Erate Technology Plan 2007-2010...1 Starbase Dell Poweredge 4600 Student Management 2005 2010 1...

Kenmore Town of Tonawanda Union Free School District 1500 Colvin Boulevard

Kenmore NY 14223 716-874-8400

Erate Technology Plan

2007-2010

District Contact Anne Marotta – Interim Superintendent

[email protected]

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Table of Contents

Table of Contents Component 1 - Vision and Goals Page 3 – 4 Component 2 - Professional Development and Strategy Page 5 – 6 Component 3 - Current Status and Needs Page 7 – 10 Component 4 - Action Plan Page 11 – 16 Component 5 - Budget Page 17 Component 6 - Evaluation Page 18

Appendix

Elementary Integration Plan Pages 19 – 51 Middle School Integration Plan Pages 52 – 56 Library Information Skills Pages 57 – 66 Software Pages 67 – 74 AUP and Filtering Policies Pages 75 – 81 Hardware and Software Request Forms Pages 82 - 83 District Network Map Page 84 Telecom PBX Summary Page 85 – 97

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Component One

Vision and Goals

Vision Statement

Within the Kenmore-Town of Tonawanda School District's community of learners, the role of technology is a vital tool for teaching and learning according to the following governing ideas:

• Curriculum drives the use of technology. • Technological opportunity for students and professional development for staff members is necessary for success.

Curriculum Drives Technology:

Supporting an integrated standards-based curriculum will result in having students achieve a capacity for gaining skills that will help them to excel within all areas of life. Students should use technology to create their own knowledge.

Furthermore, technical literacy is one building block for achieving fluency and acquiring an interconnected and global literacy. Curriculum and instruction drive our vision for how technology is utilized. Supporting student achievement within our district-wide literacy initiatives is an ongoing goal within the Kenmore-Town of Tonawanda learning community. Technological Opportunity and Professional Development:

It is our intention to create an environment that promotes equitable technological opportunities for all of our students. Making technology accessible for all students is another primary goal. Students' skills can then be applied to all aspects of successful citizenry within our collaborative, democratic society only if various opportunities exist for technology to support their education.

Inevitably, as professionals search for ways to update their technological strategies and needs, our district is dedicated to fostering the necessary training in order to address the increasing demands of an evolving society. Ultimately, professionals will be empowered by the knowledge that they gain as they engage in their own life-long learning.

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Goals

Goal 1: Computer Literacy K-12 Students will be able to identify (literacy), demonstrate knowledge and skills (application) and create (presentation) technology in the content level expectations of networking, video production, electronic communication, publishing, and presentation utilizing district hardware and the internet.

Goal 2: Computer Ethics K-12 Students will understand important issues of a technology based society and will exhibit ethical behavior in the use of technology.

Goal 3: To provide students with advanced technology skills for success in college or the business world.

Goal 4: Students will understand the use of technology as a tool for learning. They will access, select, retrieve and record information in an organized, analytical and evaluative fashion.

Goal 5: To update and maintain the Ken-Ton wide area network to increase network efficiency.

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Component Two Professional Development Strategy

Regarding the support of PD activities as specified in Kenmore Professional Development Plan: The Kenmore PDP is contained in the district CDEP. The main focus of our CDEP plan is that of curriculum alignment and implementation. It is expected that technology should provide one of the tools to implement curriculum and that professional development is a necessary component to insure that technology will be well utilized in classrooms. In addition, there are specific curriculum tasks contained in CDEP such as the following:

• Implement technology into the art curriculum through training, staff development and practice.

• Implement use of national standards tests such as Microsoft Office User Specialist (MOUS).

• Introduction on PALM technology in the business environment.

Kenmore has, and will continue to support these efforts through our professional development. Regarding what is currently being done and future direction:

Much of the technology related professional development that has been done and will be done in the future is in response to the student outcome as defined in the district technology plan. For example, an expectation is that all fifth graders will complete and present a PowerPoint presentation. As a result, numerous PowerPoint workshops have been provided for teachers. What has been done specifically? • In the past several years, hundreds of workshops have been given for teachers, administrators, and support staff in areas such as:

• Microsoft office suite • Software that is utilized in classroom for instruction • Efficient use of the internet • Record keeping software to be in areas such as student attendance and

grade reporting What is planned for the future?

• Continue to insure that those that are interested and need the training at basic levels of Microsoft (Word, PowerPoint, Excel, and Access) will have access to the training

• Provide professional development opportunities for those that need or want more advanced training in the Microsoft suite

• Provide training as needed in areas of record keeping to be use things like: • Starbase • Munis • Grading Programs

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• Instruction based applications; provide opportunities for staff members to understand how to :

• use appropriate subject matter software • be intelligent users of the internet • be intelligent instructors of proper internet usage • access instructional resources, such as lesson making websites

See appendix for Elementary and Middle School Technology Integration Plans, Benchmarks for Library and Information. Skills grade K-12

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Component 3 Current Status and Needs District Computer Distribution

10/25/2006

School

IBM 300PL/

GL

Dell GX 260

Dell Lat

C840Apple Imac

Dell GX 270

Dell Lat

D600

Dell 270/Compac

Dell GX 270

Gate-way

E4300

Gate-way

M4600

Gate-way

M255Apple Imac

Dell Opti-plex

GX620

Gate-way

Profile 6 Totals

Johnson "art" Read music Per Bldg Elm computersRIC # 22043 22051 Controls 180

AD 4 18 15 2 8 14 2 0 38 16 1 0 0 0 118KW 25 29 6 15 112 2 2 323 0 0 0 25 0 3 542KE 75 34 4 11 84 1 2 269 0 0 0 25 0 5 510

KMS 0 14 3 11 0 0 2 0 208 0 0 0 0 0 238FMS 0 12 2 12 0 0 2 0 205 0 0 0 0 0 233HMS 0 14 2 21 0 0 5 0 218 0 0 0 8 0 268

Holmes 39 0 41 6 0 0 2 0 0 0 144 0 8 0 240 240Roosevelt 40 22 40 5 33 0 2 0 0 0 30 0 8 0 180 180

Hoover 30 34 38 5 45 0 2 0 0 0 30 0 0 0 184 184Lindbergh 44 22 34 8 36 0 2 0 0 0 30 0 0 0 176 176

Edison 43 23 36 5 37 0 2 0 0 0 30 0 0 0 176 176Franklin 42 42 43 6 0 0 2 0 0 0 30 0 8 0 173 173

Jefferson 45 16 27 6 30 0 2 0 0 0 30 0 0 0 156 156Hamilton 38 23 34 6 36 0 2 0 0 0 30 0 0 0 169 169Sheridan 50 6 1 5 6 0 2 0 0 0 0 0 0 0 70

Longfellow 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0Trans 0 5 0 1 0 0 0 0 0 0 0 0 0 0 6B&G 0 3 0 0 0 0 0 0 0 0 0 0 0 0 3

Total 475 317 326 125 427 17 33 592 669 16 355 50 32 8 3442 1454

Yr Purchased 2000 2002 2002 2001 2003 2003 2003 2004 2005 2005 2006 2006 2006 2006 Check2002 3434

ReplacementYear Totals

2006 - 07 0 28 355 3832007 - 08 317 326 643 5032008 - 09 427 17 444 4512009 - 10 33 592 6252010 - 11 669 16 6852011 -12 65 355 50 32 8 5022012 - 13

Extra 260 245

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Server replacement Schedule 2007 (Preferred 3 - 4yr replacement)

# Server Name Make Type Function Purchase

Date Replace

Date Network & Storage

1 188 Main Dell Poweredge 2850 Access to San 2006 2009

1 188 Management Dell Poweredge 2850 Management, failover 2006 2009

1 188 NW Apps Dell Poweredge 2650 Applications - general 2003 2006

1 188 MS Apps Dell Poweredge 2650 Microsoft applications: 2003 2006

1 188Kenton Dell Poweredge 2650 Authentication 2003 2008

1 Zen Dell Poweredge 2850 Imaging, redundancy 2006 2009

1 188 Bkup Dell Poweredge 2850 Server Backup server 2006 2009

Hardware Device Silkworm Fiber EMC AX100 Fiber backbone 2005 2009

Hardware Device Silkworm Fiber

Fiber backbone - Redundancy 3003 2007

Powervault 128 DELL Backup tape 2005 2008

SAN DELL - EMC Storage 2005 2008

1 SIF Dell Poweredge 1750 Manages other servers 2003 2008

1 Raduis Dell Poweredge 2650

Authentication for wireless 2003 2008

1 WMS Gateway 4300 Manages Nortel Wireless AP's 2005 2008

Student Management

1 Starbase Dell Poweredge 4600 Student Management 2005 2010

1 Starbase - Web Dell Poweredge 2850 General access 2005 2008

1 Starbase - Star mobile Dell 260 Portal for Palm interface na 2007

1 Starbase - Star portal Dell Poweredge 2650 Portal for Web interface 2004 2009

District Services

1 Infoprint Dell Poweredge 2650 Norton Antivirus 2000 2006

1 FirstClass Email Mac G5 xserve District Email 2006 2009

1 FirstClass IS Mac G4 Internet Email, Web, FTP 2003 2008

1 Key Server Mac G3 Software metering sever 2002 2007 1 OS X server Mac G4 Store all student Art data 2004 2008

1 Read 180 Dell Poweredge 2850

Reading program in six bldgs 2006 2010

1 Optivity IBM Netfinity Network Management 2000 2007

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1 Work Order Mac G4 Generates Work order/survey 2004 2008

1 AD/DC Dell old 2650 check processing, Aims ? ? Human Resources

1 SubFinder Dell Poweredge 2950

Sub calling system - server 2006 2010

1 Subweb Dell Poweredge 2850

Web interface for sub system 2004 2009

1 Subfinder - call pross Dell Poweredge 2950 Calls subs 2006 2010

1 Kronos Dell Poweredge 2600

Time Clock management 2005 2010

Business 1 Munis IBM eseries Financial Package 2005 2010 Pupil Services

1 Biels - Scanner1 Dell Poweredge 500c Biels scanning 2000 2006

1 Biels - Scanner2 IBM 5600 Biels scanning 2000 2006 Transportation 1 Transportation Edulog IBM Bus runs, student info 2006 2009 Buildings/Grounds 1 Kenton - ADX-01 HP ML370 Monitor Heat and Air 2004 ?

