for overseeing the benchmarks in this plan. The committee is
comprised of 5-10 people representing a cross section of representation from schools, stakeholders and departments. The committee
will meet to regularly review the district technology master plan and ensure that it is consistently aligned to the district academic and
administrative goals to support better teaching, learning, and collaboration. The technology director will facilitate committee meetings
and provides appropriate technical information to the committee. Six month reviews of progress and project completion will be done
by the technology department. Information on progress and project status will be shared with Principals, Administrative Council,
Education Services and Business Services through scheduled meetings and e-mail or newsletter updates. The new Spiceworks work
order system reports technology work orders completed by district, site, and individual. Such data will allow us to conduct a resource
allocation analysis to understand trends in technology support resource use and where the greatest demands are to support end users.
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6. FUNDING AND BUDGET
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A strong educational technology program requires a commitment to support the plan and implementation process through both
human and financial resources. JUSD is committed to providing a long-term financial plan that provides students, teachers, staff, and
administrators with appropriate technology to support their needs, and at the same time, considers the community’s investment.
Responding to the financial challenges includes deliberation of the initial purchase of equipment and software, additional
infrastructure to support the equipment, and the professional development for the purchase and instructional strategies for the
integration of the technology. In addition, the district has a plan in place for meeting the challenges of software and hardware
obsolescence, upgrades, and growth.
a. Established and Potential Funding Sources
E-Rate funding has provided the district with an opportunity to increase and improve the network infrastructure at our schools.
Sixteen of our schools have received infrastructure upgrades as a result of E-Rate funding. Eight other schools are in need of
infrastructure upgrade but currently do not qualify under E-Rate guidelines.
On March 4, 2014 the Microsoft-California Settlement Claims Administrator notified the District that they would receive an
additional release of funds in connection with the California Education Technology K-12 Voucher Program, in the amount of
$707,324.92. These vouchers can only be used for specific preapproved hardware and software purchases. These funds will be used to
bring the Common Core to life in the classroom and prepare for the new online Smarter Balanced assessments.
Other funding sources that are site-based and have been used for some technology purchases in the past include school
improvement funds and Title I funds. Last summer, the California Legislature dramatically altered how public education is funded for
the first time in over 35 years with the passage of the Local Control Funding Formula (LCFF). LCFF is designed to provide school
districts with a more equitable and flexible funding source by eliminating multiple categorical funds and placing the dollars into three
grants – base grant, supplemental grant, and concentration grant. It is expected that Local Control Funding Formula funds will
leveraged for additional technology purchases.
The district technology standards, policies, price list and consulting with the Education Technology department will help
ensure that site funded purchases support the overall direction of the technology plan to support better teaching, learning, and
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collaboration. Working with Business Services, special attention will be given to those schools that are not recipients of E-Rate or
grant funding. The computer replacement cycle for staff will continue to be funded by special reserve for capital outlay funds. The
Information Technology department will continue to seek funding through federal, state, and local grant opportunities.
b. Annual Implementation Costs for Term of the Technology Plan
This section provides the cost estimation for the implementation of new products and services in the coming three year period.
The hardware and software totals in Table 6B include the full costs of items that the District expects will be discounted to some degree
by E-Rate funding during the three year period. The non-E-Rate portion of the cost is anticipated to be funded by a combination of
grants, bond proceeds, and general fund contributions.
Estimated Implementation Costs
FY 14/15
Estimate
757,265
FY 15/16
Estimate
795,128
FY 16/17
Estimate
834,884
Education Technology Staff
Hardware
Teacher Computers
Student Computers
Software (includes licensing & renewals)
937,000
1197 @ $1000
each
937,000
1092 @ $1000
each
937,000
1262 @ $1000
each
300,000
300,000
300,000
Professional Development (includes
trainings, trainer costs, substitute teachers, and conferences)
500,000
500,000
500,000
Materials and Supplies
73,000
75,000
77,000
Potential Funding Source Description
Budget for central IT department to maintain
and support programs in the district such as telecommunication
and network infrastructure, administration, and support desk.
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The following section provides a cost analysis of the various software, hardware and supplies currently in use throughout the district.
