Cheshire
School
for the
Arts in Education
Technology Plan
2001-2005
Cheshire
School
for the
Arts in Education
Technology Plan
2001-2005
( lipe.s.tripod.com/arttechplan/arttech.htm)
Board of Directors
|
Roberta Lipe-Board Chair |
Karen Canfield- Vice Chair |
|
Cyndee Laney-Secretary |
Andra Smith -Treasurer |
|
Gary Ellis |
David Mann, CPCU, CIC |
|
Joey Moore |
Donna Robinson |
To be hired in March, 2001
Planning Committee
Charles Blount
Gary Ellis
State Board of Education Department of Public Instruction
Phillip J. Kirk, Jr., Chairman Michael E. Ward, State Superintendent
OF THE
LOCAL SCHOOL DISTRICT TECHNOLOGY PLAN
The Cheshire Board of Directors has been actively involved as key stakeholders in the development of a school five-year technology plan that includes the following key components:
LEA Name: Cheshire School for the Arts in Education
LEA number: 11B 000
Signed: Roberta Lipe
Board Chair, Cheshire Board of Directors
Instructional Technology Division Technology Planning and Support NCDPI
Technology CommitteeIntroduction/Technology Goals/Cheshire School vision
Communication and Collaboration
Appendix A - Wiring Diagram
|
|
|
|
|
Stephen Lipe |
Chairman |
Overall coordination |
|
Charles Blount |
member |
Hardware specs and networking |
|
Gary Ellis |
Board representative |
Policies |
|
Andra Smith |
Board representative |
Budget review |
Cheshire School for the Arts in Education
Introduction,
Technology Goals
and Vision
at Cheshire School for the Arts in Education
Introduction
Through the integration of arts, technology, knowledge, understanding, and cooperation, we at Cheshire School for the Arts in Education will prepare our students and staff for the 21st century and beyond,
Mission Statement
Cheshire School for the Arts in Education seeks to offer a complete education through an integrated curriculum centered around the visual and performing arts, utilizing an experiential approach. We believe in family-centered, cooperative approach to education that encourages parental involvement and community service in order to nurture responsible citizenship.
Vision for Technology at Cheshire School for the Arts in Education
Technology Goals
High Student Achievement
Technology is an increasingly powerful and indispensable educational tool; Simulations, multimedia, instantaneous information access can enrich and expand learning opportunities of each student. Through an innovative approach combining technology and the arts with established curriculum content, Cheshire School for the Arts in Education will focus on high student achievement. Technology will be also be utilized to enable teachers and administrators to use time more efficiently, more effectively monitor student progress, and provide more varied, interesting and effective lessons and classroom activities. Students will be provided with the means to interact with and explore the world, applying lessons learned locally to global issues. Creatively working as team member on multimedia projects, integrating traditionally segregated elements of the curriculum, and inputting their own experiences, students will use technology to master basic skills and develop critical thinking skills and problem-solving abilities.
Safe and Orderly Schools
Technology provides many opportunities to ensure a secure environment for both students and staff. Cheshire School for the Arts in Education will follow established infrastructure standards and codes for adequacy of phone lines and other communication requirements, facility physical protection standards, and all applicable safety codes. While meeting these statutory requirements, using technology in creative and interactive ways for curriculum support will increase student time-on-task will increase, lessening the discipline problems, and keeping the focus on learning.
Quality Teachers, Administrators, and Staff
The benefits of technology integration can only be realized by adequately preparing teachers and staff to utilize IT tools; staff development and training are accepted upfront costs at Cheshire School for the Arts. We will use a combination of formal training, peer tutoring, and on-the-job learning to enhance professional development, educational research, professional information exchange, and curriculum support through Internet and local sources. We will record skills attainment is staff records, not only benefiting the individual, but providing school administration with documented in-house expertise. With statewide tools such as NC WISE, LearnNC, and NC WISE OWL, teachers, administrators, and staff will learn how technology is applied and available statewide. They will input their own ideas into those programs through appropriate channels, improving individual competency and strengthening professional ties, teacher-to-teacher and school-to-school. The expertise gained will positively impact numerous student and staff requirements and ultimately create a quality, data-driven environment that integrates creativity with high student achievement.
Effective, Efficient Operations
Cheshire School for the Arts will provide a technology-rich environment that enhances teaching and learning, and promotes efficient usage of staff and facility. Through increased productivity and more efficient time management, with adequate technical support, teachers and administrators will be able to focus on important aspects of instruction and provide students with creative and interactive learning opportunities. Technology will exist as an integrated infrastructure, a seamless network of wires, cabling, equipment, and personnel which supports student achievement in the North Carolina Standard Course of Study. Beginning with a lab environment and multimedia support, and leading to a classroom-based computer station environment, technology will provide a support for the creative and integrated teaching methods employed throughout the school.
Community and Family
Cheshire School for the Arts in Education believes strongly in community involvement in education; technology will provide a powerful vehicle for fostering that involvement. E-mail, web pages, and automated information services will both encourage community involvement and effectively disseminate the values and achievements of Cheshire School for the Arts. Local community cable access will be utilized to further enhance and strengthen home-school relations, and extending teaching and learning opportunities to every individual regardless of age or socioeconomic status.
Vision
Cheshire School for the Arts in Education will use technology to ensure high student achievement, in keeping with the content and philosophies of the North Carolina Standard Course of Study and the ABCs of Public Education. The role of technology will be to foster self-directed learners, capable of creative thinking and problem-solving, and working together collaboratively on projects utilizing technological tools. Through multimedia activities which involve technology and integrate content across-the-curriculum, students will be actively involved in their learning, utilizing a variety of learning styles. Students will learn how to select, evaluate, and use a variety of applications and resources for their personal and academic needs. Teachers and administrators will use technology to address more effectively the varied learning styles of their students, while creatively utilizing the technological tools available to enhance the effectiveness of school operations.
Progress to Date
Cheshire School for the Arts in Education is in the development stages of the arts-based curriculum, staff job descriptions and administrative relationships are completed in draft form. Opening of the school will be August 2001. Defining the specific role of technology in supporting the curriculum is the current planning focus. The final technology solution adopted will meet the requirements of the curriculum; they will enhance the learning environment by offering additional learning opportunities and allow for a wide range of student expressions.
Four Year Plan
Year One 2001-2002
Year Two 2002-2003
Year Three 2003-2004
Year Four 2004-2005
Vision
Technology is a powerful tool in the education of our students and the operation of the school; in order to be seamlessly infused into everyday usage, teachers and staff must be comfortable with the tools. Training must be relevant to the job requirements, classroom setting and must suit teachers and staff needs. The training must teach the skills teachers and staff are expected to master in using technology.
Teachers must believe that technology will enhance their classroom, benefiting them and their students. Properly presented, training will provide teachers with the tools to incorporate technology into the classroom without adversely impacting already compacted schedules. Teachers will be provided adequate time to learn, practice, and assess their own growth and development. Teachers are best equipped to determine how best to use technology to support their teaching styles and the learning styles of their students.
Time to adapt new lessons learned to these teaching and learning styles is critical. Time should be allotted during normal working hours, not only on weekends and after hours. Strategies must be developed to make this time available to teachers. Support from administrators, who largely determine teacher schedules, is paramount to success of teacher training initiatives.
Administrators must evidence a belief in the value of technology training to the daily functioning and innovative spirit of the Cheshire School for the Arts. Without that belief, efforts to incorporate technology into the classroom will be limited by the individual teacher's ability to sustain change and garner resources; curriculum quality and satisfaction will suffer.
Progress to Date
Cheshire School for the Arts in Education is in the final planning stages; opening of the school will be August 2001. Crucial to the implementation of the vision of the school and the integration of arts into the educational experience is the timely training of the staff in curriculum and technology needs. In order to fully realize the potential of technology to the curriculum, initial staff development opportunities will focus on supporting student achievement and the North Carolina Standard Course of Study through Year 1 technology applications and resources. Staff development is essential for all Cheshire personnel expected to utilize technology as a part of their job performance. They will be provided training on the hardware and software they will use.
Four year plan
Year One 2001-2002
Year Two 2002-2003
Year Three 2003-2004
Year Four 2004-2005
Vision
High speed Internet IP connectivity is the backbone on which most educational technology services will be delivered in the next 5 years. Cheshire School for the Arts in Education will implement a program which follows these state standards. Donations and purchases will be evaluated to these standards to maintain a framework of technology which will continue to serve the school vision in an environment of rapid technologic;al change.