1 Johson Controls Dell 260 Building access, security 2004 ?

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Current Erate Telecom Services Year 1 Year 2 Year 3

Internet Phone: Local, Long Distance & Cell

Gigabit Internet Connection Phone continues all 3 years of the plan

Gigabit Internet Connection

Distance Learning

Push to Talk Radios – Verizon

All through Erie One Boces Voice over IP Teacher Mailboxes See appendix

Technical Support/Replacement Cycle

The technical services department is responsible for all of the administrative and instructional computer needs of the district. There are 12 individuals in the department. One of the department members is contracted through Erie One BOCES for network support. Help desk functions, ordering of supplies, equipment, repairs, software inventory, licensing, support, and installation, and AV repairs all fit under the umbrella of services provided by the department. Desktop computers are on a five year replacement cycle. Applications that require higher end computers are replaced on an as needs basis (which may be sooner than 5 years) with the existing but useable computers being redeployed to an application location where they are still functional.

We have implemented a three year Laptop project in our elementary schools. This involves a lockable cabinet, seven laptop computers (six for students, one for teachers) in each classroom along with wireless network installation. This project will be phased in over three years and will be done instead of replacing classroom desktop computers. We have implemented a technical integrator from Erie I BOCES for teacher training and technology integration. This project is being reviewed yearly.

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Current Network

The existing Novell network consists of 8 servers, a storage area network (SAN) and fiber switches. The newest servers are attached to the SAN via fiber for access to home directories, applications, databases and installation files. Kenmore also has several servers running Microsoft and Red Hat Linux for student and administrator applications. Some of the applications are Library software (Follett), which is housing 12 databases; Nutrikids, which is the food service program; Read 180 (a reading enhancement program); typing programs and several administrative programs. The Novell servers also supply DHCP, DNS, SLP and LDAP services. This allows workstations in our district to join the network. The last new server is used to run back up and antivirus software. The administrative servers consist of programs that track attendance and grading, payroll, district billing and a substitute teacher program. Kenmore also has a SIF server that verifies that student information is correct in multiple databases, reducing redundancy and improving accuracy. Our critical servers are on gold support through Dell Computers. When the support ends in three years, we will move them to supply other services and replace with new servers. The Kenmore Town of Tonawanda UFSD schools have Cat 5 or Cat 6 Ethernet cabling connecting the classrooms to wiring closets containing 10/100 Nortel switches. The wiring closets are connected via Gigabit Ethernet over multi and single mode fiber (LAN). See appendix for District Network Map. The Kenmore Town of Tonawanda UFSD currently is connecting thirteen of our schools to our Administration Building (Hub) by means of dark single mode fiber. We are connecting one of our school complex’s and transportation office to the Administration building (Hub) by dark multimode fiber (buildings are in close proximity). We are running Gigabit Ethernet between our buildings (WAN). The Kenmore Town of Tonawanda UFSD is currently connected to Erie I BOCES by a five year Gigabit Ethernet Broadband policy. This Gigabit Ethernet Broadband project will allow us to evolve distance learning, steaming videos and allow use to grow with our ever increasing Internet usage. Our email system consists of two servers running FirstClass by Centrinity. This is a cross platform product that also allows access via the web. All our staff have accounts and we are adding student accounts every year. Our Telecom services consist of a Meridian PBX in each building complex. Our Administration building and Sheridan building are the only building that have voice mail. Our goal in three years is to connect all the PBX via the fiber between buildings enabling us to use central trunk lines for outside calls, voice mail throughout the district and tying this in to our email system (FirstClass by Centrinity). A summary of our system can be found in the Appendix. This is in the initial planning phase; an architect will be consulted on specifications and implementation. See Appendix for AUP and filtering policy

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Component 4 Action Plan

Goal 1: Computer Literacy K-12

Students will be able to identify (literacy), demonstrate knowledge and skills (application) and create (presentation) technology in the content level expectations of networking, video production, electronic communication, publishing and presentation utilizing district hardware and internet.

Actions needed to achieve goal

Staff Development

Person(s) Responsible

Date each action will be completed

Indication of success

To review and revise Review grade Assistant 2007-2010 Published updated Elementary and secondary technology integration plans (see appendix) To implement revised elementary and secondary technology plans. Focus on the integration into core curriculum courses. To evaluate on a yearly basis each teachers application of the technology plan in their classroom and the expectations for appropriate grade levels.

level Expectations. To provide staff development on the integration of technology in the core area classrooms.

Superintendent for Instruction Curriculum Learning Specialists Teachers Building Administrators

June of each school year from 2007-2010

integration plan. Student evaluations at each level indicator. Yearly survey and listing of teacher lesson plans incorporating technology appropriate to each subject and grade level. Teacher yearly performance reviews.

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Goal 2: Computer Ethics K-12:

Students will understand important issues of a technology based society and will exhibit ethical behavior in the use of technology.

Actions needed to Staff Person(s) Date each action Indication of achieve goal Development Responsible will be completed success

To develop student expectations and behaviors concerning the use of technology throughout the district (AUP see appendix)

Review and implement AUP with all students and parents

Develop uniform practices for the implementation of AUP policies.

To provide teachers and administrators with knowledge of AUP policies and procedures

District Technology Committee, Assistant Superintendent of Human Resources, Curriculum Learning Specialists, Library Media Specialists, Building Administrators, and Teachers

During September and October of each school year – 2007-2010

Review student incidences of unethical use of technology.

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Goal 3: To provide students with advanced technology skills for success in college or the business world.


To implement use of national standards tests such as: Microsoft Office User Specialists (MOUS) Accounting and marketing as an option for students taking any business computer course. Introduction of Palm technology in the business environment. Increase numbers of students completing an internship and an electronic portfolio by 40 students in each high school. Continue implementation of CISCO networking program.

MOUS coursework training. Palm coursework training

Assistant Superintendent for Instruction Curriculum Learning Specialist Director of Staff Development Building Administrators Business Teachers

September 2007-2010

Student data on course enrollment figures and success in coursework

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Goal 4: Students will understand the use of technology as a tool for learning. They will access, select, retrieve and record information in an organized, analytical and evaluative fashion.


To teach all the elementary and middle school students the use of the Big Six Literacy Model. To be taught by each schools library media specialist.

To facilitate the collaboration between the library media specialist and the classroom teacher to insure student understanding of strategies for locating, accessing, and evaluating information.

Inservice of library media specialists and classroom teachers regarding Big Six Information Literacy Model.

Library Media curriculum specialists and building library media specialists. Director of Staff Development Classroom teachers and building administrators.

June of each school Year from 2007-2010

Data found in library media annual reports

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Goal 5: To update and maintain the Ken-Ton wide area network to increase network efficiency.


Replace inefficient and outdated servers. Upgrade existing equipment. Move from Ethernet to fiber connections. Consolidate data to run more efficiently. Establish/consolidate redundancy failovers and backups.

Redundancy training through Erie One BOCES Train other members of the Technology staff regarding backup procedures.

Kathleen McDonald – Microsoft and Novell Servers Joann Mendola – Unix/student management servers Martin Wende – E-mail servers

June 2007-2010 Improved % of up time. Improved access speed. No loss of files. Rapid restoration of lost data

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Component 5

Budget

Budget 2008 2009 2010 Hardware $900,000 $900,00 $950,000 Software $300,000 $300,000 $350,000 Professional Development

$450,000 $450,000 $450,000

Total $1,600,000 $1,600,000 $1,650,000

Software and hardware purchases, in addition to renewals and replacements, are requested by CLS (Curriculum Learning Specialists), administrators or committees. They submit request forms (see appendix) that are reviewed by the Building Principals, Superintendent of Curriculum and the Technology Center, to see if it aligns with curriculum and can be supported by our network. The purchase is then presented to the Board of Education for final approval.

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Component 6

Evaluation

The plan will be reviewed by the District Technology Committee every six months and a report will be given to the superintendent and a presentation made to the Board of Education twice yearly. Teachers, support staff, and administrators will be surveyed using an online survey. The focus group technique will be utilized to survey students.

Sharing the Progress

After results are shared and reviewed by the Superintendent, Assistant Superintendent for Curriculum and Learning, and the Board of Education, the District Technology Committee will address findings with the appropriate groups. Issues dealing with the elementary, middle, and high school levels will be addressed at principals meetings as well as technology committee meetings at the various levels.

Adjustments and Updates

Based on faculty staff survey feedback, student focus group feedback, changing needs, and technical innovations; the District Technology Committee will continuously fine tune the District's technology plan on a six month cycle. If goals are not met then individuals directly responsible for targeted goals will be consulted. Reasons for these failures will be evaluated and new plans will be implemented.

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Kenmore-Town of Tonawanda Schools

TECHNOLOGY INTEGRATION

PLAN

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Overview As we enter the 21st century, the Kenmore-Town of Tonawanda School System recognizes that the

world has changed and continues to change at an accelerated rate. The mandate of public education is to prepare students for life, for the workplace, and for a lifetime of learning. The district is committed to fulfilling the goal of providing the best educational environment for its students.

Technology is not a separate curriculum. It is a tool to enhance current curriculum. Computers cannot be the focus of education. The focus needs to be on student learning and teaching for measurable results. The following technology integration plan is based on the understanding that learning needs to shift from content-based to process-based education. At each grade level, an age-appropriate expectation has been given, followed by the skills necessary to meet that expectation. Although a final product will be produced and evaluated, the process of creating it is equally important. This will be an ongoing process throughout the elementary years. Each year builds on the skills obtained in previous years.

The important component to the success of student learning is the teacher. Throughout the district there is a wide range of computer literacy. Teachers need to determine their personal level of expertise in order to move forward. Staff development courses and instructional technology integrators are provided by the district to support teachers.