General, Categorical and Food Services Funding
Software
Per Unit Costs
Accelerated Reader (3 school sites)
Accelerated Math (1 school site)
Software for district office server, Blackboard
Thawte SSL Web Server domain name zangle.jusd.k12.ca.us
IpMonitor Upgrade Options
EBSCO Publishing – Annual Renewal
Inspiration/Kidspiration
R180 Next Generation
EADMS, OMS, Title Peek
World Book – Annual Renewal
Odysseyware
$17,844.74
$1040.00
$37,098.00
$495.00
$250.00
$13,841.00.00
$50.00/per license
$220,000
$105,656
$14,955
$108,000
General and Categorical Funding
Hardware
Per Unit Costs
Wiring and equipment to upgrade elementary & middle school sites
96 network drops
@2,570.90
General and Categorical Funding
Supplies
Per Unit Costs
CAT6 patch cables for district network
Replacement Batteries for UPS
1000 @ 2.24
$30/each
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c. Replacement Policy for Obsolete Equipment
“Obsolete” equipment will be defined as equipment that no longer serves a useful academic or administrative purpose in the
school or office. If the costs of repairing a computer exceeds the value of the computer, that computer will be designated as obsolete.
Education research indicates that teachers are the most important element in the classroom when it comes to student learning; as such,
each teacher will have their own networked district standard computer with district standard software installed (e.g. Microsoft Office,
Microsoft Windows 7, Adobe Reader, Microsoft Explorer, CA ETrust anti-virus). Replacement computers may be new equipment
from the district standards price list that meet district standards. The Microsoft Windows Life Cycle map indicates how long the
district standards Windows 7 operating system will be supported.
In accordance with California Education Code (EDC), the District has an established process and policy for surplus property.
Education Code Section 17545 states that the governing board of any school district may sell for cash, any personal property
belonging to the district if the property is not required for school purposes, or if it should be disposed of for the purpose of
replacement, or if it is unsatisfactory or not suitable for school use. The board shall sell the property to the highest responsive
bidder. Education Code Section 17546(a) allows that items, whether one or more, which do not exceed a value of $2,500 may be sold
at private sale without advertising. Section 17546(b) allows that any items having previously been offered for sale pursuant to Section
17545, for which no qualified bid was received, may be sold at private sale without advertising; and Section 17546(c) allows that
property of insufficient value to defray the cost of arranging for a sale may be either donated to a charitable organization or disposed
of in the local public dump.
The District has a process in which when surplus property is recognized staff submits a list of surplus items to the asset control
technician, the list is then signed by the site administrator and a representative of Technology. The items are then reviewed and
prepared by the Warehouse for surplus. Items are presented to the Board for approval of surplus. Once the Board approves,
arrangements are made with our contracted vendor and the items are picked up and sold at auction. The District receives the proceeds
minus the administrative fees for the auction services.
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d. Process for Monitoring Education Technology Funding, Implementation Costs and New Funding Opportunities
The district has a keen interest in pursuing technology funding opportunities through partnerships, coalitions, and alliances
with entities in the public and private sector. The first step in this process is to ensure that the goals of the district and Education
Services are understood. These goals embodied in such documents at the district mission statements, goals statements and Local
Education Agency plan. In 2013-2014, the Facility and Technology Committee visited every school site to determine each site’s
needs for the upcoming years. Education Technology will actively work on building relationships and partnerships in the community
to create opportunities for mutually beneficial relationships that support the use of education technology. Budgets may be adjusted as
necessary due to budget constraints and competing district and school priorities. The Education Technology and Education Services
departments will meet semi-annually to identify needed modifications of funding resources in order to implement the plan.
Implementation timelines may also be lengthened or shortened depending on the funding streams available.
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7. MONITORING AND EVALUATION
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a. Evaluation Process for Technology Plan Progress and Impact on Teaching and Learning
The evaluation process will follow the W. Edwards Deming cycle of continuous improvement of Plan-Do-Study-Act. This
technology plan embodies the “Plan” element of the Deming cycle, which includes explicit outcomes, benefits and expectations to be
measured qualitatively and quantitatively. Execution of the elements of the plan will constitute the “Do”. Depending on the
complexity, this will involve project management guided by the questions of: 1) what needs to be accomplished, 2) what will success
look like, and 3) what it will take to create that success. To ensure that the technology plan will keep its focus on supporting better
teaching and learning, technology staff will work closely with Education Services staff, including the regular participation in
Education Services meetings.
The curriculum component of the plan uses multiple methods of data gathering and assessment such as: student, teacher and
administrator surveys, observations/walk-throughs, library schedules, professional development records, portal records, reports from
information literacy resources, blog/wiki records, Q reports, SEIS reports, and interview for direct feedback. Teacher observations of
student use of technology will occur on a weekly basis and will be reflected on progress reports and report cards. Students’
work/electronic portfolios will include student generated writing samples, digital presentations, and spreadsheets. Additionally, close
attention will be paid to JUSD’s Units of Study Performance Assessments and the Common Core assessments to monitor student
performance.
A substantial and consistent professional development program is integral to the success of the curriculum plan; thereby, the
JUSD Education Technology Plan recognizes the importance of providing for methods of assessing the “needs and wants” of the
people who are working daily to carry out JUSD’s goals and objectives.