As part of this vision of effective connectivity and efficient infrastructure, the following provisions will be followed:
Connectivity to the school building is part of the total link to the world. Every student and member of the educational and administrative staff will have access to needed IT resources through a comprehensive school-wide network.
Progress to date
The wiring plans submitted are based upon the expectation of a modular design for classrooms, administrative area and computer lab. (See Appendix A)
The Department of Public Instruction (DPI), and the State Information Technology Services (ITS) have developed a series of technical standards, recommendations, statements of direction, and other aids to assist schools in implementing a wide range of instructional and administrative technology. The purpose of these recommendations is to provide a blueprint of what the minimum level of IT infrastructure should be in each North Carolina LEA. These recommendations provide a sound framework of interoperability within and between LEA's, and will be adhered to by Cheshire School for the Arts in Education as it designs, purchases, and implements its school IT infrastructure. This will ensure that students, teachers, and administrators have access to the vast array of resources available on-line and that required reports move seamlessly between Cheshire Charter School and the state. (See Appendix B )
Four Year plan
Year One 2001-2002
Year Two 2002-2003
Year Three 2003-2004
Year Four 2004-2005
Vision
Research has shown that teachers will utilize and infuse technology into teaching and learning more readily and enthusiastically if technical support is in place to ensure reliability and a sound knowledge base. The effective implementation of the Cheshire School for the Arts in Education Technology Plan will require trained professional and technical staff, either resident or on-call. These individuals will possess skills as media coordinators, instructional technology specialists, and instructional technology facilitators,to assist in the implementation and troubleshooting of IT resources.
Progress to date
Cheshire School for the Arts in Education is in the final planning stages. Opening of the school will be August 2001. The personnel committee is presently establishing job descriptions for positions in the new school, and is developing job descriptions for technology positions determined to be necessary to implementing and supporting the educational program and administrative services.
Initially, a part-time employee, as well as contract and volunteer services, will be utilized to support initial hardware investments and system operation requirements. As the infrastructure to support the instructional needs and administrative demands is built, the technical and networking support requirements will increase accordingly. Personnel to support these increases will be added as program and budgets justify their inclusion into the Cheshire educational program. SIMS management will be contracted through the first two years, until enrollment justifies a part-time staff position. A media center is planned for inclusion into the school's program in year 2004-2005.
4 year plan
Year One 2001-2002
Year Two 2002-2003
Year Three 2003-2004
Year Four 2004-2005
Vision
Technology provides many opportunities for learning. At Cheshire School for the Arts in Education, technology has the potential to help integrate curriculum and critical thinking skills through multimedia, simulations, and a multitude of other technological applications. Utilizing a variety of methodologies, such as video, digital and electronic media, and computer resources, students and teachers alike will be able to access global ideas and information and present their ideas to the world in return.
In this environment, teachers will need to have access to technology resources that will link them to many other venues of instruction. These resources, such as NC WISE OWL and LearnNC, will enable teachers to access a wealth of resources tailored to individual student proficiency levels, learning styles, and interests. Technology will unite classroom teachers with other educators, school counselors, community service agencies, professional development information and opportunities, and various learning networks. Teachers will have many sources of support to inspire, motivate, and help them become more knowledgeable and skilled professionals.
At Cheshire, students will be provided a technology-rich environment conducive to improving academic achievement in all areas. They will, on a daily basis, be developing and using higher-level thinking and communication skills through multimedia, video, and cooperative learning situations. They will engage in problem-solving activities that model real-life situations and allow them to creatively express themselves through a variety of technological avenues. Students will be able to use a variety learning styles to understand the curriculum, on a variety of levels, more effectively, and be able to grasp simple and complex concepts more quickly and completely than they might through more traditional teaching methods. Students will benefit from resources beyond the school walls, and experience the satisfaction of developing their own paths to understanding.
Progress to date
Cheshire School for the Arts in Education is in the final planning stages. Opening of the school will be August 2001. Resources chosen for Cheshire School for the Arts in Education will focus on supporting high student achievement, administrative needs, and innovative methods of integrating art into the curriculum through technology. Evaluation services, such as the Educational Resources Evaluation Services, part of NCDPI's Educational Technologies Division, will be utilized to assist the school in selecting curriculum-related, developmentally-appropriate electronic resources. These services will save the school critical dollars, allowing the IT budget to provide a wider range of resources.
4 year plan
Year Two 2002-2003
Year Four 2004-2005
Vision
Hardware choices must support curriculum and administrative needs. In light of rapid technological development of hardware, software, and IT infrastructure, purchases must have both current utility and growth potential to provide the support and enrichment for both students and staff. Through rigorous adherence to the Technology Standards developed by the North Carolina Department of Public Instruction, Cheshire School of the Arts in Education will develop and maintain the technological hardware necessary to meet the changing needs of education over the coming years.
Progress to Date
Cheshire School for the Arts in Education is in the final planning stages. Opening of the school will be August 2001. At present, the school has no technology. Considering the needs of both curriculum and administration, Cheshire School of the Arts in Education will provide a technology environment accessible to students and staff, as needed. With the classroom the focal point for curriculum support, creative use of technological tools in a central location will provide the most immediate and cost-effective access to students and staff alike. With this in mind, a computer lab, complete with mobile multimedia capabilities and presentation support, will be the initial focus. As student enrollment and grade levels increase, classroom computers stations will be implemented. (See Appendix B for hardware specifications)
4 year plan
Year Two 2002-2003
Year Three 2003-2004
Year Four 2004-2005
Vision
In an ever-expanding world of technology, and its impact on individuals, programs, and procedures, it is necessary to have guidelines to help deal with the expected and unexpected. Through prudent planning and foresight, Cheshire School of Arts in Education looks to protect the rights of individuals, while maintaining academic freedom and administrative accountability.
Progress to Date
Cheshire School for the Arts in Education is in the final planning stages. Opening of the school will be August 2001. A series of policies that reflect the academic, administrative, fiscal, and resources needs of a school. Policy plans will be reviewed on a yearly basis. (See Appendix C for copies of plans)
Four year plan
Utilize and review the following plans:
Year Two-Year Four 2002-2005
Vision
Budgeting for technology crosses all areas of education and administration at Cheshire School of the Arts in Education. Through unified committee and staff decisions, the budget will reflect the total program needs of the school.
Progress to date
Cheshire School for the Arts in Education is in the final planning stages. Opening of the school will be August 2001. Budgeting begins for the school on June 1, 2001. Technology is an integral part of the total educational program of at Cheshire School of the Arts in Education. Therefore, funding for this plan in a timely manner is vital. The proposed budget for this plan represents a yearly commitment to implementing this plan through State funds allocated to Cheshire. Grant funds will be used to speed up implementation of the plan. A yearly reassessment of progress and costs will be made in time to modify required reports and compete for additional monies The budget reported below represents the desired technology portion of the school's total yearly budget, based upon an initial enrollment of 220 students, grades K-5, with the addition of a grade level (two classes per grade level) each subsequent year, until 2004-2005 school year, where the school will reach its plan of becoming a K-8 school.