This document was developed as a plan designed to guide the integration of technology. Implementation

will depend upon student needs. This plan will allow the teacher to determine where their students are on the continuum and allow them to move forward.

The attached appendices contain appropriate vocabulary as well as ideas and suggestions to assist in

meeting grade level expectations.

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Kindergarten First Second Grade Level Expectations The student will be able to

• Create a document to enhance curriculum, including text and a drawing.

• Create a document to enhance curriculum, including basic sentences and graphics.

• Create a document to enhance curriculum, including a paragraph and graphics.

1. Computer Literacy The student will be able to

• Intro and model grade appropriate vocabulary

• Identify components - mouse - monitor - CPU • Open software • Quit

• Use grade appropriate vocabulary

• Access programs • Find files • Open files • Save files

• Use grade appropriate vocabulary

• Use print commands • Locate data on drives,

server, disks and CD • Save As

2. Keyboarding The student will be able to demonstrate the use of

• Left-right hand placement • Spacebar • Enter • Backspace • Shift • Control

• Relative positioning - left/right • Arrow keys • Delete • Cursor

• Basic keyboarding shortcuts

- control P - control S

3. Content-based Software The student will be able to

• Use available software • Use available software • Use available software

4. Draw (Graphics) The student will be able to

• Introduce basic drawing tools

• Continue use of drawing tools

• Create original drawing

• Use tools - fill, color • Use clipart – graphics manipulation –

move, resize

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Third Fourth Fifth Grade Level Expectations The student will be able to

• Create a multimedia project to enhance curriculum

• Create a published document demonstrating mastery of the writing process

• Create a multimedia presentation to be shown on the computer

• Create a published document demonstrating mastery of writing process

1. Computer Literacy The student will use

• Grade appropriate vocabulary

• File management (creating and using folders)

• Page setup - landscape/portrait • Print options - printer selection


• Reinforce past computer literacy skills • Maintain file

management


• Reinforce past computer literacy skills

• Maintain file management

2. Keyboarding The student will

• Receive formal instruction

- Typin’s Cool • Practice skills learned in

Typin’s Cool • Apply keyboarding

techniques to other projects

• Practice skills learned in Typin’s Cool

• Apply keyboarding techniques to other projects

• Practice skills learned in Typin’s Cool

• Apply keyboarding techniques to other projects

3. Content-based Software The student will use

• Software to enrich curricular areas



4. Draw (Graphics) • Refine drawing skills • Apply drawing skills • Apply drawing skills The student will

• Export graphics to - word processing - select - copy/paste

• Use advanced drawing skills

- text wrap - rotate - forward/back

Exposure to photo manipulation

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Kindergarten First Second 5. Word Processing/ Publishing

Introduce Microsoft Word • Create Text • Manipulate Text - change font, size - text color • Maneuver in a

document

• Continue Microsoft Word Instruction

• Create a text document including graphics

• Manipulate text - alignment • Introduce spell check

6. Spreadsheet/ Database The student will

• Be exposed to graphing

7. Telecommunications The student will

• Be exposed to the internet

• Continue Internet use

8. Multi-media The student will

• Be exposed to presentation software

9. Ethics The student will

• Demonstrate positive social and ethical behaviors when using technology

• Practice responsible use of technology systems and software





10. Teamwork The student will

• Work cooperatively and collaboratively with peers when using technology



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Third Fourth Fifth 5. Word Processing/ Publishing

• Continue Microsoft Word Instruction - tool bars - menus - task bars - basic formatting • Import graphics • Cut, copy/paste



6. Spreadsheet/Database The student will

• Collect data • Continue graphing

using available software

• Continue graphing using a variety of graphs

- bar, line - pictograph • Practice and apply

• Continue graphing using a variety of graphs

- bar, line - pictograph • Practice and apply

7. Telecommunications The student will

• Use internet - find sites using bookmarks - navigate through sites

• buttons; back/home• links

• Use search strategies • Use online databases

• Evaluate internet sources

- accuracy - relevance - appropriateness - comprehensiveness • Continue use of online

databases

8. Multimedia The student will

• Exposure to peripherals• Begin presentation

software instruction

• Continue use of presentation software

- PowerPoint

• Continue use of presentation software - PowerPoint

9. Ethics The student will

• Demonstrate understanding of basic issues related to responsible use of technology and understand consequences of inappropriate use.



10. Teamwork • Use technology tools • Use technology tools • Use technology tools The student will for collaborative

writing, communication, publishing and problem-solving activities.

for collaborative writing, communication, publishing and problem-solving activities.

for collaborative writing, communication, publishing and problem-solving activities.

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Technology Integration Plan Appendix A Activity Examples to Meet Grade Level Expectations

Primary

• Illustrate a math problem using graphics and numerics (older primary students could write and illustrate a story problem) • Write a journal response and illustrate it • Create an invitation with simple text and graphics • Write an acrostic or bio poem and illustrate it (or include clip art or digital pictures) • Create a Venn diagram or other graphic organizer (group or individual) • Create a simple graph with labels (i.e. collect temperature and rain fall data for a week and chart

results) • Write a note or create a card including text and graphics • Draw a picture and include a caption (i.e. draw a snowman and write a sentence using as many

descriptive

Intermediate

• Create a newsletter, brochure, flyer, menu, sign, pamphlet, advertisement, or newspaper article • Create a travel brochure or narrative story reflecting knowledge of a region of the world or other

similar topic • Create a report on a topic utilizing technology for research, word processing, and graphics

(i.e. a region of the world report, animal report, state report). This can be presented as a slide show.

• Write compare/contrast paragraphs and incorporate into a slide show • Write an interactive story (reader choices alter story - it has multiple middles and ends) • Create a family tree (for students or for fictional characters) • Create a class newsletter, web page or other tool for communication • Create a poetry or writing anthology • Publish books of student writing • Create a variety of graphs and include a summary of results • Record results of scientific experiments and summarize for class presentation • Create an interactive time line for historical events • Draw geographic; shapes and describe mathematical properties in presentation • Diary/journal entries with illustrations for historical or fictional characters • Collect temperature and rainfall data for a week and chart results using spreadsheets; then use formulas

to calculate mean, median, and mode (Also may be used for third grade sunrise/sunset and high/low temperature Everyday Math projects)

• Do a survey and graph or chart results

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Appendix B:

Vocabulary

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Technology Integration Plan Appendix B Vocabulary

Kindergarten First Second

Backspace Application Animation Boot Arrow Keys Audio Clear Button Character Click Desktop Command Close Dialog Box Control Computer Disk drive Graphic Cursor Drive Hard Disk Delete Edit Hard Drive Disk Eject Icon Double Click File Preview Drag Find Print Enter Floppy Disk Recycle Bin Keyboard Folder Server Log Off Font Spell Check Log On Hardware Tab Menu (Bar) Insert Text Wrap Monitor Load Transparent Mouse Return Video Open Save Zoom Point Word Processing Printer Program Pull-down Menu Quit Screen Scroll Select Shift Shut-down Software Spacebar Technology Title Bar Toolbar Window

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Technology Integration Plan Appendix B

Vocabulary (cont’d.)

Third Fourth Fifth

Backup Network Database Bookmark Search Peripheral Browser CD Rom Cell Chooser Clipboard Copy Cut E-mail Escape Field Forward Home Page I-Beam Insertion Point Internet Link Log On Memory Modem Multimedia Online Password Paste Prompt Refresh Reload Scanner Spreadsheet Surf Taskbar URL Virus World Wide Web Zip Drive

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Troubleshooting

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Frozen Screens/Program

There are several unexplained reasons for the computer to freeze. But the #1 reason for the computer to freeze is IMPATIENCE. Students (and the rest of us) can't wait to get started. They begin clicking the mouse and clicking the mouse and clicking the mouse before the program finishes loading and this causes errors in the program and eventually everything freezes.

What do I do when the computer freezes?

• CRTL, ALT and DELETE keys are your best approach. By pressing these keys at the same time you force the machine to end the program.

Unfortunately, you will lose all unsaved work. (Just another good reason to save, save, save!) 1. Press Ctrl, Alt and Delete at the same time 2. A red Novell screen will appear with six buttons at the bottom of the window; Lock Workstation, Change Password, Logout, Task List, Shut Down and Cancel

• Click the Task List button • The windows Task Manager will appear, click End Task and you

should return to the desktop • Close the Task Manager window • Re-open the program

If the Ctrl, Alt and Delete don’t work – Re-start the computer.

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Unable to Print

Because we are on a network, the #1 reason for printing problems is that the computer is offline.

If at any point you feel your document is not printing - do not try to print again! There is

usually a reason and selecting to print a second or third time only backs up the jobs waiting

to be printed. Be sure that your work has been saved before attempting to solve the problem.

What do I do when my document won't print?

• Be sure that the printer listed in the print window is the printer you wish to print from.

What do I do if the printer is correct and I still can't print?

• Restart the computer 1. Click the Start button – bottom left corner of the screen. 2. Click Shut Down 3. Click down arrow on window and select Restart 4. Click OK 5. Re-open the program and try printing again.

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A Pull-Down Menu Accidentally Appears

Pull-down menus appear frequently when students are working because they typed in a

short cut command without knowing it. The pull-down menu itself will not affect the open

document unless a command is selected.

What do I do when a pull-down menu appears?

• Press ESC (escape) at the top left of the keyboard. The ESC key can make any menu go away and you won't lose any unsaved work.

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The Computer Looks Different All computers should look the same! Please quickly scan the lab when you enter and

again when you leave to monitor if students have been making changes. After logging on

Novell, the background should always be blue (tie-dye effect) on the desktop. If not:

1. Right Click anywhere on the screen BUT NOT on an icon 2. Click on Properties 3. Click on the Themes Tab 4. Next to the word theme, left click on the drop down arrow and select

Windows Classic Modified or My Current Theme 5. Click Desktop Tab 6. Under the word Background, select Prairie Wind and for the color, select

blue 7. Click Screen Saver tab 8. Under the word Screen Saver, select Windows XP 9. Click Appearance Tab 10. Windows and Buttons is the first window, click the drop down arrow and

select Classic Style 11. Color Scheme is the next window, click Windows Standard 12. Font Size is the next window, select Normal 13. Click the Setting Tab 14. Slide the resolution bar until you see 1024x768 15. Click Color Quality 16. Select Highest (32 bit)

When all of the above has been reviewed and corrected, click APPLY at the bottom and

your new settings will take affect. Click OK.

