gervais school district three-year technology plan 2012-14€¦ · gervais school district...

Gervais School District

Three-Year Technology Plan

2012-14

Effective Dates: January 1, 2012 through December 31, 2014

Creation Date: December 2, 2011

Gervais School District #1 290 First Street

Gervais, Oregon 97026 (503) 792-3803

www.gervais.k12.or.us

Gervais School District Three-Year Technology Plan: 2012-2014

1

Table of Contents

I. District Information

Reviewers 2

District Profile 3

Community Partnerships 4

Historical Perspective 5

Current Technology Summary 6 – 7

II. Organization

Organizational Structure 8

Staff Development and Support 9

III. Goals, Training, and Implementation

Technology Goals 10 – 12

Technology Vision 13

Implementation Strategy 14 – 16

Professional Development Timeline 17 – 19

IV. Resources

Minimum Purchasing Requirements 20 – 21

Supporting Resources 22 – 23

V. Appendices

A. District Inventory - By School and Total District 24 – 37

B. Technology-Related District Policies 38 – 68

C. National Educational Technology Standards (NETS) 69 – 73

D. Relevant Research to Support Technology Integration in

Classroom Instruction 74 – 75

E. Staff Technology Skills Level Self-Assessment Worksheet 76 – 78

G. Oregon Diploma Essential Skills 79 – 81


2

Reviewers

Tracy Lewis Director of Technology

Rick Hensel Superintendent

Celia Marquez Student Accounting Specialist

Kerry Broadhurst Teacher / Part-Time Technology Representative

Christina Maddy Teacher / Part-Time Technology Representative

Ann O’Connell Director of Special Services

This district has had an ongoing Technology Plan since the district’s inception in June of

1993. The plan has been reviewed annually and has driven the budget process for

technological improvements.


3

District Profile

The Gervais School District is located between Woodburn and Salem. Interstate 5 divides the district with the Willamette River on the western boundary and Mount Angel and Silverton on the eastern boundary.

Gervais School District is a rural K-12 school district with an enrollment of approximately 1,100 students. Its 65 square

miles are located in the middle of Marion County’s prime agricultural land, which brings a large Hispanic work force whose

children attend Gervais Schools. Demographics for the district show a mix of 64.4% Hispanic, 22.5% White, 8.5%

Russian, 1.0% American Indian, 2.3% Black, .7% Asian, and .3% Pacific Islander.

The District is composed of two elementary buildings (grades K-5) that feed into a middle school

(grades 6-8) and a high school (grades 9-12). Douglas Avenue Alternative School is also included in the district. It

provides a flexible, appropriate education program for students needing an alternative to a traditional middle and high

school placement. The high school has an approximate enrollment of 330 students and the middle school 250 students.

Brooks enrollment is about 310 students in grades 2-5, and Eldriedge 170 students in grades K-1. Enrollment at Douglas

Avenue is about 35 students.

Since the district’s June 1993 consolidation, the technology department has been developing a district focused technology

plan, putting limited resources where they are most needed within the district. The goal is to get computers into the hands

of all students and teachers, which has been addressed on a program-by-program basis.


4

Community Partnerships

Gervais Telephone Company/DataVision Communications has worked with the Gervais School District for several years,

first for telecommunications and as an intermediary for our Internet connection with Willamette ESD Technical Services

and later in providing fiber WAN connectivity and as our Internet Service Provider. DataVision continues to partner with

the district to improve campus interconnectivity and to provide financial, educational and other technology opportunities to

district patrons and community members.

Oregon Educational Technology Consortium (OETC) is an incorporated not-for-profit membership organization dedicated

to maximizing the value of educational technology to its members by working with software and hardware vendors to

procure the most effective and appropriate technological resources at the lowest possible price. Gervais School District

purchases the majority of its software and licenses through OETC.

Willamette ESD While Willamette ESD is no longer the district’s Internet service provider, the district continues to

resource the ESD for support and network planning services and affordable technology training.

Adult Literacy Service Providers are welcomed at Gervais School District to participate in training activities and utilize our

facilities and technology for their own activities.

Parent and Community Groups are welcomed at Gervais School District to participate in training activities and utilize our

facilities and technology for their own activities. Gervais School District also makes available for purchase by parents and

community members its old technology equipment in useable condition. District labs and technology equipment including

LCD projectors and interpreter headsets are also made available to the public through the facility use process.