The professional development component of the plan will use online surveys, participant evaluations, and needs surveys to
revise existing professional development opportunities and plan for future JUSD offerings. Evaluation forms will be completed at the
end of each professional development activity. Evaluations will be analyzed, by the Information Technology and Education Services
Departments quarterly to determine if program adjustments are needed to meet the needs of the participants.
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b. Schedule for Evaluating the Effect of Plan Implementation
What gets watched is what gets done. The evaluation model for plan implementation will follow a corporate model of periodic
reports followed by an annual summary report-year in review. This report will be limited to a single page. There is no pleasure in
reams of reporting. In the end, a plan either is or is not successful. The periodic report will occur every six months, which will result
from a combined semi-annual Education Technology and Education Services Department meeting. An annual report will be
th
completed by each June 30 of each year. Summary performance data and project status (planning, in progress, completed) will be
shared via electronic mail, website, and meetings. Principals’ meetings will be used as a forum for introducing new hardware and
software purchases, professional development opportunities, and infrastructure plans.
c. Process and Frequency of Communicating Evaluation Results to Technology Plan Stakeholders
The value of communication is summarized by the following: 1) Communication leads to Understanding, 2) Understanding
leads to Involvement, 3) Involvement leads to Commitment. To ensure widespread enthusiastic commitment for the role of technology
in supporting better teaching, learning, and collaboration, district technology staff and stakeholders responsible for carrying out this
technology plan will meet every semester. These meetings will usually be a technology department staff meeting. Summary notes
from these meeting will be shared with Administrative Council, Education Services, and Business Services for feedback. School Site
Council meetings, District Advisory Council meetings, and School Based/Schoolwide Coordinated Program meetings will also be
venues for communicating with stakeholders.
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8. COLLABORATION WITH ADULT LITERACY
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a. Adult Literacy Providers
As noted in section #2 of this technology plan on stakeholders, the Jurupa District community is rural and diverse. Similarly,
31.7% of the parents have no more than a high school education, 38.0% have some post-secondary education, and 30.5% have not
completed high school. The Jurupa Unified School District and The Rubidoux Library have formed the Jurupa Family Literacy
Program to address the over growing numbers of non-reading adults in the community. The district has an interest in supporting or
assisting in the creation of computer labs at local libraries to support literacy and learning.
The District’s Adult Education program works with other organizations to promote adult literacy through technology use. The
Adult Education ESL computer lab closely coordinates lab and classroom instruction for day and evening ESL classes. Specific
activities are designed that support the lessons taught in the regular classroom. The ESL teachers also create computer activities or
locate new materials on the Internet. In addition to improving their English literacy skills, students also learn basic computer skills.
Similarly, the library is currently offering literacy programs on a limited basis in our community. The current program provides
one-to-one tutorial. We currently provide out-reach through Community Based English Tutoring (CBET) program. The program
utilizes technology to provide instructional information and assistance to parents, which would allow school sites to implement
assignments with very small groups of parents on demand. ROP students also receive literacy skills in order to succeed in the area in
which they are receiving training. At both of our high school facilities, classrooms and labs are used during the traditional school day
to provide ROP courses to students. The District Learning Center is a hub for adult learning activities operating from 7:00 AM to10:00
PM. Students receive hands-on computer training to improve their skills and learn at their own pace. Our goal at Jurupa Unified
School District is to meet the one stop delivery system specified by the Adult Education and Family Literacy Act (re-authorized in
1998 as part of the Workforce Investment Act) making families aware of the District’s adult literacy services and other agencies. The
community is aware that there are three services provided under the federally supported adult education programs such as Adult Basic
Education for learners with skills below the eighth-grade level, Adult Secondary Educational Development (GED) certificate, and
English as a Second Language (ESL) services
Funding sources are the Adult Education, Community-Based English Tutoring, AB 231 Literacy Grants, WIA, which provides
additional vocational training and support services to adults up to the age of 21, and the District Technology department which
provides equipment and additional technical support to run a full-time ESL/Literacy lab at the District Learning Center.
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9. EFFECTIVE RESEARCH-BASED
METHODS AND STRATEGIES
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a. Relevant Research to Support Technology Plan Curricular and Professional Development Goals
Professional Development
The National Staff Development Council (NSDC) publications on standards for staff development in education and staff
development standards of practice regarding innovation configurations detail specifically how technology can support curricular and
professional development goals. To quote from the NSDC Standards for Staff Development: “Electronic forms of learning may prove
particularly helpful in providing alternatives that respond to differences in learning styles and availability due to life stage issues.