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Adjusting the Volume

What do I do when there is no sound or the volume is too low/high?

1. Click Start

2. Select Settings

3. Click Control Panel

4. Click Sound, Speech and Audio Devices

5. Click Adjust System Volume

6. Slide Volume Bar appropriately and be sure that the Mute is not selected

7. Click OK

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File is Read-Only

This happens frequently, usually not by choice. Why? We can’t explain and sometimes

we can’t fix it, but before you give up and rename your file try the following:

1. Click Tools 2. Click Options 3. Click Security Tab 4. Check to see that the Read Only Recommended box is NOT checked 5. Click OK

If the above steps do not allow you to save, then you must Rename the Document. Renaming a Read-Only Document

1. Click File 2. Click Save As 3. Change the name by simply clicking at the end of the current name and placing

a 2 after the text 4. Click Save 5. To avoid confusion, you may delete the original file once you are sure the

second version has been saved

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Overwrite

Overwrite mode is used more often in Excel but many times it is activated in Word by accidentally

hitting the Insert key.

What do I do when everything I type writes over the existing text? Double click on OVR at the bottom of the screen to turn off the over write mode.

OR

Tap the Insert key on the right side of the keyboard to turn off OVR.

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Novell

What should the computer screen look like when I sit down to work?

The Novell Log In window should be on the screen before beginning to work.

What do I do if the Desktop is visible when I sit down to work?

1. Click on Start 2. Select Log Off 3. Click Log Off 4. Log in on Novell using you name and password 5. Log Off (when you are done working!)

What happens if I forget to Log Off? - Anyone that sits at the computer will have access to your account and all the files saved in it. - You will not be able to log in on any other computer

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Printing

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Printing

The default printer should be the Hewlett Packard black and white printer in the computers lab. What do I do when the default printer is not the Hewlett Packard?

1. Click Start 2. Select Settings 3. Click on Printers/Faxes 4. Right click on the Hewlett Packard 5. Select Set as Default

How do I select a printer other than the Hewlett Packard?

1. Click on File 2. Select Print 3. Click on the Drop Down Arrow to the right of the printer name 4. Select the Printer you wish to use 5. Click OK

Be conservative when printing. The Copier/Printers are the most cost effect choice for printing. The

Canon Color printer should be used for final copies only!!! It is suggested when students create

PowerPoint presentations or multi-page pieces that only the covers be printed in color. Please

monitor your students closely when printing.

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Printing to the Canon Copier/Printer

Setting your computer to Default to your Mailbox

1. From the Start Menu, choose Settings. 2. Printers 3. Right click on the printer you want 4. Properties 5. Printing Preferences (or Finishing Tab) 6. From the drop down menu by Print, choose Store 7. OK dialog box that tell you the output destination has changed 8. Select your mailbox number 9. OK 10. Apply 11. OK

Sending Print Jobs to a Mailbox within an Application

1. File Print 2. Select Printer 3. Be sure collate is not checked in the first screen and quantity is at 1. 4. Click on Properties. This takes you to the driver for the Canon, which will allow you to

do things like double sided, staple, collate and booklet printing. 5. Select settings you desire 6. Be sure you are In Store (upper-right corner of Canon Properties Print Driver Screen.

Print will send it directly to the machine to print; Store sends it to your mailbox) 7. Type your job name in the box at the top of this window – this is how you differentiate

one print job from another* 8. Be sure your mailbox number is highlighted 9. OK to the mailbox window 10. OK to the settings 11. OK to send to printer/mailbox

Retrieving Documents from a Mailbox

1. Press Mailbox button 2. Enter your mailbox number with the numeric keys or scroll down to your number on the

touch screen 3. OK 4. Enter for 4-digit password if you have a password on your mailbox 5. OK 6. Highlight the job you want to print 7. Press Print 8. If all settings are correct, press Start/Print

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9. Or – to make changes, Change Print Settings. This will allow you to make any of the following changes:

- Switch from single to double sided - Add a staple - Change Quantity - Change paper drawer

10. To preview documents, press Sample Print. This will print out the first of however many copies you requested. After reviewing documents, you can: - Change print settings - Start Print will print remaining sets - Cancel will not print remaining sets. The job remains in your mailbox. * Notes: Print jobs stay in your mailbox for 3 days. You can manually erase any jobs that you no longer need if you wish. Highlight job, press Erase, Yes.

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Laptops

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Laptop Cheat Sheet Checking the Battery

• Click on Start • Go to settings • Click on Control Panel • Click on Power Options • Click on Power Meter Tab

Wireless Printing

• Plug cart power cord in • Turn printer power on • If two carts are in the same room be sure to turn power off to one cart • Click file • Select Print * If any printing problems occur, check the location of the other cart and be sure power is off

Internet/Network Connection

• Plug cart power cord in • Plug airport connection into wall drop

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Installing the Laptop Disk Drive and Re-Installing the Battery

1. Turn on the computer 2. Check the charge on the battery 3. Make note if one of the batteries is low 4. While laptop is open, use left hand to slide clip to discharge the battery and use

right hand to pull the battery out 5. While computer is still open, place disk drive in and push until it clicks. You

should hear a doorbell sound when the computer reads the disk drive. 6. A green arrow icon will appear on the lower left hand corner of the screen 7. Double click on Microsoft Word 8. Go to Open 9. Click on/Look in: (My documents) and look for 3 ½” Floppy (A:) 10. Please note if the computer is not reading the drive, the 3 ½” Floppy (A:) may not

appear 11. Please note: Cart#, Computer# and Disk Drive# and report it to the Tech. Rep. in

your building if the disk drive does not appear. Re-Installing the Battery

1. BEFORE removing the disk drive, close out Word. 2. Check the first icon in the lower left corner of the screen. It has a green arrow

over the picture of the battery. This icon is: Safely Remove Hardware. 3. Click on this Icon and click on the message: Safely Remove Floppy Disk Drive

(A:). The message should now be highlighted 4. Click on the message and another message will appear telling you: Safe to

Remove Hardware. The “floppy disk drive” device can now be safely removed from the system

5. Now you can safely remove the disk drive and put the battery back in.

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Saving &

Retrieving Files

46

Saving

Save, Save, Save!!!

So many places to save, how do I decide? If you want to take your file home and back again, a 3 ½” floppy disk or USB disk

will work. If you want to save something for your use only, My Documents is your best bet. If you want your work to be more permanent, a CD is the only choice.

Basic Steps to Saving Files – THINK before you save!!! It is important that you remember

where you save your files and what you named the file in order to retrieve the file at another time.

1. Click File 2. Click Save As 3. Click on the down arrow next to save in: 4. Select where you want your file saved: My documents, 3 ½” Floppy (A:),

Removable Disk (E), etc. 5. Type in the File Name 6. Click Save

Filenames Work will accept filenames containing letters, numbers and some punctuation marks (-, _, “). Most punctuation marks are not accepted, including (/, e, >, *, ., ?, “”, :, ;) Therefore it is probably best not to use punctuation marks at all. If at any time you are having trouble saving, be sure that you have not used any unacceptable punctuation marks in your filename. Auto Save

1. Click Tools 2. Click Options 3. Check the box next to Save Auto Recover into every: Indicate how often you would like the computer to save (usually every 10 minutes is good) 4. Click OK

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Folders Folders are a great way to organize your files. Folders can be used to keep documents of similar nature together. Novell Accounts When saving files to the My Documents folder, you are saving to the M: drive. This is a space on the network that is yours and can only be accessed by you when you log into Novell using your password. Therefore, it is very important that you log-off or your file is open for the next person to access. Nothing is saved to the Hard Drive of the computer any longer.

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USB Disk

• Plug the USB disk into the USB port – a green light will appear on the USB disk • Click My Computer • Click Removable Disk to display the contents • Files can be saved to the USB disk and opened just like a floppy disk by

selecting the Removable Disk • Before removing the USB disk from the USB port you must eject it

• Click My computer • Right click on Removable Device • Click eject • Prior to removing, check to be sure the green light on

the USB disk is off

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Retrieving Files Previously Saved

In order to find a file, you must know what you named it and the location it was saved to. When saving files, be sure that you check the location and file name before clicking OK in the print window. I know I save it, now how do I find it?

• Click My Computer • Select the location (My Documents, 3 1/2” floppy (A:), etc) • Double click on the name of the file you wish to open

What do I do if I know the file name but I can’t remember where I saved it?

• Click on Start • Select Search • Click on Options • Click on Files and Folders • Click on All Files and Folders (left side) • Type in the file name • Click the down arrow next to Look In: field • Select your name Main/Staff/Staff(M:) • Click Find Now

What do I do if I want to change the location a file is saved in?

• Open the file • Click file • Select Save as • Select where you want the file saved • Check that the file name is correct • Click Save

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Files!

They're Everywhere!

Everything you save becomes a file somewhere. Folders are used to manage your files in an organized manner. What is the difference between a file and a folder?

• Folders hold files • Files hold documents

How do I create folders to organize all of my files?

• Open the window in which you want the file to appear (188 main, M: drive, or the desktop, etc.)

• Click File • Click New • Click Folder • Replace the temporary folder name (new folder) by typing a name that makes

sense to you and pressing enter • Saving files to folders - Existing files – drag and drop or cut and paste - New files – Save As – directly to the folder

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Appendix

TECHNOLOGY INTEGRATION PLAN

MIDDLE SCHOOL LEVEL

Grade Expectations

Grade 6 Grade 7 Grade 8

1. Computer Literacy The student will be able to

• Recognize grade appropriate vocabulary (see attached)

• File, manage and retrieve data using the server

• Disk and CD’s, removable media, memory sticks

• Print options • Hardware: uses of


• A scanner


• A digital camera • A CD burner • Video Camcorder

2. Keyboarding Practice The student will demonstrate knowledge of keyboarding skills through:

• Review of the basic keyboard

• Proper posture • Proper use of keypad • Self-directed – using

keyboarding software (All the Right Type)

• Review of the basic keyboard

• Self-directed – using keyboarding software (All the Right Type)

• Self-directed – using keyboarding software (All the Right Type)

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3. Word Processing (Microsoft Word) The student will be able to

• Use the basics of word processing including keying in, editing, alignment, spacing, layout of documents.