5

Historical Perspective

The 2012-2014 Technology Plan will continue to be developed and implemented by the district’s Technology Planning

Committee, which meets quarterly. Strategic planning will attempt to project future needs while looking back to learn from

past efforts.

Since 1993, Gervais School District has actively pursued the implementation of technology into the district. The initial

plans focused on the installation of classroom computers and were directed by the District’s strategic plan, developed in

April 1994, when a community group of fifty parents, business members, district and school staff met to produce the new

district’s strategic plan. Technology was one of the four district goals that developed from this planning process. The

1997 plan continued that focus with an emphasis on Instructional Technology and the full integration of voice/video/data

systems. Subsequent Technology plans built on that original emphasis of instruction and integration…

The 2000 plan continued where the 1997 plan fell short and the goal of full district interconnectivity was achieved.

The focus of the 2003-2006 Plan was preservation of Gervais School District’s reputation as a technology leader

by putting more technology in the hands of students, staff, and the community.

The 2006-2009 Plan continued and further defined that focus with the implementation of the Fun Learning through

Integrated Technology (FLITe) program to put more technology tools and training into our classrooms and

enhance instruction.

The 2009-2011 Plan continued the district’s focus on providing high-quality technology/multimedia-oriented

professional development while implementing multimedia classrooms and common areas district-wide, and

providing ongoing support and improvement to the district’s network infrastructure, communications systems, and

Internet connectivity.

The 2012-2014 Plan will be a continuation of the goals of the 2009-2011 Plan, which were not fully realized due to

the substantial decline in the economic climate.


6

Current Technology Summary

The district presently has 337 Windows computers for student use throughout five buildings. Included in this number are

five high school labs, three middle school labs, two elementary labs at Brooks Elementary and one elementary lab at

Eldriedge Elementary. All district computers have Internet capability. The present distribution of computers designated

for student use in Gervais School District provides for the following student to computer ratios by site: Brooks Elementary

5:1 (five students to every one computer); Eldriedge Elementary 13:1; Gervais Middle 2:1; Gervais High 2:1; Douglas

Avenue Alternative 2:1. A detailed inventory of district computers and printers is included as Appendix A of this

document.

Internet connectivity in the Gervais School District is via a 20Mbps circuit at Gervais Middle School that is connected to

the district office, all schools and the transportation facility via fiber optic cable. This Wide Area Network provides high-

speed file sharing, Internet, and email capability to the entire district. Wireless networks are also in place at all schools

and facilities. Voice over IP (VoIP) telephones are in all district classrooms and offices.

The district employs a ContentWatch® ContentProtect Security Appliance for CIPA filtering. The Internet filter is

maintained by the Director of Technology. All users of district technology are required to read and sign the district’s

Electronic Communications Policy IIBGA and IIBGA-AR to ensure compliance with CIPA and district guidelines. Parental

permission is also required for student use of the district’s network and the Internet. These district policies, as well as

policies EGAAA/EGAAA-AR Copyright Materials, IIBG Computer Instruction, IIBGB Web Pages, and IIBGB-AR Web Site

Guidelines appear as Appendix B of this document.

Access to digital information and tools deemed appropriate by the instructor, but blocked by the content filter is available

as needed. Staff computers use a similar policy set on the filter so while most of the same objectionable content is

blocked (including social networking sites), they do have access to some beneficial sites that require discretion and would

prove disruptive if unblocked on student machines, such as youtube.com.

In-district and out-of-district email is handled by Gervais School District’s Microsoft Exchange 2003® server. Incoming

email is “filtered” (checked for objectionable, virus, and “spam” content) by Tangent’s Barracuda® Spam Filter. Filtering

takes place remotely, as email is routed to Tangent’s servers before being scanned and sent on to the district server. An

on-site ArcMail Defender archiving appliance then archives all district email as required by Federal Rules of Civil

Procedure (FRCP) Rule 26.

Student data at Gervais School District is managed using NCS Pearson’s PowerSchool®. Classroom attendance and

electronic gradebooks are accessed on NCS Pearson’s PowerTeacher®. The PowerSchool® and PowerTeacher®

programs provide student demographics and other information at all staff workstations, facilitating communications within

the building and with parents. The ParentPortal® component allows parents on-line access to their students’ assignment,


7

Current Technology Summary (cont.)

attendance and grade information as well. The entire PowerSchool® student information system is hosted off-site for us

by NCS Pearson and is accessed via the web.