Four Year Plan
Year One 2001-2002
Year Two 2002-2003
Year Three 2003-2004
Year Four 2004-2005
Long-range Budget 2001-2005
Portion of State Funds per pupil allocation dedicated to technology $141,800.00
State Technology funds $ 2,200.00
In-kind contributions $24,000.00
Total $169,000.00
Expenses:
Hardware $102,000.00
Support contracts $ 33,600.00
Staff development $ 25,400.00
Total $169,000.00
Short-range Budget 2001-2002
State Funds per pupil allocation $ 49,406.00
State Technology funds $2,200.00
In-kind $ 6,000.00
Total $ 57,606.00
Expenses:
Hardware
Item Number cost per item total cost
CPUs $1,300.00 $14,300.00 monitor $300.00 $3,300.00 server $5,000.00 $5,000.00 router $500.00 $500.00 stand-alone
printer $150.00 $300.00 networkable
printer $400.00 $800.00 24 port switcher $1,000.00 $1,000.00 USB backup $200.00 $600.00 TV $200.00 $200.00 wiring $5,000.00 $5,000.00 VCR $150.00 $150.00
Support contracts
Contract monthly cost number months cost total
phone lines $200.00 $2,400.00 security
contract $300.00 $3,600.00 maintenance
contracts $200.00 $2,400.00 NC tax $1,869.00 staff
development $7,787.00 total $57,606.00
Short-range Budget 2002-2005
- Income:
State funds per pupil allocation $ 88,944.00
In-kind $ 36,000.00
Total $106,944.00
Expenses:
Hardware
Item Number cost per item total cost
CPUs 34 1,300.00 $44,200.00 monitor 34 300.00 $10,200.00 digital camera 1 700.00 $700.00 VHS camcorder 1 700.00 $700.00 VCR 2 150.00 $300.00 TV 3 200.00 $600.00 laserdisc/DVD
player 2 900.00 $1,800.00 data projector 1 2,500.00 $2,500.00 8 port switcher 1 400.00 $400.00 24 port switcher 1 1,000.00 $1,000.00
Support contracts
Contracts monthly cost number months total
phone lines $200.00 $7,200.00 security
contract $300.00 $10,800.00 maintenance
contracts $200.00 $7,200.00 NC tax $3,744.00 Staff
development $15,600.00 total $106,944.00
Communication and Collaboration
Vision
Communication is the key to any successful undertaking, and starting and continuing a school is no different. Using mail, telephone, web sites, e-mail, 24 hour phone hotline, local community cable access and other methods, Cheshire School of the Arts in Education will sustain lines of communication with students, parents, staff and the community. Business partners will play an important roll in the implementation of technology, not only through assistance with funding, but with staff development and insights into ways of utilizing new technologies. The Cheshire School for the Arts in Education will measure the flow of information from and to the community through web sites hits, e-mail traffic, visits to phone hotline, and other technologies utilized to communicate curriculum, goals, and objectives.
Progress to date
Cheshire School for the Arts in Education is in the process of opening. School will begin in August of 2001. Community involvement has been crucial developing the school concept and in every phase of planning. Partners from education, business, the arts community, and the community at large, employed and retired, have come together to work on the many different challenges of beginning a new school. Technology has played an important role, as e-mail, word processing, web page, faxes, and other electronic means have been utilized to communicate information and ideas. Business partners are being sought, as a location for the school is being decided upon. Parental involvement has been fostered from the earliest days as word of the school and its theme is brought to the public's attention. Newspaper, TV, radio, and electronic media are all avenues of communication being utilized as the school enters its final planning stages. Open lines of communication are being maintained within the organization and with the public, and will continuously be evaluated for effectiveness in communicating the desired information to parents, students, staff and community. A public relations committee has been formed and notifies the appropriate meetings to announce all board meetings.
4 year plan
Year One 2001-2002
Year Two - Four 2002-2004
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Vision
The focus of the evaluation of technology is twofold: 1) evaluating the effectiveness and impact of technology on learning and instruction, and 2) evaluating the effectiveness of technology in providing reliable support and consistent service.
In order to gather appropriate, accurate and concise data about the technology available at Cheshire School for the Arts in Education, a variety of tools will be utilized. The Annual Media and Technology Report through NCDPI will be one the main tools to gather data concerning the placement and numbers of technological applications.
To evaluate the effectiveness of technology in its impact on learning and instruction, the StaR chart will be utilized to access progress in implementing the various aspects of the technology program. This tool will also be used to create a technology profile and establish criteria by which the effectiveness of the total technology program can be evaluated. Benchmarks will be established through data gathered through the StaR Chart process and progress towards established goals will be measured. Individualized assessment will benefit from this tool, as staff members measure their growth and expertise with technology in the educational setting. Logbooks of technology problems and solutions will be appraised and tallied, and statistical analysis of time lost due to hardware, software and network (LAN and WAN) problems will be established and evaluated.
Data collected will be evaluated yearly to establish future funding priorities, including those which would benefit from grant funding to more quickly establish a fully capable technology program.
Through yearly assessment and appraisals of data gathered through these and other evaluation tools, Cheshire School of the Arts in Education will determine the effectiveness of the technology program, in curriculum integration and administrative support functions. The effectiveness of staff development and the integration of new technologies into the curriculum will also be evaluated.
Student achievement is an especially important criteria of justification and continuance of the technology program. Using established criteria for measuring student success, such EOC test results and ABC accountability measures, the impact of technology will be evaluated, measuring the positive correlations between technology use and student achievement.
Progress to date
Cheshire School for the Arts in Education is in the final planning stages. Opening of the school will be August 2001. At present, the school has no technology.
As the school begins to implement its technology program, data will be collected to determine a baseline from which to evaluate future technology decisions. Information gathered will be used to insure that programs and initiatives are meeting stated goals, and that the technology plan is progressing as planned.
4 year plan
Year One 2001-2002
Year Two 2002-2003
Year Three 2003-2004
Year Four 2004-2005
The appendices are being finalized.
Appendix B - Hardware standards
Student stations
CPU-400 MHz PowerPC Mac G4, 1 MB backside level 2 cache, 128 MB memory, 20.0 GB Ultra ATA/66 hard drive, DVD-ROM, 56k modem, 100MB zip drive
Monitors-ViewSonic E771, 17" monitor, 1280x1024 @ 66Hz, 25AG dot pitch
Network related
Server-500 MHz PowerPC Mac G4, 1 MB backside level 2 cache, 512 MB memory (PC100 SDRAM), 2x36GB Ultra2 SCSI drives, DVD-ROM drive, RAGE 128 Pro graphics, 4-port Ethernet card
Monitors-ViewSonic E771 17" monitor 1280x1024 @ 66Hz. 25AG dot pitch
Switchers- Fast Starlet 24-port 10/100 switch, auto-negotiation
Router- FriendlyNet Cable/DSL Router 10/100 switch
Administration-
CPU-733 MHz Dell GX110 , 256K full speed cache, 64MB SDRAM (1DIMM), 10 GB EIDE hard drive, 20/48x CD-ROM
Monitors-NEC FE700 17" monitor 1280x1024 @ 66Hz. .25mm dot pitch
Printers-
Networkable- HP DeskJet 895Cxi, drop-on-demand thermal inkjet, HP PCL level 3 enhanced
Stand alone- HP DeskJet 952C, 2400x1200 dpi
other-
UPS backup - Pro Gold Serial 625VA 4 UPS
and surge outlets, 320 joules surge rating,
$100,000 connected equipment warranty, Internet and 10Base-T network
protection
Scanner - UMAX Astra 4000U 1200x2400 dpi, USB interface, 8.5"x14" scan, 42-bit color
Digital camera - Sony Digital Mavica FD73 10x optical lens, 640x480 VGA size, 2.5" LCD color monitor with 84K pixels
Data projector - LP425z Personal projector 900 ANSI lumens, 800x600 SVGA resolution
POLICY FOR PURCHASE, INSTALLATION, AND OWNERSHIP OF DONATED EQUIPMENT
The Board of Cheshire School for the Arts in Education recognizes the services of the Parent-Teacher Organization, other organizations, and individuals in providing equipment for use in the schools and in upgrading existing facilities. Such services and donations should be made after conferences between the donor, director, and board, whose responsibility it is to see that such additions are in accord with administrative policies, particularly where installation costs are involved. All donations become school property.
INTERNET ACCEPTABLE USE POLICY
The Cheshire School for the Arts in Education Board recognizes that electronic resources of all types are becoming a vital part of an up-to-date education for our students whom we are preparing to become technologically literate citizens. Because of this, the Board in general supports providing access to these resources for our staff and students.
Copies of the Internet Use Agreement are available from the director. The Board expects that the Internet and e-mail within the school system will be used for educational purposes only and that staff will use the guidelines established by Board policy both for their own professional use and to instruct students in the use of these resources.
The Board policies regarding the Selection and Reconsideration of Instructional Materials and Copyright should be followed when utilizing Internet access and e-mail throughout the district. Students who wish to have access to the Internet must sign the Internet Use Agreement and must submit a permission form which has been signed both by the students and a parent/legal guardian in which they agree that the students will adhere to all guidelines and be responsible for their own actions. Staff members will instruct students in the correct use of these resources, and students will read and understand the guidelines established by the district. The ultimate responsibility for a student's actions in using the Internet and e-mail rests with the student and his/her parent(s)/legal guardian(s). Students who do not adhere to the guidelines set forth by the district will have their e-mail and Internet privileges revoked and may be subject to other disciplinary measures.