• Use formatting to make documents look presentable

• Spell check and use the thesaurus

• Create various document types including a 1-page report, bibliography, menu and a personal letter

• Use tab functions • Apply a multiple table

format

• Use the basics of word processing including keying in, editing, alignment, spacing, layout of documents

• Use formatting appropriate to a particular document

• Spell check, hyphenate, and use the thesaurus

• Type documents to include a 2+ page report with inline footnotes and bibliography, a table of contents and a personal business letter

• Use tab functions • Construct a table

• Use the basics of word processing including keying in, editing, alignment, spacing, layout of documents.

• Use formatting appropriate to a particular document

• Spell check, hyphenate and use the thesaurus

• Type documents to include full term paper with all components, personal business letter/envelope

• Use outlines and table • Use tab functions

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4. Draw/ Graphics (Microsoft Word) The student will be able to

• Use Word Art • Add clip art to a

document • Use text wrap • Crop a graphic • Acquire graphics from

the internet • Use all functions of

the draw toolbar • Use the drawing

toolbar to change fill color, line color and font color

• Format graphics; watermarks, transparencies, washout, coloring

• Use Auto Shapes • Use Order to layer text

and graphics

• Use Word Art • Use all functions of the

picture toolbar • Format graphics;

watermarks, transparencies, washout, coloring

• Acquire graphics from the internet

• Use all functions of the draw toolbar

• Use Auto Shapes • Use Order to layer text

and graphics

• Use Word Art • Use all functions of the

picture toolbar • Format graphics • Acquire graphics from

the internet, CD, scanner and digital camera

• Use all functions of the draw toolbar

5. Spreadsheets (Microsoft Excel) The student will be able to

• Use a basic spreadsheet

• Demonstrate use of proper terminology

• Move around spreadsheet using the proper keys

• Key in text and numbers

• Use Auto Sum function • Format text and

numbers • Use page set-up and

print functions

• Key in and format text and numbers

• Add graphics • Add rows and columns • Moving data to another

location on the spreadsheet

• Use Auto Sum • Use formulas for

subtracting, multiplying, dividing and averaging

• Sort data • Apply knowledge

through a curriculum-related project

• Key in and format text and numbers

• Add graphics • Add rows and columns • Moving data to another

location on the spreadsheet • Use Auto Sum • Use formulas for

subtracting, multiplying, dividing, averaging and statistics

• Sort data • Apply knowledge through

a curriculum-related project

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6. Charts/ Graphs (Microsoft Excel) The student will be able to

• Construct a simple, bar, pie and line graph from spreadsheet data using the chart wizard

• Understand when each would be used

• Make corrections to chart

• Printing w/spreadsheet or as a chart alone

• Construct a bar, pie and line graph from spreadsheet data using the chart wizard

• Make corrections to charts

• Format text and numbers

• Add graphics • Change the gridlines

and scale • Apply knowledge

through a curriculum-related project

• Construct a bar, pie, area and line graph from spreadsheet data using the chart wizard

• Make corrections to charts • Format text and numbers • Add graphics • Change the gridlines and

scales • Apply knowledge through

a curriculum-based project

7. Presentations (Microsoft PowerPoint) The student will be able to

• Use the basics of PowerPoint

• Choose a layout for their presentation

• Apply a background or design

• Key in and format text • Add graphics • Add and deleting

slides • Change the order of

their slides • Apply transitions • Add a sound • Present their show • Apply animation

schemes • Use a master slide


• Design a custom layout • Apply a background or

design • Key in and format text • Add graphics • Use a menu and

hyperlinks • Apply transitions • Apply custom

animations • Apply sounds and

music • Time the presentation • Present their show • Apply animation

schemes • Use a master slide


• Design a custom layout • Apply a background or

design • Key in and format text • Add and customize

graphics • Add notes to slides • Use a menu and hyperlinks • Apply transitions • Apply custom animations • Apply sounds and music • Use narrate • Add video clips • Time the presentation • Present their show • Apply animation schemes • Use a master slide

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8. Desktop Publishing (Microsoft Publisher) The student will be able to

• Use the wizard to create a flyer and poster

• Format their text • Add a graphic • Print their document

• Use the basics of Publisher

• Format text and graphics • Use text wrap with

graphics • Create a newsletter, gift

certificate, business card, calendar, greeting card and a 2-page tri-fold brochure

• Use the basics of Publisher • Format text and graphics • Use text wrap with

graphics • Create a 2-page newsletter,

gift certificate, business card, calendar, greeting card and a 2-page tri-fold brochure

9. PhotoDraw The student will be able to

• Use the PhotoDraw toolbar

• Use designer text and graphics to create a letterhead

• Format text • Edit digital photos

• Use PhotoDraw basics • Edit graphics • Use edited images in

Word, PowerPoint and Excel

• Use PhotoDraw basics • Use PhotoDraw as an

image editor • Use PhotoDraw as a photo

editor • Use edited images in

Word, PowerPoint, and Excel

• Design custom logos 10. Internet Use The student will have knowledge of

• District guidelines for use of the internet

• The use of bookmarks • Search engines • Search techniques –

beginning level • How to copy and save

graphics and text from the internet



intermediate level • How to copy and save




advanced level • How to copy and save


11. Other The student will be able to

• Source citations • Properly format

bibliographies


bibliographies


bibliographies • Use Hot Dog Stand

software to run a business and utilize financial information to create tables, spreadsheets, charts and outlines

• Import and edit digital video for use in a PowerPoint presentation

• Complete an interdisciplinary project- coordinated with computer teacher and core area team

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Library and Information Skills K-12 INTRODUCTION

This document consists of several arts. We begin with a vision statement information literacy standards the role of the library media specialist, and the knowledge, skills and abilities that our district has endorsed. We continue with the Big 6 information literacy model and then o into the skills b grade level including vocabulary and checklists. We look forward to our suggestions to improve the usefulness of this document.

VISION The purpose of this document is to set forth the principles which we as a library media department and the Ken-Ton School District believe in. We believe in and support the goals of Information Power, a document published in 1988 and 1999 by the American Library Association which articulates the mission of the library media program is to insure that students and staff are effective users of ideas and information. (Information Power, ALA, 1988). In the updated document it states "Student achievement is the bottom line" (Information Power, ALA, 1999). Our vision for the Library Media Program is developed and supported by a partnership of library media specialists (LMS), students, teachers, administrators and parents to help all students reach higher standards. Our Library Media Centers (LMC) should contain high quality print materials as well as up-to date computers to access the wider world of information. LMS must instruct students to evaluate information from computer and other sources. Career Development and Occupational Studies (CDOS) standard 3a deals with universal foundation skills. Information management is one of these skills. "Information management focuses on the ability to access and use information obtained from other people, community resources and computer networks." (CDOS, NYSED, 1996). Information management is a key part of the library media program in Ken-Ton.

Information Literacy Standards for Student Learning Category I: Information Literacy

Standard 1 - The student who is information literate accesses information efficiently and effectively. Standard 2 - The student who is information literate evaluates information critically and competently. Standard 3 - The student who is information literate uses information effectively and creatively.

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Category II: Independent Learning Standard 4 - The student who is an independent learner is information literate and pursues information related to personal interests.

Standard 5 - The student who is an independent learner is information literate and appreciates literature and other creative expressions of information. Standard 6 - The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation. Category III: Social Responsibility Standard 7 - The student who contributes positively to the learning community and to society is in formation literate and recognizes the importance of information to a democratic society. Standard 8 - The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology. Standard 9 - The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.

Big 6 Information Literacy Model

The Ken-Ton LMC’s have adopted the Big 6 information literacy model for use to help students understand how to solve problems. It was developed by Eisenberg and Berkowitz in 1987.

1. Task Definition

• Define the problem • Identify the information needed

2. Information Seeking Strategies • Brainstorm all possible sources • Select the best sources

3. Location and Access • Locate sources (intellectually/physically) • Find information within sources

4. Use of information: • Engage (read, hear, view) • Extract relevant information

5. Synthesis: • Organize information from multiple sources • Present the result

6. Evaluation: • Judge the result (effectiveness) • Judge the process (efficiency)

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THE ROLE OF THE LIBRARY MEDIA SPECIALIST

As the essential link who connects students, teachers, and others with the information resources they need, the library media specialist plays a unique and pivotal role in the learning community.

As information specialist, the library media specialist provides expertise in acquiring and evaluating information resources in all formats: in bringing an awareness of information issues to teachers, administrators, students, and others and in modeling, for students and others, strategies for locating, accessing, and evaluating information within and beyond the library media center. Working in an environment that has been profoundly affected by technology, the library media specialist both masters sophisticated electronic resources and maintains a constant focus on the nature, quality, and ethical use of information available in these and in more traditional tools.

As teacher, the library media specialist works with students and other members of the learning community to analyze learning and information needs, to locate and use resources that will meet those needs and to understand and communicate the information the resources provide. An effective instructor of students, the library media specialist is knowledgeable about current research on teaching and learning and skilled in applying its findings to a variety of situations--particularly those that call upon students to access, evaluate, and use information from multiple sources in order to learn, to think, and to create and apply new knowledge. A full participant on the instructional team, the library media specialist constantly updates personal skills and knowledge in order to work effectively with teachers, administrators, and other staff both to expand their general understanding of information issues and to provide them with specific opportunities to develop sophisticated levels of information literacy.