The district’s financial data, including general ledger, accounts payable, and payroll, are maintained on Linn-Benton-Lane

ESD’s Infinite Visions® accounting program. Infinite Visions® is also web-based and hosted off-site.

Parent communication and dissemination of information about technology available for student use is accomplished using

various methods, including the district’s web page, email, telephone, printed newsletters, conferences and open houses,

the ParentPortal®, and the district’s attendance auto-dialer/emergency notification system. The SchoolMessenger®

Emergency Notification System (ENS) is an off-site calling service that is used to make daily attendance calls when

students miss one or more periods of school. The ENS is also used to send calls, texts, and emails to all staff and

students in special circumstances and emergencies, as well as for announcements, reminders, and other uses.


8

Organizational Structure

To meet the goals of the technology plan, the following positions have been created. Staffing will be adjusted as

needed to best meet the needs of the district.

Assignments:

Director of Technology

Organizes and coordinates the district technology efforts to implement the Technology Plan. Primary responsibilities

include staff development; aligning purchasing, budget and other fiscal responsibilities; network administration; web

presence authoring and maintenance; equipment maintenance; and troubleshooting. The Director of Technology also

leads the E-Rate and Technology Planning Committees, leads or serves on other technology committees and trains and

oversees the Software Coordinator/Student Accounting Specialist and the Building Technology Representatives.

Student Accounting Specialist

Reports to the Director of Technology and is responsible for ensuring the accurate data entry of all student data to a

centralized data server. Data includes but is not limited to: contact information; attendance; grades; demographics

information; test scores; and Special Education requirements. This position provides technical support to users of the

student accounting system, sets user access levels and maintains data security and backups. The Student Accounting

Specialist may be asked to provide installation and staff training in the use of hardware and software. The Student

Accounting Specialist is a member of the Technology Planning Committee and leads or serves on other technology

committees as they pertain to student accounting.

Technology Representatives

These positions report to the Director of Technology and are the first line of building technology support. They are

responsible for troubleshooting hardware problems, assisting in training when appropriate, performing maintenance and

upgrade tasks, and serving as members of the Technology Planning Committee. These positions receive hourly

compensation and systems training for taking on additional responsibilities. Staff in these positions also are contracted to

assist the Director of Technology over the summer months in annual cleaning, upgrade, and inventory tasks.

Technology Planning Committee

This committee meets quarterly to discuss technology concerns, goals, etc., emphasizing curriculum, staff development,

and district technology shortcomings. The committee also monitors the integration of technology literacy and application

standards into the curriculum and has a role in monitoring progress toward the specific goals outlined in the Technology

Plan. The committee researches and makes recommendations to the administration with regard to technology-related

professional development in the district. The committee also gives Title IID (when available) spending guidance and

determines the Technology Goals. The committee consists of the Director of Technology, the Student Accounting

Specialist, the Building Technology Representatives, and other interested district staff.


9

Staff Development and Support

Gervais School District uses a variety of methods and materials to support staff use of technology.

Director of Technology

The Director of Technology is available as a resource to all staff to answer software and hardware questions,

provide instruction either individually or in groups, and effect repairs/replacements/upgrades on all technology

equipment district-wide.

Student Accounting Specialist

The District Student Accounting Specialist is available as a resource to all staff to answer Student Accounting and

other software questions and provide instruction either individually or in groups.

Technology Representatives (Tech Reps)

Tech Reps provide in-building technology support on a daily, as-needed basis, providing one-on-one and small

group support and instruction on the district’s hardware and software applications.

Willamette ESD

Willamette ESD offers computer training to district employees in several software applications and operating

systems at a discounted rate.

CD and Web Tours/Tutorials

New software/hardware usually comes with or provides links to self-paced tours or tutorials showing the user how

to use the product. Staff members are encouraged to check with their building Technology Representative to see

if a CD or website is available for the software/hardware they are interested in learning about.