Staff development content may be accessed via the Internet or other forms of distance technology that will enable learning throughout
the day in various settings using media that appeals to different learning preferences”. Hall and Hord’s Concerns Based Adoption
Model (CBAM) is a framework for professional and personal change. This framework has its role in integrating the use of technology
into improving the delivery of instruction, facilitating learning, and improving collaboration. Learning Communities described by role
in the NSDC Innovations Configurations publication detail the levels of technology use and desired outcomes. The Central Office
staff is to support learning use of technology (Desired Outcome 4.1) by providing access to technologies such as web conferencing,
online surveys, decision making tools, e-mail, discussion forums online, and bulletin boards. The school Principal role is to encourage
and provide technology to support collegial interactions (Desired Outcome 9.7) by seeking resources to provide technology and
encouraging staff to participate in subject area networks, action research studies, and share lessons with other educators. John Hattie
analyzed 52,637 studies to determine the effect size of how different influences would have on student achievement. The overall
average effect from all meta-analyses was d = 0.40. In Visible Learning, Hattie states professional development had a 0.51 effect size
on student achievement.
Curriculum
The National Education Technology Plan 2010 reflects its research and focus with the title “Learning Powered By
Technology”. Research form the Mid-continent Education and Research Laboratory (McRel) highlights the impact of technology in
education. This research is summarized on the book Using Technology With Classroom Instruction That Works by Howard Pitler,
Elizabeth Hubbell, Matt Kuhn, and Kim Malenoski. This book links instructional strategies that work (i.e., produce improved student
achievement) based on the work of Robert Marzano, with practical uses of available technology. This research illustrates how
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technology supports and enhances sound instructional practices. This update of our technology master plan addresses new research in
the area of online education and social networking tools. These elements in our technology plan are based upon research in this area
by Clayton Christensen in his book Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns and related
work from the National School Boards Association with regard to Web. 2.0 social networking tools and 21st Century Skills.
b. Use of Technology to Extend or Supplement District Curriculum with Rigorous Academic Courses, Including Distance Learning
The Jurupa Unified School District actively seeks resources from online and distance learning opportunities to increase the
variety of course offerings that are available to students. Currently none are available. Online Advanced Placement courses may be
made available based on student needs and skills, particularly in situations where there may be an insufficient number of students
interested or eligible for a course at a given site. With the arrival of the network capable of transmitting video, the district technology
staff is researching video distribution technology, such as the VBrick. This type of technology can allow the capture and distribution of
lessons or live lessons over the network. Online education opportunities in grade K-12 have been expanding. JUSD will continue to
develop Rivercrest Prepatory Academy and develop it’s Microsoft IT Academy to its fullest extent.
References
Marzano, R., Pickering, D. and Pollock, J. (2001). Classroom instruction that works: research based strategies for increasing student
achievement. Virgina: Association for Supervision and Curriculum Development.
Horizon report. (n.d.). Retrieved from http://www.nmc.org/pdf/2013-horizon-report-k12.pdf
Iste national education technology standards (nets). (n.d.). Retrieved from http://www.iste.org/standards
Keeping pace report 2013. (n.d.). Retrieved from http://kpk12.com/cms/wp-content/uploads/KeepingPace2012.pdf
Hattie, J. (2012). Visible learning for teachers. New York: Routledge.
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Reauthorization of the elementary and secondary education act (march 2010). (n.d.). Retrieved from
(http://www2.ed.gov/policy/elsec/leg/blueprint/index.html
National education technology plan (2010), u.s. department of education,. (n.d.). Retrieved from (http://www.ed.gov/technology/netp2010
Teacher professional engagement and constructivist- compatible computer use. center for research on information technology and
organizations.. (2000). Retrieved from http://www.crito.uci.edu/tlc/findings/report_7/startpage.html
National Staff Development Council (NCDC). (2003). Learning communities: Central office staff members.
National Staff Development Council (NSDC). (2001). Standards for staff development: Advancing student learning through staff
development.
Magana, S., Marzano, R. (2014). Enhancing the Art & Science of Teaching With Technology Virgina: Marzano Researh Laboratory.
E-Rate Supplement
The Jurupa Unified School District’s Education Technology Plan for 2014-2017 was planned and developed to fulfill the
requirements of federal, state, and local governments. In particular, this plan addresses the E-rate technology plan criteria.
Goals and Strategies
1. Clear goals and realistic strategy for using telecommunications and information technology.
The 2014-2017 Education Technology Plan incorporates the specific goals and strategies of the district in regard to
education/information technology. The following section addresses the goal and strategy for using telecommunications:
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Goal: Provide telecommunications and information technology in every classroom to enable teachers and students to have
immediate voice communication with parents and information delivery to stakeholders
Strategies: Install a single line telephone with handset in every classroom.