As instructional partner, the library media specialist joins with teachers and others to

identify links across student information needs, curricular content, learning outcomes, and a wide variety of print, non-print and electronic information resources. Working with entire school community, the library media specialist takes a leading role in developing policies, practices, and curricula that guide students to develop the full range of information and communication abilities. Committed to the process of collaboration, the library media specialist works closely with individual teachers in the critical areas of designing authentic learning tasks and assessments and integrating the information and communication abilities required to meet subject matter standards.

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KNOWLEDGE, SKILLS, AND ABILITIES ABILITY TO ADAPT The ability to adapt is to adjust to change. Individuals will demonstrate a cooperative and positive attitude, a willingness to accept challenges, the flexibility to adjust to change and the capability to create new options. BASIC SKILLS AND KNOWLEDGE Basic skills and knowledge are required for meaningful learning to take place. Individuals will demonstrate the ability to analyze, evaluate, read for understanding and appreciation, write with clarity and purpose, and compute with accuracy. CHARACTER DEVELOPMENT Character is the definition of a person as an individual. Individuals will demonstrate a realistic understanding of personal strengths and weaknesses, self-discipline, empathy, honesty and a strong sense of responsibility. TEAMWORK Communication, collaboration, cooperation and trust form the foundation of a team. Individuals will demonstrate the ability to work with others toward a common goal, and a willingness to share ideas and resources in order to achieve success. COMMUNICATION Communication is the ability to express and receive thought, facts, ideas, and opinions clearly and concisely. Individuals will demonstrate the ability to communicate and understand each other's ideas through written, verbal and artistic expression TECHNOLOGY The tools of technology extend our capacity to learn. Individuals will demonstrate the ability to enhance their learning through the use of a variety of technological concepts and tools. PROBLEM SOLVING Problem solving initially requires recognition, definition and understanding of the problem. Individuals will demonstrate the skills needed to generate solutions, evaluate each and determine the best outcome. INFORMATION MANAGEMENT Information management requires that individuals understand the content and value of a wide variety of resources. Individuals will demonstrate the skills needed to access, process, evaluate, communicate and use information. LIFELONG LEARNING Lifelong learning is a response to our natural curiosity and wonder. Individuals will demonstrate a continual to learn by being open to new ideas and experiences, and seeking challenges to expand upon prior knowledge.

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Grade Level Expectations Kindergarten As responsible users of the LMC, students will be able to:

Be cooperative and work collaboratively with classmates. Select books that are age appropriate and apply basic research skills. Share library materials at home.

Literary appreciation and vocabulary

Identify title, author, illustrator and literary characters.

Citizenship Demonstrate respect for teachers and fellow users of the Library Media Center. Respond to a story after listening to it. Follow check-out procedures. Return materials on time.

Organization Locate the picture books (Easy) section. Recognize its alphabetical order Research Skills Identify spine, spine label, call number, cover and pages. Technology As a class, dictate a document for the Library Media Specialist to

model/publish. Identify mouse, keyboard, monitor and video. First Grade As responsible users of the LMC, students will be able to:

Continue to be cooperative and to select age appropriate books. Access materials on the Visual OPAC with assistance.


Identify title, author, illustrator and literary characters. Identify title on the title page.

Citizenship Continue behaviors and skills from Kindergarten. Visit the LMC on an individual basis.

Organization Locate the picture books (Easy) section. Recognize its alphabetical order. Locate materials in the Easy section by call number and distinguish between fiction and nonfiction materials.

Research Skills Identify spine, spine label, call number, cover and pages. Create a title page Technology Dictate a document for the Library Media Specialist to model/publish. Identify

mouse, keyboard, monitor, video and CD-Rom. Recognize books on a multimedia format.

Second Grade As responsible users of the LMC, students will be able to:

Continue to be cooperative and select age appropriate books. Access materials on the Visual OPAC with assistance and determine its relevance to the task.


Identify title, illustrator and literary characters. Identify title, publisher and place of publication on the title page.

Citizenship Continue behaviors and skills from First Grade. Visit the LMC on an individual basis. Demonstrate proper care of library materials.

Organization Locate the picture books (Easy) and Fiction sections. Recognize their alphabetical order. Locate books in both sections by their call numbers and recognize that nonfiction is organized by subject and arranged in Dewey Decimal order.

Research Skills Identify spine, spine label, call number, cover and pages. Create a title page. Use proper dictionary skills to publish their own creative writing.

Technology Dictate a document for the Library Media Specialist to model/publish. Identify mouse, keyboard, monitor, video, CD-Rom, enter and delete keys. Recognize and use books on a multimedia format as well as content based CD-ROM’s. Access OPAC with assistance.

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Grade Level Expectations Third Grade As responsible users of the LMC, students will be able

Understand its organization, rules and regulations


Identify certain genres of literature and selected authors. Identify award winning books/authors.

Citizenship Demonstrate respect for teachers and fellow users of the Library Media Center. Work cooperatively in group assignments.

Organization Use Dewey Decimal System to locate a nonfiction book by its call number. Search OPAC by title, author, subject and keyword independently to locate materials.

Research Skills Identify and use a table of contents and index. Identify author, title and call number on a catalog record. Identify copyright date on library materials. Use an encyclopedia (print and non-print) to locate information. Identify, with assistance, the appropriate sources of information for a specific task. Use basic reporting and research techniques in a curriculum-related assignment requiring library materials. Use a simple form of works cited.

Technology Begin use of various media formats with assistance. Use CD-ROM encyclopedias independently. Locate information on the Internet with assistance. Recognize certain technology related issues and understand the consequences of inappropriate use. Introduce electronic mail and search engines. Use book bag on OPAC.

Fourth Grade As users of the LMC, students will be able to:

Continue behaviors and skills from third grade. Find, use, evaluate and present information/ideas in order to become lifelong learners.

Literary Appreciation and Vocabulary

Expand the scope of authors and genres.

Citizenship Continue behaviors and skills from third grade. Use the Library Media Center independently with respect for its rules, organization and care for materials.

Organization Describe and define the Dewey Decimal System in detail. Research Skills Identify independently the appropriate sources of information for a specific

task. Locate the place of publication, the publisher, copyright date and physical description on a catalog record. Locate and use specific reference sources in a curriculum-related assignment. Synthesize information gathered from a variety of sources.

Technology Continue skills learned in third grade. Use a simple Boolean search with assistance from an electronic source. Use online encyclopedias. Demonstrate and understanding of technology related issues and proper use of technology at all times.

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Fifth Grade As responsible users of the LMC, students will be able to:

Continue behaviors and skills from fourth grade. Enjoy a variety of genres and use technology responsibly.

Literary Appreciation and Vocabulary

Recognize and apply critical standards to literature.

Organization Continue skills from fourth grade. Research Skills Use the description on a catalog record to judge the appropriateness of the

material. Use cross references. Include works for research papers. Evaluate information gathered from a variety of resources.

Technology Continue skills learned in fourth grade. Evaluate Internet sources and demonstrate an understanding of navigating the Web, book marking sites, “netiquette,” and communication online.

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Expectations Library Media/Information Skills Grades 6-8 Demonstrate continuous improvement

Continue to demonstrate competence with skills learned at previous levels

Ethics Understand and abide by the District’s Acceptable Use Policy. Responsibly use the resources of the internet.

Search Engines Use search engines wisely to search for information on the internet. Evaluate internet resources for accuracy, comprehensiveness, appropriateness and relevance.

OPAC Skillfully perform searches of the online public access catalog – OPAC. Understand the difference between subject and keyboard searches and use them appropriately.

Search skills for database Define search needs in order to use proper search strategies, using graphic organizer, if advisable. Know basic search symbology such as quotes, asterisks, etc. Use correct search strategy for periodical indexes, thesauruses, quotation, sources, specialized encyclopedias and other subject specific electronic and print reference sources. Understand and perform simple Boolean and keyword searches. Analyze and filter information in relation to the task, rejecting non-relevant data. Use content-based software (CD-ROM, DVD, etc.)

Note taking Competently take notes. Use outline techniques to prepare an outline. Analysis Determine what resources are appropriate for the task at hand.

Works Cited Use quotes and works cited properly. Presentations Produce multimedia presentations using a variety of appropriate resources. Location Skills Locate materials and resources in the LMC.

Literary Genres Know and understand the different genres such as historical fiction, fantasy, mystery, biographies, etc.

Book Selection Competently choose a book which interests them.

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Benchmarks for Library and Information Skills

Grades 9-12

Grade Level Expectations By the end of Grade 11, students will be able to:

Task Identification • Identify and articulate information needs

Resource and Researching • Identify a wide range of print and computer resources • Understand the purpose and use of different types of materials • Identify the strengths and weaknesses of different types of materials • Understand the advisability and feasibility of print versus computer resources

and apply this knowledge • Select the most appropriate types of materials for completing research and

classroom assignments • Utilize the most appropriate types of materials for completing research and

classroom assignments • Distinguish between the roles and the expertise of the people working in the

school library media center, the school and the community who might provide information or assistance.