Technology-Enhanced Instruction Professional Development

The integration of technology and use of multimedia in classroom instruction is an over-arching goal of the

Gervais School District. We believe, as evidenced by relevant research (Appendix D), that the correlation

between technology integration and improved student achievement is clear. To that end, Gervais School District

seeks and offers high quality professional development opportunities that incorporate these same values and that

train staff to incorporate technology in their lessons whenever possible. Technology-related staff development

offerings are researched and recommended by the district’s Technology Planning Committee. The district offers

at least two technology-related professional development opportunities per school year and relevant staff are

strongly encouraged to attend. It is the district’s intention that ongoing professional development in the area of

technology-enhanced instruction will bring about implementation and ownership of the Oregon Education

Technology Standards and the National Educational Technology Standards for Students, Teachers, and

Administrators (Appendix C).


10

Technology Goals

The four district goals outlined below are a continuation of the goals from the 2009-2011 Tech Plan and describe Gervais

School District’s commitment to achieving full implementation and ownership among staff of the Oregon Education

Technology Standards. We believe the National Educational Technology Standards (NETS) for Students, Teachers, and

Administrators as listed in Appendix C, and as written in previous editions of this document are an excellent “roadmap”

and catalyst for:

The technology fluency, digital citizenship, and innovation described by the Oregon Education Technology

Standards (OETS), and

Demonstration of alignment to the Oregon Diploma Essential Skills required for graduation (see Appendix G of

this document), specifically skills 5-8...

Essential Skill 5: Think critically and analytically (aligns to NETS Indicator 4)

Essential Skill 6: Use technology to learn, live, and work (aligns to NETS Indicators 1, 3, and 6)

Essential Skill 7: Demonstrate civic and community engagement (aligns to NETS Indicators 2 and 5)

Essential Skill 8: Demonstrate global literacy (aligns to NETS Indicators 3 and 5)

Continued implementation of NETS also allows for continuity of the district’s Tech Plan as a living document and

describes relevant characteristics and skills for improving academic achievement through proficiency in the use of

technology. Finally, the goals stipulate that the current level of technology in the district will be maintained and

continually upgraded to ensure the uninterrupted and practical use of technology in classroom instruction.

Technology Goal 1: Summary: Gervais School District will implement and maintain a long-range technology plan for software and hardware purchase, integration/instruction, high-quality professional development, and support which provides for implementation of the Oregon Education Technology Standards into the curriculum and education of its students. The Oregon Education Technology Standards appear on the Oregon Department of Education website at: http://www.ode.state.or.us/teachlearn/subjects/technology/oregonedtechstandards.rtf. SMART Goal:

The percentage of all eighth graders achieving technology literacy as evidenced by passage of the Oregon Department of Education’s testing tools as provided and required will be 90% by June 2013 and in subsequent years.

Strategies or Actions Timeline Responsible Party(ies) Distribution of the National Educational Technology Standards for Students (NETS) to all district teachers and administrators

Annually Director of Technology

Creation or adoption of an ODE-approved district NETS Curriculum / Skills Acquisition Plan for grades six through eight

December 2012 Technology Planning Committee, Middle School Teachers, Middle School Principal

Classroom instruction of the ODE-approved district NETS Curriculum / Skills Acquisition Plan for grades six through eight

Annually beginning in 2012-13 school year Middle School Teachers, Middle School Principal

Administration of the Oregon Department of Education’s testing tool for technology literacy to students in grades 6 through 8

Annually beginning in 2012 or as required by ODE

Middle School Teachers, Middle School Principal


11

Technology Goals (cont.)

Technology Goal 2: Summary: From Gervais School District Continuous Improvement Plan (CIP): All students will have access to and develop proficiency in utilizing technology to improve their academic achievement. As evidenced by:

Improved student academic achievement in English/language arts, mathematics, science, social sciences, the arts and second languages (world languages) through the use of technology.

Demonstrate significant increase of student access to technology for the purpose of supporting academic achievement. Assist every student – regardless of race, ethnicity, income, geographical location, or disability – in becoming technologically

literate by the end of eighth grade. Integrate technology into curriculum and instruction through high quality professional development based on relevant research

and Oregon’s Instructional Technology Common Curriculum Goals. Documented professional development to support teachers in integrating technology into instructional program.

SMART Goals:

The percentage of all students scoring at proficiency or higher in Reading will increase to 90%, with each subgroup making at least 90% or meeting the Safe Harbor target, by the end of the 2012-13 school year as measured by OAKS, administered by June 2013.

The percentage of all students scoring at proficiency or higher in Math will increase to 90% by the end of the 2012-13 school year as measured by OAKS, administered by June 2013.