 Parent/teacher communications (relates to emergencies, homework validations, and office contact)
 Ability for public announcements (student safety, lockdowns, and events/motivational broadcasts)
 Ability to communicate with site and district administrators
Goal: Improve the district’s telecommunications system
Strategies: Utilize Internet Protocol (IP) telephony to improve and lower costs for telecommunications
 Support automated voice mail, caller ID, and E-911
 Converge IP voice/data architecture
 Deploy a complete telephony voice solution
Goal: Improve district’s infrastructure
Strategies: Purchase and upgrade wireless and network equipment
 Wide Area Network (fiber-optic service, routers, catalyst, servers, and ancillaries)
 Fixed wireless and wireless access points
 Network security agents to prevent Internet-based attacks
 Deploy Virtual Private Network (VPN) to enable secure access
 Software licenses and upgrades for system efficiencies
 Electrical installation and upgrade
 Video Transmission Equipment
Goal: To expand telecommunications to Enabled Enterprise Voice Over Internet Protocol (VOIP)
Strategies: Enhance district’s business and education efficiencies
 IP/PBX, and phones and point-to-point video phones for district personnel
 IP video surveillance for safety and security
 IP mobile solution for district needs
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Goal: To improve Internet access to staff and students with managed fiber optic network service
Strategies: Use of the Internet to explore educational sites and learning possibilities
 Use of the Internet for expansive research
 Use of the Internet for collaborative learning
Professional Development
2. Professional development strategies to ensure that staff knows how to use the new technologies.
The following section addresses the goals and strategies for providing professional development on telecommunications infrastructure:
Goal 4C: To provide professional development for administrators and teachers to use technology as a diagnostic and
assessment tool.
Goal 4D: To provide professional development for administrators and teachers to use technology as a classroom management
tool and for promoting communication between home, school, and the community.
Assessment and Evaluation
3. Assessment of services (hardware, software, and other to improve library and education services).
Both informal and formal assessment measures will be used to determine the degree to which each member of the JUSD
community is benefiting from current and future technology-based endeavors. Each component of the plan contains a comprehensive
list of activities that will be implemented to enable JUSD to meet the defined goals and objectives, including the year they would be
accomplished, those responsible for the activity, and those who would evaluate and monitor the process. Infrastructure, hardware,
technical support, and software should be purchased with the end in mind. It is the responsibility of the technology department and the
Administrative Council to establish guidelines that direct current and future human and monetary resources toward the most efficient
and effective method of reaching the planned goals and objectives.
The technology department will monitor hardware acquisition and installation on a daily basis. Regularly scheduled meetings
of the Administrative Council, and Principals’ Meetings, will act as the progress check toward goals, objectives, and benchmarks.
Also, the technology department will report annually the progress of the Education Technology Plan to the Board of Education in June
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of each year. The technology department will use the Principals’ meetings, held once a month, 10 months out of each year, as a forum
for introducing new hardware and software purchases, professional development opportunities, and infrastructure plans.
Budget
4. Table 8, 3-year E-Rate Budget, outlines budgeted funds by the district for 2014- 2017. These figures include the E-Rate funding
contributions expected throughout the course of the 3 year projection. The non-E Rate portion of the expenditures will be funded
through a combination of sources including Common Core Restricted and general fund contributions.
Telecommunications/Internet
Cost Estimates
Local Business Lines
Long Distance Business Lines
Managed fiber optic service
Wireless
Internet – RCOE Internet Service
Provider
Hardware
Software
Electrical
Technology Master Plan
2014/2015
$149,497
$1,613
$500,000
$100,000
$7,000
2015/2016
$167,753
$1,759
$500,000
$100,000
$7,000
2016/2017
$171,874
$1770
$500,000
$100,000
$7,000
Total
$487,124
$5,142
$1,500,000
$300,000
$21,000
$650,000
$300,000
$120,000
$325,000
$300,000
$145,000
$310,000
$300,000
$205,000
$1,285,000
$900,000
$470,000
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Appendix C – Criteria for EETT-Funded Education Technology Plans
In order to be approved, a technology plan needs to have “Adequately Addressed” each of the following criteria:
a. For corresponding EETT Requirements, see Appendix F.
b. If the technology plan is revised, insert the Education Technology Plan Benchmark Review Form (Appendix I) at the
beginning of the technology plan.
c. Include this form (Appendix C) with “Page in District Plan” completed at the end of your technology plan.
1. PLAN DURATION CRITERION
The plan should guide the
district’s use of education technology
for the next three to five years.
Page in
District
Plan
6-10
Example of Adequately Addressed
Example of Not Adequately Addressed
The technology plan describes the districts use of
The plan is less than three years or more than five years in length.
education technology for the next three to five years. Plan duration is 2014-2017.