• Understand the difference between subscription databases and Internet websites

Research Strategies and Tools

• Recognize different research process strategies • Apply a research process strategy when conducting a research assignment • Understand the difference between keyword and subject searching • Select appropriate keywords or subjects when searching • Utilize Boolean logic or other operators/limiters to narrow searches • Utilize complex or advanced features of print and electronic resources • Identify resources with varying viewpoints

Utilization of Print Resources

• Utilize the various features of print resources to locate information • Utilize basic reference tools: almanacs, collective biographies, general and

specialized encyclopedias and dictionaries • Utilize a variety of print resources to locate information • Select the most appropriate print materials for completing research and

classroom assignments • Analyze and filter sophisticated levels of information in relation to the task,

rejecting non-relevant information

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Utilization of Computer Resources

• Identify computer research resources available in the library • Utilize computer research resources to locate information • Compare and select appropriate search engines when using the Internet • Utilize strategies and search tools when searching computer resources

including Boolean operators, keywords, symbolic operators, help menus and function keys

• Utilize advanced search functions • Understand the difference between subject and keyword searching • Understand the purpose and format of various computer resources • Understand the difference between subscription databases and Internet

websites • Select the most appropriate computer resources for completing research and

classroom assignments • Utilize computer-generated graphics and art in various print and electronic

presentations. Ethical and Legal Issues • Compile bibliographic information using an approved format

• Understand issues related to censorship, copyright, fair use, intellectual freedom and the legal restrictions on electronic media

Evaluation of Resources • Evaluate resources and information for: - accuracy - authority - bias - relevancy - reliability - timeliness • Distinguish between fact, opinion, point of view and inference • Utilize specific techniques and criteria for evaluating Internet resources • Understand why Internet resources need to be evaluated more closely than

other resources • Evaluate the appropriateness and effectiveness of resources used • Evaluate the research process and determine how it could have been

improved, expanded or modified Process Assessment • Recognize the role of the information specialist in guiding the student

through the research process

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Software

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School Room Software Version Base Image OS = Microsoft Windows XP Pro Microsoft Office w/ Front Page Publisher PhotoDraw First Class Opac 6 6 Adobe Acrobat Reader Internet Explorer Symantec Norton’s Antivirus Media Maker??? What’s this?? Movie Maker - Part of OS Shockwave player and Flash Quicktime with Itunes Java 1.4.2 1.4.2 GoogleTool bar Realplayer Print Key - screen shot app GeoSketch Pad MiniTabs Ti-Connect Keyserver - only on labs not enough lic for all Ken West Lib Cad Lab Photo Shop 5 Autodesk Architech Desktop 3.3 Roxio West Point Bridge Designer 2003 Hydravison Volo View Express Key Front + Page, PhotoDraw & Publisher Movie Maker ALL 2 322 Finale ( 8) 322 AutoCad (5) Tabs 324 Ven Comino Level 1&2 322/324 Aims 322/324 Tabs 322/324 Choices 2005 Gym Fitnessgram 324 Ven Conmigo Level 1 & 2 319 South Western Keyboarding/Micro type 319 InDesign CS CS

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319 Photoshop 5 319 Automated Accounting 8 319 Dreamweaver MX 2004 MX 2004 319a Virtual Business/Management 319 DDC Testing Center XP 319 File Maker Pro 6 320 South Western Keyboarding / Micro type Ken East Cad Lab Photo Shop 5 Autodesk Architech Desktop 3.3 Roxio West Point Bridge Designer 2003 Hydravison Volo View Express 224 Mini Tab 12 InDesign CS Photoshop 5 238 Ven Conmigo Level 1,2 Minitab 12 Choices 2005 5 Middle lab Finale (8) 8 7 5 Gym Fitnessgram 104 South Western Keyboarding/Micro type 104 InDesign CS 104 Photoshop 5 104 Automated Accounting 8 104 Dreamweaver MX 2004 MX 2004 104 DDC Testing Center XP 104 File Maker Pro 6 101 South Western Keyboarding / Micro type High Class rooms Examgen Tabs TI - Connect & study card center High Labs Base - Starbase GeoSketch Pad MiniTabs/Tabs

Ti-Connect

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Sheridan 102 Photoshop 5.0 (Community Ed) 217 Math Mind Benders (GT) Target Math (GT) Five in a row mental math (GT) Roosevelt 207 Woodcock Johnson 1.1 218 Woodcock Johnson 1.1 B-Gym B Fitness Gram 6.0.2 G-Gym Fitness Gram 6.0.2 Nurse Power Heart AED 2.6 MO Aims (Principal) 2.6 MO Aims (Program Supervisor) 2.6 Lib # 9 Aims 2.6 Lib # 8 Aims 2.6 224 Finale 2004.R3 226 Finale 2004.R3 214 # 30 Aims 2.6 MO # 1 Munis 3.1.114.0 MO # 2 Munis 3.1.114.0 MO # 3 Munis 3.1.114.0 MO # 4 Munis 3.1.114.0 Lib Circulation Desk #15 5.1 Ken-Middle 111A # 1-13 Sim City 111A S # 1-13 3D Home Design 5.1 B-Gym # 01 Fitnessgram 6.0.2 G-Gym # 01 Fitnessgram 6.0.2 MO # 01 Munis 3.1.114.0 MO # 02 Munis 3.1.114.0 MO # 03 Munis 3.1.114.0 301 All All the Right Type 3.5 305 All All the Right Type 3.5 301 # Pinnacle V 8.0 305 # Pinnacle V 8.0 101 # 01 Finale 2004.R3 102 # 01 Finale 2004.R3 103 # 01 Finale 2004.R3 104 # 01 Finale 2004.R3 105 # 01 Finale 2004.R3

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Lindbergh Lab # 29 Aims 2.6 Lab # 30 Aims 2.6 Lib # 12 Aims 2.6 Lib # 15 Circulation Desk 5.1 Lib # 16 Circulation Desk 5.1 Lib # 15 Munis 3.1.114.0 MO # 01 Munis 3.1.114.0 MO # 01 Aims 2.6 112 # 01 Finale 2004.R3 # 01 Finale 2004.R3 B-Gym # 01 Fitnessgram 6.0.2 G-Gym # 01 Fitnessgram 6.0.2 P-S # 01 Munis 3.1.114.0 MO # 02 Palm Desktop 4.1 PS # 01 Aims 2.6 MO # 02 Aims 2.6 MO # 02 Munis 3.1.114.0 Nurse # 01 Power Heart AED 8.2 HMS Lab-116 Bridge Builder Car Builder MicroGrade 5.0.6 HRW German 1 HST Interactive Explorations HRW Spanish 1 Science Classrooms Examgen 4.3 Bridge Builder Car Builder ExamView Pro Test Generator HRW German 1 HRW Spanish 1 Parsons Technology TestWorks 3.2 Motic Images -Science Only 224 #8 Bridge Builder Car Builder Crosscountry USA MicroGrade 5.0.6 B's Recorder Gold Pinnacle Hollywood FX Bridge Buider 224 / 226 Bridge Buider Car Builder Crosscountry USA MECC-Tessle Mania DLX MicroGrade 5.0.6

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Sunburst Hot Dog / Works

Bridge Builder

Teacher Rm 224 Stillman MicroGrade 5.0.6 GSP 4 HRW German 1 HRW Spanish 1 TestWorks 3.2 Exam Gen Tech Rm MicroGrade 112 Roxio Easy CD creator Aspex Software Pre-Engineering Software Ulead Software West Point Bridge Designer - from web free Robix Hoover El 270 Roxio Easy CD Creator 5 Burn CD & DVDs with Roxio Lab-345 Typin' Time Kidspiration Inspiration 6 Kid Pix Deluxe 3 MasterGuru - Levels 3,4,5 FileMaker Pro ??? Aims?? GraphMaster 6 Fablevision Free Stationary - Goes on Every Putter at HE Keyserver Bailys Book house Millies Math Micrograde 5 LapTops Micrograde Typin time Kidspiration Inspiration StoryBook weaver Stationary Studio Freebie Music Ace Jefferson Classrooms Base Image

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Roxio Easy CD Creator 5 Burn CD & DVDs with Roxio Lab Typin' Time Kidspiration Inspiration 6 Bailey's Book House Kid Pix Deluxe 3 Millie's Math House Sassafras K2 TLC Assignment and Tracking System Hamilton Classrooms Typin' Time Roxio Easy CD Creator 5 Burn CD & DVDs with Roxio Lab Typin' Time Kidspiration Inspiration 6 Bailey's Book House Finale 2004 Kid Pix Deluxe 3 Millie's Math House Riverside Software Sassafras K2 TLC Assignment and Tracking System FileMaker Pro Holmes Music Roxio Easy CD Creator 5 Burn CD & DVD's with Roxio HydraVision Finale 2004 MicroGrade 5.0.6 Classrooms Roxio Easy CD Creator 5 Burn CD & DVD's with Roxio MicroGrade 5.0.6 Lab Typin' Time Kidspiration Inspiration 6 Bailey's Book House Infocus Tools KidPix Deluxe 3 Sassafras K2 TLC Assignment & Tracking System

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AUP and Filtering Policies

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KENMORE-TOWN OF TONAWANDA Agreement for Student Use of UNION FREE SCHOOL DISTRICT Computerized Information Resources 1500 Colvin Boulevard Buffalo, New York 14223-1196

Important Information Before you sign: Both student and parent/guardian should read this entire agreement and the blue handout entitled “Policy Regarding Student Use of Computerized Information Resources”. This signed agreement will be retained by the school.

Agreement for Student

In consideration of the privilege of using the Kenmore-Town of Tonawanda Union Free School District’s Computer System, I agree that I have been provided with a copy of the District’s policy on the student use of computerized information resources. I agree to adhere to the policy, other regulations that may be developed, and to any changes or additions adopted by the District. I also agree to adhere to related policies published in the Student handbook. I understand that failure to comply with these policies may result in the loss of my access to the District’s computer system, and may in addition result in the imposition of discipline under the District’s computer system, and may in addition result in the imposition of discipline under the District’s school conduct and discipline policy. I further understand that the District reserves the right to pursue legal action against me if I willfully, maliciously or unlawfully damage or destroy property of the District. Further, the District may bring suit in civil court against my parents or guardians, if I willfully, maliciously or unlawfully damage or destroy District property pursuant to Education Law §1709(36). Student’s Name (please print):

User Signature: Date:

Agreement for Parent or Guardian

I am the parent/guardian of , the minor student who has signed the District’s agreement for student use of computerized information resources. I have been provided with a copy and I have read the District’s policy and regulations concerning use of the District’s computer system. I also acknowledge receiving notice that, unlike most traditional instructional or library media materials, the District’s computer system will potentially allow my son/daughter student access to external networks not controlled by the school district. I understand that some of the materials available through these external computer networks may be inappropriate and objectionable; however, I acknowledge that it is impossible for the District to screen or review all of the available materials. I accept responsibility to set and convey standards for appropriate and acceptable use to my son/daughter when using the District’s computer system or any other electronic media or communications. I agree to release the Kenmore-Town of Tonawanda Union Free School District, the Board of Education, its agents and employees from any and all claims of any nature arising from my son’s/daughter’s use of the District’s computer system in any manner whatsoever. I agree that my son/daughter may have access to the District’s computer system and I agree that this may include remote access from our home. Parent or Guardian Name (please print):

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Signature: Date:

Student User Terms and Conditions

1. It is my responsibility to avoid abusive conduct which would include, but is not limited to, the altering of system software, placing of unlawful information, computer viruses, or harmful programs on or through the system, in either public or private files or messages. 2. I am accountable for the use of my password. My password must not be revealed to anyone nor will I use others’ passwords. I will be responsible for any problems which arise from the misuse of my file folder or my home directory. 3. I will not use the school’s computer system to obtain, view, download, send, print, display or otherwise gain access to or transit materials that are unlawful, obscene, pornographic or abusive. 4. I will not use the District’s computer system to harass, insult or attack others. 5. I will use only authorized software on the District’s computer system. 6. I will use all computer equipment for the purpose for which it is intended. I will not tamper with terminals, associated equipment or otherwise disable the system. 7. I will not change, copy, rename, delete, read or otherwise access files or software that I did not create unless I have permission from my instructor. 8. I will not use a computer for anything other than course-related work without permission from the instructor. 9. I will not violate copyright laws or use the District’s computer system for commercial purposes. 10. If I identify a security problem on the District’s computer system, I will immediately notify an instructor.