Strategies or Actions Timeline Responsible Party(ies) Adherence to the Reading Action Plan from the district’s Continuous Improvement Plan (CIP pages 94-100)

Ongoing Superintendent, Administrators,Teachers

Adherence to the Mathematics Action Plan from the district’s Continuous Improvement Plan (CIP pages 101-104)

Ongoing Superintendent, Administrators,Teachers

OAKS testing Annually Superintendent, Administrators,Teachers

Technology Goal 3: Summary: Gervais School District resources will be used to provide dialog, collaboration, purchases, initiatives, and professional development that facilitate implementation of the National Educational Technology Standards for Students, Teachers, and Administrators as listed in Appendix C of this document. SMART Goal:

The percentage of teachers achieving an Optimal Skills Level rating will increase from 60% to 85%, by June, 2014, as measured by the district’s Staff Technology Skills Level Self-Assessment Worksheet (as shown in Appendix E).

Strategies or Actions Timeline Responsible Party(ies) Staff will take the Staff Technology Skills Level Assessment to assess their proficiency in assimilating the Teacher and Administrator NETS as applies to their job position. (Baseline)

February 2012 Technology Director, Principals, Superintendent, Technology Committee

Professional Development, meeting time, technology purchases, repairs, and training will be provided individually and in groups as needed

Ongoing Technology Director, Principals, Superintendent, Technology Committee

Adherence to the Technology Plan Professional Development Timeline as shown on pages 17 - 19 of this document

Ongoing Technology Director, Principals, Superintendent, Technology Committee

Staff will retake the Staff Technology Skills Level Assessment to assess their growth in assimilating the Teacher and Administrator NETS as applies to their job position.

February 2013, February 2014 Technology Director, Principals, Superintendent, Technology Committee


12

Technology Goals (cont.)

Technology Goal 4: Summary: Gervais School District resources will be used to provide for dialog, collaboration, purchases, initiatives, and professional development that …

1. provides for the continued usability and upgrades to: a. The network infrastructure on a three to five-year replacement schedule, depending on environment and use b. Servers and computers on a three to five-year replacement schedule, depending on environment and use c. District-wide Internet connectivity d. Telephone communication systems, including but not limited to long distance, voice-over-IP, cellular voice, cellular

data, and emergency notification systems e. Student data management and fiscal services software

2. facilitates implementation of multimedia (video, audio, and interactive) classrooms and common areas in all schools. 3. provides for a three-year replacement schedule for all staff and student computers. 4. facilitates increased communication and promotes technology education for all district patrons and community members.

SMART Goals:

The percentage of district classrooms and common areas with multimedia equipment installed and implemented (to include, but not limited to: electronic white boards, digital presenters, LCD projectors, and sound amplification equipment) will increase from 50% to 100% by June 30, 2014, as measured by the Technology Department’s annual inventory.

The present level of technology quality and availability district-wide will be maintained or improved through adherence to a three-to-five-year equipment replacement schedule throughout the duration of this Technology Plan, as measured by the Technology Department’s annual inventory.

Patrons and community members will be informed of and encouraged to attend district-sponsored technology classes and opportunities as they arise (i.e. adult computer classes and used technology sales) throughout the duration of this Technology Plan, as measured by participant attendance.

Strategies or Actions Timeline Responsible Party(ies) The district will develop an implementation schedule, based on annual funding levels, for conversion of all district classrooms and common areas to multimedia enhanced instruction areas.

Ongoing Technology Director, Superintendent, Technology Committee

Gervais School District will apply for E-Rate Funding to implement Priority 2 (WAN) upgrades as necessary to maintain or improve connectivity and as recommended by the Technology Planning Committee.


The district will implement its Upgrade/Replacement strategy whereby all computers, servers, and network equipment will be replaced on a 3-to-5-year cycle depending on the use/wear and work environment of the item. Replacement cycles will be determined by the Technology Director or designee.