STATUTORY
Legal Reference: 17 U.S.C. 101, 102, 106, 108, 110, 117
For Cheshire School for the Arts in Education
The Cheshire School for the Arts in Education board recognizes and supports the limitations on unauthorized duplication and use of copyrighted materials. The board does not condone any infringement on the property rights of copyright owners. Employees, students and visitors are prohibited from the use or duplication of any copyright materials not allowed by copyright law, fair use guidelines sanctioned by Congress, licenses or contractual agreements. Willful or serious violations also are considered to be in violation of expected standards of behavior for employees and students and may result in disciplinary action in accordance with board policy.
Fair Use Unless allowed as "fair use" under federal law, permission must be acquired from the copyright owner prior to copying copyrighted material. Fair use is based on the following standards:
the purpose and character of the use;
the nature of the copyrighted work;
the amount of and the substantiality of the portion used; and
the effect of the use upon the potential market for, or value or, the copyrighted work.
The director or designee is responsible for providing information and training to personnel and students, as appropriate, to provide further guidance on the fair use of copyrighted materials, including in the following circumstances:
single and multiple copying for instructional purposes;
copying for performances and displays;
off-air recording of copyrighted programs;
use of "for home use only" videotapes;
computer software;
copyrighted materials on the Internet and on-line data bases; and
reproduction and loan of copyrighted materials by school media centers.
POLICY FOR INVENTORY OF FIXED ASSETS
I. PURPOSE
As fixed asset accounting is an important part of the stewardship responsibility of school officials] and as the care of school property is a legal responsibility of school officials pursuant to N.C.G.S.
115C-523, an inventory control system shall be established for all tangible fixed assets owned or possessed by Cheshire School for the Arts in Education.
II. DEFINITION OF FIXED ASSETS
Fixed assets are items of tangible property, both real and personal, having a value of $500.00 or more and an estimated useful life of two years or more as distinguished from intangible property, such as money or securities, and consumable tangible property such as school and office supplies.
III. CATEGORIES OF FIXED ASSETS
For the purposes of accounting and inventorying fixed assets, they shall be divided into categories defined as follows:
A. Land--The legal right of the Board to own, possess, or use real property, including but not limited to, land owned in fee simple, easements, rights-of-ways, leases and other interests in land.
B. Land Improvements--Permanent improvements (excluding buildings as defined in Section C. below) which add value to the land or improve the use of land, such as but not limited to, sidewalks, parking lots, driveways, fences, and drainage systems.
C. Buildings--Any permanent or portable man made structure owned by the Board and used to house or shelter persons or property including schools, offices, warehouses, garages, sheds, etc.
D. Equipment--Any portable tangible personal property, not permanently affixed to real property, owned, leased or used by the Board including such items as machinery, furniture, motor vehicles, etc.
IV. RECORD KEEPING
The Director is authorized and directed to develop an appropriate record keeping and inventory system for the Board's fixed assets. The system shall be implemented by no later than January 1, 2001.
FREEDOM TO ELECTRONIC
INFORMATION POLICY
FOR CHESHIRE SCHOOL FOR THE ARTS IN EDUCATION
1. Teachers may request access to information and websites where access is normally prevented because of filtering. Such sites must be relevant to specific curriculum objectives, and cause must be shown as to why unblocked sites would not serve the educational objectives. After review of request and site in question by principal, teacher can expect access or written denial, with justification for denial, to a blocked site within from the 5 days of initial request.
2. When purchasing and installing filtering system, the most least-restrictive electronic environment, which also provides reasonable safeguards for age-appropriate content, will be selected.
3. One person, chosen by the principal, will be granted privileges to change filtering rights when a teacher needs to access a blocked resource.
POLICY FOR REGISTRATION PROCEDURES FOR LANGUAGE MINORITY STUDENTS
As language minority students continue to enroll in schools throughout Buncombe County, the need to follow procedures which will help families feel welcome and which will expedite the registration process is essential.
These procedures do not apply to the following students:
J-1 Visa: Exchange students usually sponsored by a church or organization.
B-2 Visa: Visiting Students.
The following steps are recommended when enrolling a language minority student:
(1) Determine whether or not the family is able to communicate in English. Many families will bring an English-speaking relative or friend if they are unable to speak English.
(2) Keep a list on file of staff or members of the community who are
bilingual and who are willing to assist the school in situations where the family is unable to communicate in English.
(3) Follow registration procedures established by the Board. Ask the parents/guardians for all documentation needed to enroll the student in school. If the documentation is in a language other than English, make arrangements with appropriate agencies to translate and obtain the information.
It is appropriate to ask the parents/guardians if the student is visiting or is on vacation. Students who are visiting or who are on vacation may not enroll in school. Ask about proof of residency and legal custody/guardianship to ascertain whether or not the student is here visiting or on vacation. It is illegal to ask about a family's legal status in the United States.
School records do not have to be in English or translated into English before a student is admitted in school. These students are obligated under state laws to attend school until they reach a state mandated age.
Students arriving without school records should be placed according to their age-level. Academic, cognitive, and social development need to be taken into consideration when placing these students.
Students without Social Security numbers should be assigned a school generated number instead.
(4) Provide parents/guardians with a school handbook. If unavailable in languages other than English, the person serving as an interpreter needs to go over school regulations and guidelines.
(5) Take the parents/guardians and the student on a tour of the school and introduce them to the classroom and to the content area teachers.
(6) Pair the new student with another student who may speak the same language or a "buddy" to assist during the first few weeks.
(7) For additional information regarding Identification and Assessment, Assessing for Exceptionalities, Program Models, Funding Sources; and, Instructional Techniques, please refer to the English as a Second Language Resource Guide: A Handbook for Serving Limited English-Proficient Students, North Carolina Department of Public Instruction, March 1995.
POLICY FOR INSTRUCTIONAL MATERIALS
The Cheshire School for the Arts in Education Board policy relative to the textbook program and selection of instructional materials, including supplementary textbooks, library books, periodicals, and other instructional materials including the following:
I. Objectives of Selection
A. To provide instructional materials necessary to implement, enrich, and support the educational programs of the schools.
B. To provide a wide range of materials with diversity of appeal and which incorporate different points of view.
C. To provide materials which have varying degrees of difficulty to accommodate the range of abilities of pupils.
D. To provide materials representative of the mainstream of our American heritage and the various religious, ethnic, cultural, and political groups which have influenced its development.
E. To provide materials in such balance as to represent rather than distort the realities of our local, state, and national development.
II. Responsibility for Selection of Materials
A. The Cheshire School for the Arts in Education Board is legally responsible for all materials used in the educational programs of the schools under its jurisdiction.
B. The responsibility for selection of instructional materials is delegated to the Director and his staff teachers.
C. The Board is authorized to form such review committees, criteria, and procedural rules as may be necessary to carry out this delegation of authority in a manner consistent with the policy of the Board.
III. Materials and Requirements
A. All pupils may be required to prepare assignments and appropriately discuss topics found in any state adopted or locally adopted textbook.
B. Any pupil, with his parents' consent, may request an alternate supplementary material when the assigned supplementary material is substantially objectionable to the pupil on moral or religious grounds. The teacher is required to provide the alternate supplementary material or, if it is not available, to excuse the pupil from the assignment.
IV. Complaints on Materials
A. Parents, pupils, principals, and teachers may request reconsideration of instructional materials selected for school use. When a request for reconsideration is made to a teacher, principal, or supervisor, it shall be forwarded to the Director in written form.
