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Cheshire

School

for the

Arts in Education

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Technology Plan

2001-2005

 

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Cheshire School for the Arts in Education

( lipe.s.tripod.com/arttechplan/arttech.htm)

 

 

 

 

Board of Directors

 

Roberta Lipe-President

 Karen Canfield- Vice President

 Cyndee Laney-Secretary

Andra Smith, CPA-Treasurer

 Gary Ellis

David Mann, CPCU, CIC

Joey Moore

Donna Robinson

 

 

 

 

Director

 To be hired in January, 2001

 

 

 

 

Educational Technology Chairman
Stephen Lipe

Planning Committee

 Charles Blount

 Gary Ellis

 

 

 

 

 

 

 

State Board of Education Department of Public Instruction

Phillip J. Kirk, Jr., Chairman Michael E. Ward, State Superintendent

 

 

 

REQUIRED SUBSTANTIVE COMPONENTS

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:

Signed:

President, Cheshire Board of Directors

 

 

 

 

Instructional Technology Division Technology Planning and Support NCDPI

 

 

 

Table of Contents
Technology Committee

Introduction/Technology Goals/Cheshire School vision

Instruction

Staff Development

Infrastructure/connectivity

Personnel

Resources

Hardware Recommendations

Policy 

Budget

Communication and Collaboration

Evaluation

Appendices

 

Technology Committee

 

 

Name

 

Position

 

Subcommittee

 Stephen Lipe

Chairman

Overall coordination

 Charles Blount

member

Hardware specs and networking

 Gary Ellis

Board representative

 Policies

 

 

 

 

Technology Plan for

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

Information Technology is key to operation of Cheshire Charter School. Administrative efficiency is significantly enhanced through the use of automated record keeping, financial and accounting applications, information exchange, and computerized research tools. Properly utilized, these capabilities will dramaically improve data accuracy and utility, while significantly reducing requirements for manual records. This will enable internal information handling and make possible web-enabled information exchange with with appropriate oversight and partner agencies and groups. As an arts-based school, Cheshire will routinely use computer-based graphics, word-processing, and research applications to enhance and strengthen the curriculum as outlined in the North Carolina Standard Course of Study, with particular emphasis to methods and approaches which integrate arts into the curriculum and educational experience of each student.
 

Technology Goals

High Student Achievement

 

Technology is an increasingly powerful and indispensible educational tool; Simulations, multi-media, 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 multi-media 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 statuatory 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 competancy 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 multi-media 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 poweful 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.
 return to Table of Contents


 

Instruction

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 multi-media 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 opprtunites 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

 

 return to Table of Contents


 

Staff Development

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 equiped 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 alloted 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 eveidence 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 performace. 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

 

 

 

 return to Table of Contents


 

Infrastructure / Connectivity

 

 

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 continuw 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

Cheshire School for the Arts in Education is in the final planning stages. Opening of the school will be August 2001. A final location for the school has not been chosen yet; final site selection is expected by the end of CY-00.

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 winthin 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

 

 

 return to Table of Contents


 

Personnel

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

 

 

 return to Table of Contents


 

Resources

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 multi-media, 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 multi-media, 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 One 2001-2002
 
 
Year Three 2003-3004
 return to Table of Contents

 


 

Hardware Recommendations

 

Vision

Hardware choices must support curriculum and administrative needs. In light of rapid technological development of hardware, software, and IT infrastucture, 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 multi-media 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 One 2001-2002

 

 

Year Two 2002-2003

 

Year Three 2003-2004

 

Year Four 2004-2005

 

 

 return to Table of Contents


 

Policy

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

Year One 2001-2002

Utilize and review the following plans:

 

Year Two-Year Four 2002-2005

 

 

 

 return to Table of Contents


 

Budget

 

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.

 

Current Situation

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 reuired reports and compete for additional monies.

 

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. The budget reported below represents the 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

  • Income:

    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

  • Income:

    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

     

    11

     

    $1,300.00

     

    $14,300.00

     

    monitor

     

    11

     

    $300.00

     

    $3,300.00

     

    server

     

    1

     

    $5,000.00

     

    $5,000.00

     

    router

     

    1

     

    $500.00

     

    $500.00

     

    stand-alone printer

     

    2

     

    $150.00

     

    $300.00

     

    networkable printer

     

    2

     

    $400.00

     

    $800.00

     

    24 port switcher

     

    1

     

    $1,000.00

     

    $1,000.00

     

    USB backup

     

    3

     

    $200.00

     

    $600.00

     

    TV

     

    1

     

    $200.00

     

    $200.00

     

    wiring

     

    1

     

    $5,000.00

     

    $5,000.00

     

    VCR

     

    1

     

    $150.00

     

    $150.00

    Support contracts

  • Contract monthly cost number months cost total
  •  

    phone lines

     

    $200.00

     

    12

     

    $2,400.00

     

    security contract

     

    $300.00

     

    12

     

    $3,600.00

     

    maintenance contracts

     

    $200.00

     

    12

     

    $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

    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

     

    laserdisk/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

     

    36

     

    $7,200.00

     

    security contract

     

    $300.00

     

    36

     

    $10,800.00

     

    maintenance contracts

     

    $200.00

     

    36

     

    $7,200.00

     

    NC tax

     

    $3,744.00

     

    Staff development

     

    $15,600.00

     

    total

     

    $106,944.00

     

     return to Table of Contents

     


    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 hot-line, 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

     

     return to Table of Contents

     

    ------------------------------------------------------------------------

     

     

    Evaluation

    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 gåthered 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

     return to Table of Contents

     

    Appendices

    The appendicies are being finalized.

     

    Appendix A - Wiring diagrams

     

    Appendix B - Hardware standards

     

    Appendix C - Policies

     

    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.

    return to Year 1 Policy section

    return to Appendix C


     

    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.

    return to Year 1 Policy section

    return to Appendix C


    COPYRIGHT COMPLIANCE 3.7330

    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.

    return to Year 1 Policy section

    return to Appendix C


    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.

     return to Year 1 Policy section

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    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 safe-guards 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.

     return to Year 1 Policy section

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    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.

     return to Year 1 Policy section

    return to Appendix C


    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.

    return to Year 1 Policy section

    return to Appendix C


    POLICY FOR STUDENT RECORDS: CONFIDENTIALITY AND ACCESS

     

    In compliance with the Family Educational Rights and Privacy Act of 1974 (The BuckleyAmendment), 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 ArtSpace Education Center 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.

     return to Year 1 Policy section

    return to Appendix C


    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.

     

    return to Year 1 Policy section

    return to Appendix C


     

     

    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.

     return to Year 1 Policy section

    return to Appendix C


    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 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. 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:

    Fire

    Theft

    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.

     

    ENCLOSURE (1)

     

    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

     

    ENCLOSURE (2)

     

    APPROVED PARTNER/ CONTRACTOR SYSTEMS

     

    TBD

     

     return to Year 1 Policy section

    return to Appendix C