13

Technology Vision

The Technology Plan’s Vision echoes the District’s Technology Goals and the district’s Consolidated Improvement Plan

Goals and it determines the direction of the overall plan. The Technology Vision consists of four main focal points, an

implementation strategy for which is discussed in more detail on pages 14 – 16. The focal points are:

1. Continued Implementation of the National Educational Technology Standards (NETS) to Ensure Integration of the

Oregon Education Technology Standards (Technology Goals 1, 2 and 3)

2. Continuation of WAN Upgrades and Enhancements called for in previous editions of the Technology Plan

(Technology Goal 4)

3. Adherence to Replacement/Upgrade Cycles for all Equipment (Technology Goal 4)

4. Continued Implementation of Multimedia/Technology-Enhanced Instruction/Integration District-Wide (Technology

Goals 1-4)

This Technology Vision will continue to be developed and implemented over time and evaluated annually by the

Technology Planning Committee based on the technology goal evaluations (pp. 10-12). The Technology Planning

Committee will collectively formulate corrective action plans based on prioritized need, funding, and other factors. A

review schedule will be established with the primary focus of performing a “check-up” on the district’s progress toward and

adherence to this vision.


14

Implementation Strategy

The Gervais School District Technology Vision (p.13) identifies four primary focal points for the use and deployment of

technology in the district:

1. Continued implementation of National Educational Technology Standards (NETS) to Ensure Integration of

the Oregon Education Technology Standards (Technology Goals 1, 2 and 3)

Implementation of The National Educational Technology Standards (NETS) for Students, Teachers and

Administrators has been listed as a Technology Goal in the previous two editions of this document for Gervais School

District. We believe the NETS for Students provide an excellent “roadmap” for instilling specific skills and an

understanding of digital citizenship, while achieving success in meeting the Oregon Education Technology Standards

and the Oregon Diploma Essential Skills required for graduation. Further, we believe the NETS for Teachers and

NETS for Administrators define specific skills that are essential to staff in preparing students to meet the Oregon

Education Technology Standards and the Oregon Diploma Essential Skills required for graduation. A continuation of

our implementation of NETS will allow for continuity of our ongoing commitment to instilling these skills and will act as

a foil for integration of the Oregon Education Technology Standards.

Specific Tasks

a) The NETS and the Oregon Education Technology Standards will be distributed annually to all administrators and

teachers for implementation in all classrooms and schools.

b) Administrative and teaching staff will be asked annually to identify their technology skill level using the Staff

Technology Skills Level Self-Assessment Worksheet (Appendix E) and indicate the resources individually needed

to achieve the highest level, Optimal Technology-Enhanced Instruction Provider.

c) As an additional, subjective assessment for plan feedback purposes, staff will be surveyed annually on the

following:

i) perception of student progress toward implementation of the Oregon Education Technology Standards

ii) perception of the availability and quality of technology tools, resources, and training for use in the classroom

iii) perception of student proficiency in utilizing technology to improve their academic achievement and

technology literacy

iv) perception of students’ proficiency as well as their own proficiency in assimilating the Student, Teacher, and

Administrator NETS as applies to their job position

d) An ODE-approved NETS Curriculum / Skills Acquisition Plan for grades six through eight will be taught to middle

school students annually, beginning in 2012 or as required/provided by ODE. By June 2013, 90% of eighth grade

students will have achieved technology literacy as evidenced by passage of the Oregon Department of

Education’s testing tool for technology literacy as required/provided.

e) Annual OAKS test scores will be compared to verify improvement as outlined in Goal 2.


15

Implementation Strategy (cont.)

2. Continuation of WAN Upgrades and Enhancements called for in previous editions of the Technology Plan

(Technology Goal 4)

Recent WAN upgrades from frame-relay T1 connectivity over aging copper to minimum 20Mbps connectivity over new

fiber have alleviated most of our connectivity issues in the district. Bandwidth, however, continues to be an ever-

increasing need. As we rely more and more on web-based programs for administration (i.e. student information

system, fiscal system Special Ed IEP system), education (i.e. online typing instruction and online credit recovery

programs), and student testing (OAKS), and the content we access grows in size (video, streaming content, etc.), our

bandwidth requirements increase substantially and quickly. The acquisition of additional computers to provide better

student-to-computer ratios only compounds the need. It is anticipated that our Internet connection speed will need to

be increased perhaps more than once over the course of this Tech Plan period.

Additionally, infrastructure upgrades including switches, routers, servers, firewalls, battery backups, etc. will likely be

necessary to make full use of the bandwidth after it reaches the buildings.

Specific Tasks

a) Gervais School District will apply for E-Rate Funding to implement some or all of the proposed WAN upgrades.

b) Gervais School District will research additional Internet bandwidth cost and capability with its Internet Service

Provider (ISP), DataVision.