B. The Director shall designate a person or persons to consider the objection and make recommendations to him.
C. The Director may:
1. Declare the materials not suitable for school use.
2. Restrict the use of the material to the teachers only.
3. Restrict the use of material to certain groups of pupils.
4. Declare the material suitable for restricted school use.
POLICY FOR STUDENT RECORDS: CONFIDENTIALITY AND ACCESS
In compliance with the Family Educational Rights and Privacy Act of 1974 (The Buckley Amendment), 20 U.S.C. S123g and 34 C.F.R. Part 99 Cheshire School for the Arts in Education adheres to the following policy:
Introduction
a. The parents or guardians of students under eighteen (18) years of age have certain rights to inspect and review, contest the accuracy of, and control access to student educational records.
b. When the student reaches the age of eighteen (18), only he or she, and not the student's parents or guardian, shall have the right to inspect and review the student's educational record.
c. Student educational records are records, files, documents, and other materials which contain information directly related to a student. Such information includes, but is not limited to, academic work completed, grades, achievement test scores, aptitude or psychological intelligence test scores, attendance data, interest inventory results, health data, family background information, teacher or counselor ratings and observations, adaptive behavior scales, and verified reports of serious recurrent misbehavior.
d. The Board will notify parents annually of their rights under the law and inform them that they may receive a full copy of this policy.
Access to Student Records
a. Student educational records shall be made available to:
1. The student's parents (or eligible student).
2. School officials who have a legitimate educational interest in seeing the records.
b. Student educational records may be released to:
1. The student who is the subject of the records at the school's discretion and without prior parental consent.
2. Officials of other schools and school systems in which the student enrolls, or intends to enroll, without prior authorization of the parent (or eligible student), unless the parent (or eligible student) has declined in writing to approve the transfer of records.
3. Authorized representatives of the Comptroller-General, the Secretary of Education, and the administrative head of an educational agency, or state education authorities.
4. Agencies functioning in connection with a student's application for, or receipt of, financial aid.
5. Appropriate individuals in the event of an emergency, if knowledge of the information is necessary to protect the health or safety of the student or other individuals.
6. The parents of a student eighteen (18) years of age or over, if the student is eligible to be claimed as a dependent on the parent's federal tax return.
c. Directory Information
Each year the school must publish a list of what directory information will be made public when the information is requested or needed. A parent may have his/her child's name removed from the directory list. A school may not release any personally identifiable information concerning a student to any other persons, agencies, or organizations unless it has written consent from the student's parents or guardian (or eligible student), or the school is under court order or subpoena.
1. The written consent must be signed and dated and must specify what records are to be released, the reasons for such release, and to whom the records are to be released. A student's parent (or eligible student) shall be provided, upon request, with a copy of the records to be released.
2. The school will presume that a parent has the authority to review or consent to the review of his/her child's records unless the school has been provided with evidence of a legally binding instrument, state law, or court order covering such matters as separation, divorce, or custody.
3. If the school receives a court order or subpoena for student records, the school must make a reasonable effort to notify the parents (or eligible student) before such records are released.
Procedure for Inspecting Student Records
a. Any person, agency, or organization requesting access to student educational records must make the request to the school principal or the principal's designee.
b. Except for requests by a parent (or eligible student), school officials, or pursuant to the written consent of a parent (or eligible student), each request and disclosure shall be recorded as a part of the student's record.
c. Persons inspecting a student record must sign a form indicating that they understand that information contained in the record may not be divulged to any other person without the written consent of the parents.
d. Upon receipt of a request for inspection, the principal or the principal's designee shall arrange for the inspection and shall notify the parent or other authorized persons concerning the date, time, and
place for the inspection.
e. At the appointed time, the cumulative record folder or confidential folder shall be made available for inspection in the presence of the school staff person.
f. Nothing within the cumulative record folder or confidential file may be removed or destroyed by the person obtaining access.
g. If the educational records of a student include information on more than one student, the parents of each student shall have the right to inspect and review only the part of the record that relates to such student or to be informed of the specific information contained in such part of the record.
h. The school staff person, if asked, shall attempt to explain and to help a parent (or eligible student) understand the record.
i. The parent (or eligible student) may copy data from the folder and may obtain photocopies only when the failure to obtain such photocopies would effectively prevent them from reviewing the record. Photocopies will be provided at a reasonable cost upon request and will be provided at no
cost in cases where such cost would be prohibitive to the parents obtaining the record.
j. The school shall not destroy any student educational records when there is an outstanding request for inspection.
Procedure for Hearing
a. In the event a parent (or eligible student) contends that a student's educational record is inaccurate, misleading, or otherwise in violation of the student's rights, the school must grant an informal hearing on request.
b. The hearing shall be conducted within a reasonable time by the school principal or other school official appointed by the Principal who does not have a direct interest in the outcome of the hearing. The parent (or eligible student) shall be given reasonable advance notice of the date, place,
and time of the hearing.
c. The parent (or eligible student) may present evidence relevant to the alleged inaccurate, misleading, or inappropriate material and may be assisted, at his/her own expense, by any person, including an attorney.
d. If inaccurate, misleading, or inappropriate information is found in the report, a correction or deletion shall be made and the parent shall be informed of this action in writing. Such changes shall be initialed by the principal. If the principal finds that a change should not be made, and if he or she is unable to resolve the complaint, the parent (or eligible student) shall be informed of his/her right to submit a written statement of the alleged inaccuracy which shall be made a part of the student's official record.
Exceptional Children's Records
a. The exceptional children's records relating to handicapping conditions may be destroyed five (5) years after a student reaches his/her twenty-first birthday upon notification of the parents. This destruction schedule includes only the student's special records and not directory information (i.e.,
name, address, date of birth, date of school entrance, grades, grade completed, and name of parents).
b. Parents of exceptional children have the right to request that schools destroy the exceptional child's records prior to the twenty-first birthday.
c. Records, data or information on any exceptional child, other than directory information, shall not be released to any other persons other than the student, his/her parent(s), guardian(s), or surrogate parent(s) except:
1.as permitted by prior written consent by the student, his/her parent(s), guardian(s), or surrogate parent(s)
2.as required or permitted by federal law
d. Records, data, or information on any exceptional child may be released to:
1.school officials within the Cheshire School for the Arts in Education who have a legitimate educational interest.
2.school officials of other school systems in which the student intends to enroll.
e. The law provides the exceptional child, his/her parent(s), guardian(s), or surrogate parent(s) the right to read, inspect, and copy all and any records maintained on the child, and, upon request to have those records fully explained, interpreted, and analyzed for them.
f. The student, his/her parent(s), guardian(s), or surrogate parent(s) have the right to add to the records written explanations or clarifications, and to cause the expunction of incorrect, outdated, misleading, or irrelevant entries.
g. The law provides parents the right to a due process hearing if they are not in agreement with the finding of the school concerning the student's records after a review.
POLICY FOR DEPLOYMENT STANDARDS AND PROCEDURES
Cheshire School for the Arts in Education
Deployment procedures are guidelines for the selection of electronic resources both software and hardware. The purpose of a deployment process is to assure the wisest utilization of funds.
Software:
Purchasing software or online resources requires many considerations.
Criteria to consider before purchasing computer resources are:
Curriculum needs
Item under consideration:
supports curriculum goals
is age appropriate
does not duplicate existing resources
is cost effective (stand alone vs. networkable)
Technical
Platform compatible
Video resolution
Bandwidth
Storage space
Speed
Decisions involving purchases will be approved by the Director, in accordance with guidelines established through the budget committee, to maintain fiscal accountability. Any product that does not meet the curriculum standards should be considered an inappropriate material for school.
All hardware must meet current North Carolina Technical Standards.
It is the policy of the Board of Cheshire School for the Arts in Education to support the use of the Internet as a tool for education and communication. The following guidelines will be adhered to when developing a web site:
1. All content and links will be age appropriate and related to curriculum objectives.
2. Personal opinions and viewpoints will not be expressed as part of the school's web site or links.
3. Staff and students will adhere to all copyright laws in regards to electronic resources.
4. State resources, such as NC WISE OWL; will be included as links as part of support materials when appropriate.
5. All links in classroom and student projects will be previewed by the classroom teacher, in order to insure suitability and age appropriateness
6. All classroom and student designed web pages will link to the school's web page, and use the school web page as their home page.
Classroom and student project web page(s) upkeep, and their content, will be the responsibility of the classroom teacher. The school web page will be the responsibility of the director, or designated appointee.
EQUIPMENT MAINTENANCE AND REPAIR POLICY
Due to the nature and costs of repairing technological tools, such as CPU's, monitors, printers, etc., and the changing nature of technology, Cheshire School of the Arts in Education will adhere to the following guidelines:
1) When considering a new technological tools for purchase, an extended warranty, and the completeness of coverage, will be a factor in the final decision.
2) Cost of repair will be weighed against replacement cost.