(For new plan, description of technology plan
development in the first year is acceptable). Specific
start and end dates are recorded (7/1/xx to 6/30/xx).
2. STAKEHOLDERS CRITERION
Corresponding EETT Requirement(s): 7 and 11 (Appendix D).
Description of how a variety
of stakeholders from within the school
district and the community-at-large
participated in the planning process.
Technology Master Plan
Page in
District
Plan
11-14
Example of Adequately Addressed
Not Adequately Addressed
The planning team consisted of representatives who Little evidence is included that shows that the district actively
will implement the plan. If a variety of stakeholders sought participation from a variety of stakeholders.
did not assist with the development of the plan, a
description of why they were not involved is
included.
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3. CURRICULUM COMPONENT CRITERIA
Corresponding EETT Requirement(s): 1, 2, 3, 8, 10, and 12 (Appendix D).
a. Description of teachers’ and
students’ current access to technology
tools both during the school day and
outside of school hours.
Page in
District
Plan
16-18
Example of Adequately Addressed
Example of Not Adequately Addressed
The plan describes the technology access The plan explains technology access in terms of a student-to-computer ratio, but
available in the classrooms,
does not explain where access is available, who has access, and when various
library/media centers, or labs for all
students and teachers can use the technology.
students and teachers.
b. Description of the district’s current 18-19
use of hardware and software to
support teaching and learning.
The plan describes the typical frequency The plan cites district policy regarding use of technology, but provides no
and type of use (technology
information about its actual use.
skills/information literacy/integrated into
the curriculum).
c. Summary of the district’s curricular 19-21
goals that are supported by this tech
plan.
The plan summarizes the district’s
The plan does not summarize district curricular goals.
curricular goals that are supported by the
plan and referenced in district
document(s).
d. List of clear goals, measurable
objectives, annual benchmarks,
and an implementation plan for using
technology to improve teaching and
learning by supporting the district
curricular goals.
The plan delineates clear goals,
The plan suggests how technology will be used, but is not specific enough to know
measurable objectives, annual
what action needs to be taken to accomplish the goals.
benchmarks, and a clear implementation
plan for using technology to support the
district’s curriculum goals and academic
content standards to improve learning.
21-28
e. List of clear goals, measurable
28-41
objectives,
annual benchmarks, and an
implementation
plan detailing how and
when students will acquire the
technology skills and information
literacy skills needed to succeed in the
classroom and the workplace.
Technology Master Plan
The plan delineates clear goal(s),
measurable
objective(s), annual benchmarks, and an
implementation plan
detailing how and when students will
acquire technology skills and
information literacy skills.
The plan suggests how students will acquire
technology skills, but is not specific enough to
determine what action
needs to be taken to accomplish the goals.
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Page in
Plan
f. List of goals and an implementation 42-44
plan that
describe how the district will address
the appropriate and ethical use of
information technology in the
classroom so that students can
distinguish lawful from unlawful uses
of copyrighted works, including the
following
topics:
theanconcept
and
g.
List of goals
and
implementation
45-48
purpose
plan thatof both copyright and fair use;
distinguishing
lawful
from
unlawful
describe
how the
district
will
address
downloading
Internet safety,and peer-to-peer file
sharing; and
avoiding
plagiarism.
including
how
to or
protect
online
h. Description
of
goalsan
about
the
48-49
privacy
and
avoid
online
predators.
district policy or
practices that ensure equitable
technology access
forList
all of
students.
i.
clear goals, measurable
50-53
objectives,
annual benchmarks, and an
implementation plan to use technology
to make student record keeping and
assessment
more
efficient
and
j. List of clear
goals,
measurable
53-55
supportive of
teachers’
efforts toand
meet
objectives,
annual
benchmarks,
an
individual student
academic
implementation
plan
to use needs.
technology to improve two-way
communication between home and
k.
Describe the process that will be
55-56
school.
used to monitor the Curricular
Component (Section 3d-3j) goals,
objectives, benchmarks and planned
implementation activities including
roles and responsibilities.
Technology Master Plan
Example of Adequately Addressed
Example of Not Adequately Addressed
The plan describes or delineates clear
The plan suggests that students will be educated in the ethical use of the Internet, but
goals outlining how students will learn is not specific enough to determine what actions will be taken to accomplish the
about the concept, purpose, and
goals.
significance of the ethical use of
information technology including
copyright, fair use, plagiarism and the
implications of illegal file sharing and/or
downloading (as stated in AB 307).
The plan describes or delineates clear
The plan suggests Internet safety education but is not specific enough to determine
goals outlining how students will be
what actions will be taken to accomplish the goals.
educated about Internet safety
(as stated in AB 307).
The plan describes the policy or
delineates clear goals and
measurable objectives about the policy
or practices that ensure equitable
technology
access for
all students.