Network Etiquette

You are expected to abide by the generally accepted rules of network etiquette. These include (but are not limited to) the following:

a. Be polite. Do not get abusive in your messages to others.

b. Use appropriate language. Do not swear, use vulgarities or any other inappropriate language. Illegal activities are strictly forbidden.

c. Do not reveal your personal address or phone number or those of others.

d. Network accounts are to be used only by the authorized user for the designated purpose. No

“chain mail” materials may be transmitted.

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e. Do not use the network in such a way that you would disrupt the use of the network by other

users.

2001 8000R

REGULATION 1 of 3 Instruction

SUBJECT: THE CHILDREN’S INTERNET PROTECTION ACT: INTERNET CONTENT FILTERING/SAFETY GUIDELINES Internet access on the District’s computer system is provided for staff and students as a means to enhance the educational mission and instructional programs of the School System, to further District goals and objectives, and to conduct research and communicate to others. In accordance with such educational mission and the instructional goals and objectives of the District, technology protection measures (i.e., filtering or blocking of access to certain material on the Internet) will be utilized on all District computers with Internet access to ensure the integrity of educational services and to address safety concerns regarding the online activities of minors. In accordance with The Children’s Internet Protection Act (CIPA), the term “minor” shall mean any individual who has not attained the age of 17 years. Consequently, the District, unless an authorized “override” (i.e., disabling of the blocking or filtering measure) is permitted as enumerated below, will block or filter Internet access for both minors and adults to visual depictions that are: 1. Obscene (as defined pursuant to CIPA and other applicable laws/regulations as may be appropriate); 2. Child pornography (as defined pursuant to CIPA and other applicable laws/regulations as may be appropriate); 3. For computers used by minors with Internet access, are harmful to minors. The term “harmful to minors” is defined, pursuant to CIPA, as any picture, image, graphic image file, or other visual depiction that: a. Taken as a whole and with respect to minors, appeals to a prurient interest in nudity, sex or excretion; b. Depicts, describes or represents, in a patently offensive way with respect to what is suitable for minors, an actual or simulated sexual act or sexual contact, actual or simulated normal or perverted sexual acts, or a lewd exhibition of the genitals; and

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c. Taken as a whole, lacks serious literary, artistic, political, or scientific value as to minors.

(Continued)

2001 8000R

REGULATION 2 of 3 Instruction SUBJECT: THE CHILDREN’S INTERNET PROTECTION ACT: INTERNET CONTENT FILTERING/SAFETY GUIDELINES (Cont’d.) In addition, the District will monitor, as deemed appropriate by the applicable building/program administrator and/or classroom teacher, accessed by minors to “inappropriate matter” on the Internet and World Wide Web. Per CIPA, the District is authorized to filter or block Internet access to other material determined to be inappropriate for minors. The determination of what is “inappropriate” for minors shall be made in accordance with District guidelines and, as appropriate, on a case-by-case determination depending upon the factors such as the age of the student, the material involved, and the educational purpose/research for which such material is utilized. Further, in order to help ensure the safety and security of minors when using electronic mail, chat rooms, and other forms of direct electronic communications, appropriate supervision will be provided by a classroom teacher and/or other appropriate District personnel; and notification will be given to minors regarding the prohibition as to unauthorized disclosure, use and dissemination of personal information regarding such students. Students will also be informed regarding unauthorized access to District computers and the Internet, including so-called “hacking”, and other unlawful activities by minors online. Parental and/or student consent, as may be applicable, shall be required prior to authorization for student use of District computers as a means to help ensure awareness/compliance with District rules and standards of acceptable behavior. In furtherance of the District’s educational mission to enact safety measures to protect students when online, the District has adopted and will enforce its Internet Safety Policy that includes the operation of technology protection measure(s) with respect to any of its computers with Internet access as mandated by CIPA and also in accordance with the District’s Acceptable Use Policies and Regulations. The District shall enforce the operation of such technology protection measure(s) during any use of District computers in accordance with CIPA and applicable Board policies and building procedures.

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(Continued)

2001 8000R

REGULATION 3 of 3 Instruction

SUBJECT: THE CHILDREN’S INTERNET PROTECTION ACT: INTERNET CONTENT FILTERING/SAFETY GUIDELINES (Cont’d.) Furthermore, in accordance with law, the District Technology Coordinator may access all staff and student files, e-mail, and electronic storage areas to ensure system integrity and that users are complying with the requirements of CIPA and District policy and procedures. Additionally, dissemination and/or publication of the District’s Acceptable Use Policy and Regulation will be utilized as one means to further ensure the implementation of safety measures and appropriate notification to staff and students as to acceptable, as well as prohibited, conduct when using District computers or accessing the Internet on such computers. The standards of acceptable use as well as prohibited conduct by staff and students when accessing District computers and the Internet, as outlined in the District’s technology policies, are not intended to all-inclusive. Staff and students who commit an act of misconduct which is not specifically addressed in District policy and/or regulation may also be subject to disciplinary action in accordance with law, the District Code of Conduct, and/or the applicable collective bargaining agreement. Legal action may also be initiated as deemed necessary by the Superintendent/designee. However, no filtering or blocking technology has 100% guarantee that all sites accessed by staff and students are immediately filtered in compliance with law and District procedures. Consequently, if District personnel and/or students find an accessed site that is questionable, the procedure is to contact the appropriate supervisor/teacher who will notify the Superintendent/designee. The Superintendent/designee will contact, as appropriate, the service/software provider and/or District Technology Coordinator. * However, under certain specified circumstances, the blocking or filtering technology measure(s) maybe disabled for adults engaged in bona fide research or other lawful purposes. The power to disable can only be exercised by an administrator, supervisor or other person authorized by the School District. * District Option

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INTERNET CONTENT FILTERING – AUTHORIZED “OVERRIDE” OPTION FORM

In accordance with The Children’s Internet Protection Act, authorization may be granted by the designated school official(s) to disable blocking or filtering measures on District computers to enable access by adults engaged in bona fide research or other lawful purposes. The power to disable can only be exercised by an administrator, supervisor or other person authorized by the District. There may be special projects/research done on the Internet where, for a limited period of time, filtering needs to be “turned off” to allow access to particular web sites. The capability of setting the timer period to be “unfiltered”, as well as the changing of the password, will reside with the person authorized to possess this user ID. Only the designated authorized person will have the use of the user ID and password and will not share this information with the staff. Please provide the information below to the authorized designated person for approved “override” (i.e. disabling of technology protection measures). This form must be completed and submitted at least five (5) school days in advance. AUTHORIZED OVERRIDE CAPABILITY WILL BE PROVIDED IN ACCORDANCE WITH THE PROVISIONS OF THE SCHOOL DISTRICT’S INTERNET CONTENT FILTERING/SAFETY POLICY.

Please fill out the form below to request the authorized override option.

Staff Member’s Name:

Date of Application:

Date(s)/Times/Location of Override:

Purpose for Override Request: (Be specific)

Staff Person’s Signature:

Staff Person’s Internet Address:

Title of Authorized Staff Member:

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Signature of Authorized Staff Member:

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Hardware Request Form

Name of Individual Requesting Hardware

Elementary

Middle

High

Administrative (Building/Department) Hardware Description:

Installation Location and Room(s): #

Vendor Information: Name:

Address:

Phone:

Fax:

Sales Representative:

Total Quantity Requested:

Cost

Shipping and Handling

District Account Number

Targeted Curriculum Areas (how does this align with the curriculum)

Training Needed: Yes No Choose One: Staff Development BOCES Other:

Staff Development Center Notified

Approvals

Building Principal/Department Administrator Superintendent Curriculum Learning Specialist Technology Director Date Submitted: Date Operational For:

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Software Request Form

Name of Individual Requesting Software

Elementary

Middle

High

Administrative (Building/Department)

Software Title

Version Platform: Windows or Mac Installation Location and Room(s) #

Vendor Information: Name:

Address:

Phone:

Fax:

Sales Representative:

License Information: Single Unit License Lab Pack (5, 10, 15) Specify

Unlimited User License Web Based

Concurrent License (Key Server) – allows you to install on larger base of computers but allows for maximum usage at one time only.

Total Quantity Requested: Cost Shipping and Handling

Number of Copies of Media Required (CD’S) Cost per $ Number of Sets of Documentation Required Cost per $ Targeted Curriculum Areas (how does this align with the curriculum)

Training Needed: Yes No

Choose One: Staff Development BOCES Other:

Staff Development Center Notified Training Provided By:

Approvals

Building Principal/Department Administrator Superintendent Curriculum Learning Specialist Technology Director Date Submitted: Date Operational For:

Erate Technology Plan 2007-2010...1 Starbase Dell Poweredge 4600 Student Management 2005 2010 1...

Documents

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