3) All technological tools will maintain an extended warranty, until cost of warranty outweighs value of equipment due to obsolescence.
4) To keep equipment running properly, regular cleanings and check-ups will be scheduled each year as part of warranty maintenance.
Equipment will be considered due for replacement after five years, because of the advancements in technology, and will no longer be repaired unless replacement costs are greater than returns to school and programs after taking into consideration repair costs.
POLICY FOR SALE AND DISPOSITION OF SURPLUS FURNITURE, VEHICLES AND EQUIPMENT
Cheshire School for the Arts in Education
I. Introduction
It is the policy of the Cheshire School for the Arts in Education Board to sell and dispose of personal property which is unnecessary and undesirable for public school purposes in accordance with state law, G.S. 115C-518 and Article 12 of Chapter 160A of the General Statutes, in order to provide additional revenue for educational programs and to reduce storage expenses.
II. Determination that Property is Surplus
A. The Board, upon the recommendation of the Director, shall determine whether or not items or groups of similar items of personal property are unnecessary or undesirable for public school purposes.
B. The Director's recommendation shall describe the property recommended for sale, the number of items in a group of similar items to be sold and the method of sale or disposition.
III. Methods of Sale
A. Public Sales -
All individual items and groups of similar items valued at five hundred dollars ($500.00) or more shall be sold by public auction sale; advertisement for sealed bids; negotiated offer, advertisement, and upset bid; or exchange as provided by Article 12 of Chapter l60A of the North Carolina General Statutes.
B. Private Sales -
1. The director or his designee is hereby authorized to sell by private sale any item of a group of similar items valued at less than five hundred dollars ($500.00) each, which items were advertised for sale but not all sold at a public sale held in accordance with paragraph A above, within six months of the public sale at the same price for which the same or similar item was sold to the highest bidder at the public sale.
2. The Director or his designee is further authorized to sell any item or group of similar items valued at less than $500.00 which has been declared unnecessary or undesirable for public school purposes by the Board by private negotiation and sale in accordance with the following regulations:
a. The Director or his designee shall determine the fair market value of the item or items by comparing the sale price of similar items in the marketplace.
b. The availability of the property for sale shall be advertised in the manner that a reasonably prudent businessman would advertise the same or similar merchandise for sale, such as advertisements in newspapers having a general circulation in the community or in specialty trade papers which market particular kinds of property.
c. The property shall be sold on a first-come, first serve basis to anyone who is willing to pay the fair market value of the property as determined by the Director or his designee.
d. The Director or his designee is further authorized to offer and to sell surplus property directly, without advertisement, to other governmental units, as defined by G.S. 160A-274, or nonprofit agencies at a mutually agreed-upon price.
e. Except for those items sold in accordance with paragraph 1 above, no items or groups of similar items shall be sold by private sale to any employee or Board member of the Cheshire School for the Arts in Education or to any partnership, corporation or other business enterprise which an employee or Board member owns or has a controlling interest greater than 20% of the business enterprise.
f. In accordance with G.S. 160A-266(c), the Director or his designee shall on or before February 1 of each year submit a written report to the Board describing the property sold from July 1 through December 31, which shall state to whom the property was sold and the amount of money or other consideration received for the sale. In a like manner, a report shall be submitted on or before August 1 for property sold between January 1 and June 30.
INFORMATION TECHNOLOGY (IT) NETWORK SECURITY
PURPOSE: This plan delineates network security policy on IT hardware, applications, and records for ARTSPACE Charter School. It establishes mandatory system and user access protocols, to ensure system integrity in support of normal and contingency operations. The goal of this plan is continuity of IT operations through adherence to industry-standard security requirements; it supports the IT Contingency Plan by establishing front-end system protection procedures.
DISCUSSION:
1. Information Technology is key to operation of ARTSPACE Charter School, and is assumed to be available to authorized users on demand. That technology is divided into two general groupings as indicated below:
A. School Administration - Includes all hardware, applications, and records associated with:
1. Student records
2. Staff records
3. Facility operating information
4. Operational website content
B. Educational Support &endash; Includes all hardware, applications, and records associated with:
1. Day-to-day curricula
2. Non-operational website content
2. Administrative efficiency is significantly enhanced through the use of automated record keeping, financial and accounting applications, information exchange, and computerized research tools. If properly utilized, these capabilities will dramatically improved data accuracy and utility, while significantly reducing requirements for manual records. This will benefit not only internal information handling, but also make possible web-enabled information exchange with appropriate oversight and partner agencies and groups. Routinely utilized and modeled on existing data requirements, administrative systems will be totally configuration-controlled by the System Administrator.
3. As an arts-based charter school, ARTSPACE will use computer-based graphics, word processing, and research applications for curriculum support. Classroom-specific IT applications and records will vary dramatically. Content and content backup will be largely user-driven; this will demand much more flexibility and user-enabled functionality than administrative systems, while preserving system security standards. If local hard disk utility is enabled for users, all applications must be audited and approved by the System Administrator prior to installation. Under no circumstances will individual users have permission to enable/ disable hard drive systems, or download unapproved applications.
4. Planned IT system architecture will utilize server-based application support for website presence and a Local Area Network (LAN). As stated in the IT Contingency Plan, continuity and recovery of server operations is the first priority of all IT planning. Internet access policies are addressed separately.
ACTION:
1. The Director will:
A. Approve system security procedures based on recommendations of the System Administrator
B. Oversee the conduct of yearly independent audits of security procedures, including selection of auditors
2. The System Administrator will:
A. Establish hardware/application protection protocols appropriate to the system environment
B. Enforce system security protocols, to include recommendations for restriction or termination of individual user
access, or system-wide content, based on specific threat assessment
C. As necessary, conduct emergency or scheduled isolation of the IT system
D. Conduct user training in system security requirements
E. Participate in yearly independent audits of security procedures, and make recommendations for changes to ARTSPACE procedures in response to audit findings
F. Maintain ARTSPACE website presence including all content controls
3. Upon publication, all ARTSPACE IT users will adhere to requirements of this plan. In the event of any known or suspected compromise of system security standards, all users will immediately notify the System Administrator or Director.
4. Review and approval of this plan will occur on no less than an annual basis, with review performed prior to the scheduled yearly audit. Following the audit, this plan will be rewritten as indicated by audit findings, and signed by the Director.
PROCEDURES:
1. System hardware protection consists of:
A. Physical protection in accordance with local building and safety codes
B. Access control to assets including locks, lighting, and security systems
C. Durable property identification tags and electronic labeling of media
D. Comprehensive property inventory and periodic audits
2. System application protection consists of:
A. User training appropriate to usage requirements and threat environment
B. Password protocols:
(1) User passwords will be controlled through desktop signon following activation of the user account
(2) Passwords must be at least 8 characters, with at least one numeral included
(3) Passwords will be changed every 8 weeks, with users notified at signon of the need to change passwords
(4) The System Administrator will utilize a system password for access to the full system; a copy of that password will be provided to the Director for safe-keeping, and an additional copy stored offsite with data records
(5) Any known or suspected password compromise will require changing of the affected password
C. Data backup:
(1) Full backup will occur on a weekly basis. A full listing of application and folder backup will be developed by the System Administrator and published as Enclosure (1)
(2) This backup will be accomplished on a regular schedule, and on nonproprietary media to allow for data reconstitution on a contingency system. User input into critical applications and records, as defined in Enclosure (1) to the Contingency Plan, will be accomplished in accordance with the backup schedule to ensure the most up-to-date data.
(3) Backup media will be stored offsite in a secure space, once the backup is complete. The storage site must provide for 24-hour emergency access by the System Administrator, the Director, and other individuals authorized by the Director.
(4) Backup media will be subject to the same system protection standards as server-resident information, including:
· Access protection through use of system password
· Physical protection from unauthorized access
· Each backup on separate media to protect from Trojan Horse-type viruses
· Retention for at least 1 year from date of recording
E. Production/ secure storage of authorized application backup copies
F. Firewall/ Virus Protection appropriate to system content and threat assessment
3. As appropriate, manual records retention, security, and storage requirements will be promulgated for individual data sets. This policy will ensure adequate manual records to recover critical data after onset of a contingency, and will be adjusted as necessary to support contingency system recovery.