The
plan delineates
clear
goal(s), The
policy
or practices
clearlyannual
support
measurable
objective(s),
accomplishing
the
plan’s
goals.
benchmarks, and an implementation
plan for using technology to support the
district’s student record- keeping and
assessment
efforts. clear goal(s),
The plan delineates
measurable objective(s), annual
benchmarks, and an implementation
plan for using technology to improve
two-way communication between home
The
monitoring process, roles, and
and school.
responsibilities are described in
sufficient detail.
The plan does not describe policies or goals that result in equitable technology
access for all students.
The plan suggests how technology will be used, but is not specific enough to know
what action needs to be taken to accomplish the goals.
The plan suggests how technology will be
used, but is not specific enough to know what action needs to be taken to
accomplish the goals.
The monitoring process either is absent, or lacks detail regarding procedures, roles,
and responsibilities.
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4. PROFESSIONAL DEVELOPMENT COMPONENT CRITERIA Corresponding EETT Requirement(s): 5 and 12 (Appendix D).
a. Summary of the teachers’ and
administrators’ current technology
proficiency and integration skills and
needs for professional development.
Page in Example of Adequately Addressed
District
Plan
57-59 The plan provides a clear summary of the teachers’ and administrators’
current technology proficiency and integration skills and needs for
professional development. The findings are summarized in the plan by
discrete skills that include CTC Standard 9 and 16 proficiencies.
b. List of clear goals, measurable
59-64
objectives, annual benchmarks, and an
implementation plan for providing
professional development opportunities
based on district needs assessment data
(4a) and the Curriculum Component
objectives (sections 3d through 3j) of
the plan.
c. Describe the process that will be
64
used to monitor the Professional
Development (Section 4b) goals,
objectives, benchmarks and planned
implementation activities including
roles and responsibilities.
Technology Master Plan
Example of Not Adequately Addressed
The plan delineates clear goal(s), measurable objective(s), annual
benchmarks, and an implementation plan for providing teachers and
administrators with sustained, ongoing professional development
necessary to reach the Curriculum Component objectives (sections 3d
through 3j) of the plan.
Description of current level of staff expertise is too
general or relates only to a limited segment of the
district’s teachers and administrators in the focus areas or
does not relate to the focus areas, i.e., only the fourth
grade teachers when grades four to eight are the focus
grade levels.
The plan speaks only generally of professional
development and is not specific enough to
ensure that teachers and administrators will have the
necessary training to implement the Curriculum
Component.
The monitoring process, roles, and responsibilities are described in
sufficient detail.
The monitoring process either is absent, or lacks detail
regarding who is responsible and what is expected.
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5. INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT, AND SOFTWARE COMPONENT CRITERIA
Corresponding EETT Requirement(s): 6 and 12 (Appendix D).
Page in
Example of Adequately Addressed
Example of Not Adequately Addressed
District
Plan
a. Describe the existing hardware,
66-79
The plan clearly summarizes the existing technology hardware,
The inventory of equipment is so general that it is
Internet access, electronic learning
electronic learning resources, networking and telecommunication difficult to determine what must be acquired to
resources, and technical support already
infrastructure, and technical support to support the implementation implement the Curriculum and Professional
in the district that will be used to support
of the Curriculum and Professional Development Components.
Development Components. The summary of current
the Curriculum and Professional
technical support is missing or lacks sufficient detail.
Development Components (sections 3
& 4) of the plan.
b. Describe the technology hardware,
80-83
The plan provides a clear summary and list of the technology
The plan includes a description or list of hardware,
electronic learning resources, networking
hardware, electronic learning resources, networking and
infrastructure, and other technology necessary to
and telecommunications infrastructure,
telecommunications infrastructure, physical plant modifications, implement the plan, but there doesn’t seem to be any
physical plant modifications, and
and technical support the district will need to support the
real relationship between the activities in the
technical support needed by the district’s
implementation of the district’s Curriculum and Professional
Curriculum and Professional Development Components
teachers, students, and administrators to
Development Components.
and the listed equipment. Future technical support
support the activities in the Curriculum
needs have not been addressed or do not relate to the
and Professional Development
needs of the Curriculum and Professional Development
Components of the plan.
Components.
c. List of clear annual benchmarks for
83-86
The annual benchmarks are specific and realistic. Teachers and
The annual benchmarks are either absent or so vague
obtaining the hardware, infrastructure,
administrators implementing the plan can easily discern what
that it would be difficult to determine what needs to be
learning resources and technical support
needs to be acquired or repurposed, by whom, and when.
acquired or repurposed, by whom, and when.
required to support the other plan
components as identified in section 5b.
d. Describe the process that will be used 86
The monitoring process, roles, and responsibilities are described in The monitoring process either is absent, or lacks detail
to monitor the annual benchmarks
sufficient detail.
regarding who is responsible and what is expected.
including roles and responsibilities.