4. The IT Security Plan is in effect every day, as a normal part of ARTSPACE operations.
ENCLOSURE (1)
APPLICATION BACKUP INVENTORY
1. TBD
INFORMATION TECHNOLOGY (IT) CONTINGENCY PLAN
PURPOSE: This plan delineates contingency policy on Information Technology hardware, applications, and records for Cheshire School for the Arts in Education. It establishes planning priorities for routine operations and budgeting, and the framework for emergency recovery of critical functionalities.
DISCUSSION:
1. Information Technology is key to operation of Cheshire School for the Arts in Education, and is assumed to be available to authorized users on demand. Administrative efficiency is significantly enhanced through the use of automated record keeping, financial and accounting applications, information exchange, and computerized research tools. If properly utilized, these capabilities will dramatically improved data accuracy and utility, while significantly reducing requirements for manual records. This will benefit not only internal information handling, but also make possible web-enabled information exchange with appropriate oversight and partner agencies and groups. As an arts-based charter school, Cheshire School for the Arts in Education will routinely utilize computer-based graphics, word processing, and research applications for curriculum support. While it will always be possible to present the planned curriculum without full IT capability, both quality and efficiency of the curriculum will be compromised.
2. Information Technology serving Cheshire School for the Arts in Education is divided into two general groupings as indicated below:
A. School Administration - Includes all hardware, applications, and records associated with:
1. Student records
2. Staff records
3. Facility operating information
4. Operational website content
B. Educational Support Includes all hardware, applications, and records associated with:
1. Day-to-day curricula
2. Non-operational website content
3. Within each of these groupings are hardware, applications, and capabilities rated critical and noncritical for routine resource planning and emergency recovery. For the purpose of this plan, critical is defined as those hardware, applications, and capabilities that must be maintained continuously due to:
A. Statutory requirements, including student and staff records
B. Proper financial operation
C. Integrity of selected reporting and information exchange functions (to be defined)
4. All critical hardware, applications, and capabilities will be indicated separately in Enclosure (1) to this plan; each listed item will require establishment, testing, and validation of a specific recovery strategy. Only the Director, or the Director's designated representative, may make additions to, or deletions from, Enclosure (1). Non-critical hardware, applications, and capabilities are all those not specifically listed in Enclosure (1). As specific hardware, applications, and capabilities are identified and implemented, each will be evaluated for criticality, and appropriate action taken with respect to development of a recovery strategy.
5. Planned IT system architecture will utilize primarily server-based application support for website presence and a Local Area Network (LAN). Regardless of the specific network characteristics, protection and recovery of network server information will ALWAYS be the first priority. For this reason, strict adherence to system security standards is of paramount importance. Those security standards will, if followed, both improve system utility and significantly reduce the threat of system loss. If local hard disk utility is enabled for user-specific applications, all applications will be audited and approved by the System Administrator prior to installation. Under no circumstances will individual users have permission to enable/ disable hard drive systems, or download unapproved applications.
6. Data protection protocols will be established which require the System Administrator to perform backup of all critical application and record information. Requirements of the data backup protocol are:
A. Full backup will occur on a weekly basis. A full listing of application and folder backup will be developed by the System Administrator and published as part of normal IT operations procedures.
B. This backup will be accomplished on a regular schedule, and on nonproprietary media to allow for data reconstitution on a contingency system. User input into critical applications and records will be accomplished in accordance with the backup schedule to ensure the most up-to-date data.
C. Backup media will be stored offsite in a secure space, once the backup is complete. The storage site must provide for 24-hour emergency access by the System Administrator, the Director, and other individuals authorized by the Director.
D. Backup media will be subject to the same system protection standards as server-resident information, including:
Access protection through use of system passwordPhysical protection from unauthorized access
Each backup on separate media to protect from Trojan Horse-type viruses
Retention for at least 1 year from date of recording
E. As appropriate, manual records retention, security, and storage requirements will be promulgated for individual data sets. The affected records and their completion cycles will be described in normal IT policy. This policy will ensure adequate manual records to recover critical data after onset of a contingency, and will be adjusted as necessary after contingency onset.
ACTION:
1. The Director will establish Enclosures (1) and (2) based on recommendations of the System Administrator. Upon publication, all Cheshire School for the Arts in Education IT users will adhere to policies on usage, protection, and updating of critical IT assets.
2. The System Administrator will be responsible for content, publication, and updating of Enclosures (1) and (2). Review and approval of Enclosures (1) and (2) will occur on no less than a semiannual basis, or whenever significant changes to critical hardware, applications, or records requirements are enacted.
3. The IT Contingency Plan will be activated under the following circumstances:
A. Physical threat to IT system or system security, including:
FireTheft
Water or storm damage
Loss of access due to physical or virtual barriers
B. Known or suspected intrusion at any point on the network
C. Data corruption to critical applications or records
E. Test and validation of contingency procedures (must be authorized by the Director or System Administrator prior to activation)
F. Once activated, this contingency plan will remain in effect until the Director orders a return to normal operations, based on system testing/ validation by the System Administrator or contractor.
4. Contingency Strategy
A. Internal Recovery
Whenever possible, system continuity will be maintained through internal recovery by isolation of affected hardware, applications, and records.
Continuity is defined as a Recovery Time Objective (RTO), or full critical function capability, of 24 hours or less.
Noncritical applications and records will be delayed as required to provide time and system resources for critical functions. Manual retention of noncritical data will be accomplished as required for data reconstitution, once full system function is regained.
Procurement of additional/ replacement IT assets will be based on cost analysis of system alternatives to include:
a. impacts of permanent/ protracted service reduction
b. cost/benefit of manual procedures
c. impacts on strategic IT system planning
B. External Recovery
When onsite continuity is not possible, critical applications and records will be transferred via appropriate method to partner/ contractor systems for temporary siting.
The decision to transfer IT capability will be made by the Director or System Administrator within 12 hours of activation of this contingency plan. The partner/ contractor system must be capable of providing minimum acceptable levels of data protection as required by Cheshire School for the Arts in Education system content. A list of partner/ contractor systems is included in Enclosure (2).
Following analysis of partner system capabilities, the System Administrator will develop, and the Director mandate, critical record manual procedures. These procedures will remain in effect until the Director orders a return to normal IT system operation.
If long-term system loss is anticipated, and partner/ contractor siting for the duration of the anticipated loss is either unavailable or undesirable, the Director will order reconstitution of critical IT capability based on economic analysis of alternatives, in accordance with 4.A. of this plan.
CRITICAL HARDWARE, APPLICATIONS AND RECORDS
HARDWARE
1. System Server Windows
2. System Server- Macintosh
3. System Router Windows
4. System Router Macintosh
5. System Modem Windows
6. System Modem Macintosh
7. TBD
APPLICATIONS
1. TBD
RECORDS
1. TBD
APPROVED PARTNER/ CONTRACTOR SYSTEMS
TBD
It will be the policy of the Board of the Cheshire School for the Arts in Education that issues of advertising and endorsements be reviewed on a situational basis.
Guidelines for determination of acceptance of donations/funding with advertisement/endorsement provisions attached will include, but not be limited to:
1. Appropriateness of advertisement/endorsement to the age group.
2. Intrusiveness of the advertisement/endorsement into the educational process.
3. Potential compensatory gain to be realized by donor versus benefits realized by school.
The director and an ad hoc committee will review any situations involving aforementioned issues and make a recommendation to the board. The board will review recommendation and make a decision.
Appendix D - Compiled Timeline
Year One 2001-2002
· Implement instructional aspects of technology· Infuse technology into learning environment consistent with the Standard Course of Study.
· Fully implement administrative functionality.
· Implement and track technology skills and progress incrementally from kindergarten and through highest grade level at school each year.
· Integrate technology into the total learning environment through the implementation of the Information and Computer/Technology Skills Curriculum.
· Evaluate and procure appropriate hardware and software to support the North Carolina ABCs and EOC programs
· Implement staff development
· All technology staff development will be reflective of school goals.· All personnel will be surveyed continuously to ensure that professional development is meeting their instructional and administrative needs.
· 20-30% of the technology budget will be used for staff development (This percentage may include in-kind services).
· All certified personnel must have 3-5 CEUs of technology training every renewal cycle.
· Implement approved Administrator Competencies.
· All technology staff development will be based on North Carolina Educator Technology Competencies.
· New teachers will be assessed for technology competencies.
· Offer a variety of staff development options that include state and national conferences, on-line courses, IHE/graduate level courses, one-on-one instruction, and region-level training opportunities.
· Technology staff development training will model how to use technology as a tool for teaching and learning.
· Implement infrastructure requirements
· Provide WAN connectivity at T-1 (DS-1 or 1.54 Mbps) connection or better, that is suitable for simultaneous instructional and administrative applications, with connections to the Internet for all sites.· Provide Local Area Network with switched 10 /100 Mbps data connectivity to lab and administrative spaces.
· Insure that all platforms will facilitate adoption of any other emerging technology that is suitable and supports video, speech, and data transmission (see section 10).
· Provide network design for school will include adequate square footage and infrastructure to support the curriculum and administrative programs. Plan will also include well-ventilated, easily accessible wiring closet areas (minimum 6' by 8'). (see wiring diagram, Appendix A).
· Provide IP connectivity to all midrange or mainframe systems.
· Implement emergency data retrieval tools and plan (see Policies) that includes regularly scheduled backup of all data. Current data backups will be stored off-site. Establish firewall or other suitable means of security in place to protect against unwarranted intrusion into system data.
· Implement technology staff hirings
· Hire one part-time lab assistant/network administrator· Establish resources
· Select resources providing curriculum support, usable with current technical capabilities and conforming to resource selection policies. (see Policies).· Provide access to Internet resources including the World Wide Web.
· Provide administrative and teacher access to NC WISE, NC Wise Owl, and NCLearn.
· Implement staff e-mail accounts.
· Provide appropriate access to online resources for research.
· Develop appropriate CD resources for research.
· Develop and maintain an up-to-date school web site with classroom web sites that support classroom instruction and administrative needs.
· Select resources providing curriculum support, usable with current technical capabilities and conforming to resource selection policies. (see Policies).
· Purchase hardware
· 8 computer stations for computer lab· 1 server
· 1 server computer station
· 1 UPS backup
· 2 networkable printers for lab
· 2 computers for administration
· 2 UPS backups
· 2 stand alone printers for administration
· Telephones for administrative offices, teacher lounge, and computer lab
· 1 mobile TV with VCR
· 1 router
· 1 24 port switcher
· Utilize and review policies
· Implement Year 1 of Computer lab and administrative offices.
· Develop business partnerships to help underwrite costs of technology plan implementation.
· Pursue grants to help underwrite costs of technology plan implementation.
· Perform end-of-year appraisal of progress-to-date and modify following year's budget accordingly.
· Create a local public relations program focused on students, parents, and the general public.
· Involve local businesses, community groups, and major employers in the development and evaluation of local technology initiatives.
· Form a Technology Committee for the development, updating, and evaluation of the local technology plan that includes representatives from the community, the school, and local businesses.
· Establish methods of collecting and reporting data and for appropriate local, state and national collection agencies, such as the NCDPI.
· Collaborate with outside resources such as ExplorNet, LearnNC, NCCAT, Teacher Academy, and other DDP schools.
· Communicate the impact technology programs on teaching and learning at Cheshire School for the Arts in Education to appropriate professional bodies, including NCDPI.
· Establish a yearly showcase, highlighting student accomplishments at Cheshire School for the Arts in Education.
Year Two 2002-2003
· Evaluate infrastructure to ensure that technology requirements are being met and change as needed.· Continue to evaluate and choose resources to support curriculum needs.
· Purchase hardware
· 8 computer stations for computer lab· 1 scanner with dedicated mobile computer station with video input/output
· 1 mobile TV with VCR and laserdisc/DVD player
· 1 digital camera
· 1 VHS camcorder
· Continue to evaluate and choose resources to support curriculum needs.
· Review policies, making corrections and revisions as needed.
· Implement Year 2 of Computer lab and related supports, with modifications according to 2001-2002 end-of-year appraisal.
· Continue to develop business partnerships to help underwrite costs of technology plan implementation.
· Continue to pursue grants to help underwrite costs of technology plan implementation.
· Perform end-of-year appraisal of progress-to-date and modify following year's budget accordingly
· Review and provide publication of effectiveness of communication methodologies
· Review and provide publication of effectiveness and completeness of data collection and reporting.
· Review and provide publication of organization, effectiveness, and participation by students, parents and community in yearly student showcase of accomplishments.
· Use StaR Chart to evaluate progress and make recommendations for next year's staff development and technology priorities.
· Use AMTR to evaluate progress and make recommendations for next year's technology priorities.
· Survey school personnel to ensure that training, support, and equipment are meeting their instructional and administrative needs.
· Establish electronic portfolios to monitor student levels of computer competencies.
Year Three 2003-2004
· Peer coaches will follow up initial training with visits to observe the use of technology in the classroom.· Develop a training plan for teacher assistants and other school-based support personnel based on identified technology competencies that are relevant to their particular job responsibilities.
· Evaluate infrastructure to ensure that technology requirements are being met and change as needed.
· Purchase hardware
· 8 computer stations for computer lab
· 1 data projector
· 1 mobile TV with VCR
· 1 8 port switcher
· Review of policies, making corrections and revisions as needed.
· Implement Year 3 of Computer lab and related supports, with modifications according to 2002-2003 end-of-year appraisal.
· Continue to develop business partnerships to help underwrite costs of technology plan implementation.
· Continue to pursue grants to help underwrite costs of technology plan implementation.
· Perform end-of-year appraisal of progress-to-date and modify following year's budget accordingly.
· Review and provide publication of effectiveness of communication methodologies
· Review and provide publication of effectiveness and completeness of data collection and reporting.
· Review and provide publication of organization, effectiveness, and participation by students, parents and community in yearly student showcase of accomplishments.
· Use StaR Chart to evaluate progress and make recommendations for next year's staff development and technology priorities.
· Use AMTR to evaluate progress and make recommendations for next year's technology priorities.
· Survey school personnel to ensure that training, support, and equipment are meeting their instructional and administrative needs.
· Establish a skills inventory to assess student computer proficiency.
· Develop skills tests to monitor student level of computer proficiency.
Year Four 2004-2005
· Establish baseline of 8th grade students passing the Computer Skills Test.· Provide remediation and retesting opportunities for students who do not pass the Computer Skills Test.
· Provide Local Area Network with switched 10 /100 Mbps data connectivity to each classroom and administrative space
· 2 blocks of 4 data ports per classroom, with 2 to 8 data ports any other area that may be used in the future for educational purposes such as science fairs, PTO meetings, etc.; 2/administrative space; 14/media center (see wiring diagram, Appendix A).
· Telephone access in every classroom and administrative space.
· Video capability to each classroom.
· One certified school library media coordinator
· Develop and implement an online public access catalog (OPAC) for school-wide access to media collection.
· Provide classrooms access to NC WISE OWL.
· Provide school-wide access to basic application software supporting academic achievement.
· Provide school-wide access to simulation software that supports curriculum programs and objectives.
· Purchase hardware
· 18 classroom computers with video input/output
· 18 printers for classroom
· 1 mobile TV with DVD/laserdisc player
· 3 media center computers-1 administrative, 2 student research/circulation
· 3 printers for media center
· 1 24 port switcher
· Review policies, making corrections and revisions as needed.
· Implement Year 4 of classroom computers and Media Center with related supports, with modifications according to 2003-2004 end-of-year appraisal
· Provide ongoing staff development and support.
· Continue to develop business partnerships to help underwrite costs of technology plan implementation.
· Continue to pursue grants to help underwrite costs of technology plan implementation.
· Perform end-of-year appraisal of progress-to-date and modify following year's budget accordingly.
· Review and provide publication of effectiveness of communication methodologies
· Review and provide publication of effectiveness and completeness of data collection and reporting.
· Review and provide publication of organization, effectiveness, and participation by students, parents and community in yearly student showcase of accomplishments.
· Use StaR Chart to evaluate progress and make recommendations for next year's staff development and technology priorities.
· Use AMTR to evaluate progress and make recommendations for next year's technology priorities.
· Survey school personnel to ensure that training, support, and equipment are meeting their instructional and administrative needs.
· Monitor 8th grade computer skills testing to insure that students are learning the skills necessary to pass Computer Competency test.
· Develop checklists to monitor student level of computer proficiency K-7th grade.