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6. FUNDING AND BUDGET COMPONENT CRITERIA Corresponding EETT Requirement(s): 7 & 13, (Appendix D).
Page in
Example of Adequately Addressed
Example of Not Adequately Addressed
District
Plan
a. List established and potential funding 88-89
The plan clearly describes resources that are available or could be Resources to implement the plan are not clearly
sources.
obtained to implement the plan.
identified.
b. Estimate annual implementation costs 89-90
Cost estimates are reasonable and address the total cost of
Cost estimates are unrealistic, lacking, or are not
for the term of the plan.
ownership, including the costs to implement the curricular,
sufficiently detailed to determine if the total cost of
professional development, infrastructure,
ownership is addressed.
hardware, technical support, and electronic learning resource needs
identified in the plan.
c. Describe the district’s replacement
91
Plan recognizes that equipment will
Replacement policy is
policy for
need to be replaced and outlines a realistic replacement plan that either missing or vague. It is not clear that the
obsolete equipment.
will support the Curriculum and Professional Development
replacement policy could be implemented.
Components.
d. Describe the process that will be used 92
to monitor Ed Tech
funding, implementation costs
and new funding
opportunities and to adjust budgets as
necessary.
The monitoring process, roles, and responsibilities are described in The monitoring process either is absent, or lacks
sufficient detail.
detail regarding who is responsible and what is
expected.
7. MONITORING AND EVALUATION COMPONENT CRITERIA Corresponding EETT Requirement(s): 11 (Appendix D).
Page in
Example of Adequately Addressed
Example of Not Adequately Addressed
District
Plan
a. Describe the process for evaluating 94
The plan describes the process for evaluation using the goals and No provision for an evaluation is included in the
the plan’s overall progress and impact on
benchmarks of each component as the indicators of success.
plan. How success is determined is not defined. The
teaching and learning.
evaluation is defined, but the process to conduct the
evaluation is missing.
b. Schedule for evaluating the effect of 95
Evaluation timeline is specific and realistic.
The evaluation timeline is not included or indicates
plan implementation.
an expectation of unrealistic results that does not
support the continued implementation of the plan.
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8. EFFECTIVE COLLABORATIVE STRATEGIES WITH ADULT LITERACY PROVIDERS TO MAXIMIZE THE USE OF TECHNOLOGY
CRITERION Corresponding EETT Requirement(s): 11 (Appendix D).
Page in
Example of Adequately Addressed
Example of Not Adequately
District
Addressed
Plan
a. If the district has identified adult
97-98
The plan explains how the program will be developed in
There is no evidence that the plan has been, or will be
literacy providers, describe how the
collaboration with adult literacy providers. Planning included or developed in collaboration with adult literacy service
program will be developed in
will include consideration of collaborative strategies and other
providers, to maximize the use of technology.
collaboration with them. (If no adult
funding resources to maximize the use of technology. If no adult
literacy providers are indicated, describe
literacy providers are indicated, the plan describes the process used
the process used to identify adult literacy
to identify adult literacy providers or potential future outreach
providers or potential future outreach
efforts.
efforts.)
9. EFFECTIVE, RESEARCHED-BASED METHODS, STRATEGIES, AND CRITERIA Corresponding EETT Requirement(s): 4 and 9 (Appendix D).
Page in
Example of Adequately Addressed
Not Adequately Addressed
District Plan
a. Summarize the relevant research and 99-100
The plan describes the relevant research
The description of the research behind the plan’s design for strategies and/or
describe how it supports the plan’s
behind the plan’s design for strategies and/or methods selected is unclear or missing.
curricular and professional development
methods selected.
goals.
b. Describe the district’s plans to use
100-101
technology to extend or supplement the
district’s curriculum with rigorous
academic courses and curricula,
including distance- learning
technologies.
Technology Master Plan
The plan describes the process the district will There is no plan to use technology to extend or supplement the district’s
use to extend or supplement the district’s
curriculum offerings.
curriculum with rigorous academic courses
and curricula, including distance learning
opportunities (particularly in areas that would
not otherwise have access to such courses or
curricula due to geographical distances or
insufficient resources).
Page 109
Jurupa Unified School District Technology Master Plan
District Name:
CDS Code:
District Phone Number:
Contact Name:
Contact Title:
Contact Phone Number:
Contact e-mail:
Technology Master Plan
Jurupa Unified School District
33-67090
(951) 360-4100
Joshua Lewis
Director-Education and Information Technology
(951) 360-4185
josh_lewis@jusd.k12.ca.us
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