3. Adherence to Replacement/Upgrade Cycles for all Equipment (Technology Goal 4)

In prior years, the district developed an Upgrade/Replacement policy whereby 50 computers were replaced with new

models every year. Under this policy, the district’s 375 computer workstations would be replaced only once every 7.5

years. Industry standards place a computer’s useful lifecycle at 3-to-5 years. To that end, Gervais School District has

implemented a replacement cycle of 3-to-5 years for all computers, servers, and network equipment.

Specific Tasks

a) The district will implement its Upgrade/Replacement strategy whereby all computers, servers, and network

equipment will be replaced on a 3-to-5-year cycle depending on the use/wear and work environment of the item.

Replacement cycles will be determined by the Technology Director or designee.

b) The district will continue to take into account the present equipment-to-user ratios, need, proposed use, age of

existing equipment, and other factors in its annual replacement/upgrade allocations.

4. Continued Implementation of Multimedia/Technology-Enhanced Instruction/Integration District-Wide

(Technology Goals 1-4)

Over the 2009-11 Tech Plan period, the district made some initial steps to implement multimedia into all classrooms

and common areas - all district classrooms now have LCD projectors and digital document presenters in them. The


16

Implementation Strategy (cont.)

district will continue to emphasize the integration of multimedia and technology into all areas of instruction district-

wide. High-quality professional development will be offered and multimedia equipment will be installed in classrooms

to facilitate the creation and delivery of technology-enhanced instruction. Specifically, video-conferencing, digital

video, digital photography, surround-sound audio, interactive whiteboards, digital document presenters, LCD

projection, automated response/participation systems, tablets, and other technologies will be employed in classrooms

to facilitate staff and student production of slideshows, websites, digital video, distance learning, etc.

Specific Tasks

a) The district will develop an implementation schedule for conversion of all district classrooms and common areas

to multimedia enhanced instruction areas.

b) Staff will identify their Technology Skills Level using the Technology Skills Level Self-Assessment Worksheet in

Appendix E of this document, and professional development offerings will be adjusted based on results of the

assessments.

c) The district will provide staff development opportunities in the practical use of all equipment and software, as well

as applied use in classroom instruction. Specifically, professional development will be provided in:

i) Digital/streaming video and curriculum integration

ii) Web2.0 strategies, including web development and design, that facilitates communication, secure information

sharing, interoperability, and collaboration through social-networking sites, video-sharing sites, wikis, blogs,

and other Internet applications and platforms, along with their integration in classroom instruction.

iii) Interactive whiteboard use and curriculum integration, along with training on purchased/included educational

software

iv) Digital document presenter (Elmo) use and curriculum integration

v) ARS (Automated Response System) use and curriculum integration

d) Staff will re-assess their Technology Skills Level and results will be used to identify progress and effective

strategies to be repeated.


17

Professional Development Timeline

2012-2013 School Year Date Content Provider Audience August Training on existing district hardware

and software student information system

(PowerSchool) financial system (Infinite

Visions)

Technology Department

Newly hired staff, as needed

September Training on new district hardware and software

multimedia equipment and other new hardware


All staff, as required based on duties

October – January Ed-Tech Integration Training - Level 1 digital/streaming video digital document presenter

(Elmo) ARS (Automated Response

System) Tablets

Contracted Trainer(s)

teachers

Ongoing All other district training: The district will contract trainers with expertise in Ed-Tech integration wherever possible



February – June Follow-up Ed-Tech Integration training, as needed

digital/streaming video digital document presenter

(Elmo) ARS Tablets


teachers

Ongoing Individual and group training opportunities in all district software, as needed


All staff

Ongoing Individual and group training opportunities in common hardware items, as needed for special projects/units

Digital camera Digital video camera Scanner Digital storage device Other technology equipment

and software


All staff


18

Professional Development Timeline (cont.)




Visions)









System) Tablets


teachers

October – January Ed-Tech Integration Training - Level 2 Web 2.0 Strategies, including

web development and design, that facilitates communication, secure information sharing, interoperability, and collaboration through social-networking sites, video-sharing sites, wikis, blogs, and other Internet applications and platforms, along with their integration in classroom instruction

Interactive whiteboard use and curriculum integration, along with training on purchased/included educational software


teachers






(Elmo) ARS Tablets Web 2.0 Interactive Whiteboards


teachers

Ongoing Individual and group training opportunities in all district software and hardware, as needed


All staff


19

Professional Development Timeline (cont.)




Visions)









System) Tablets


teachers

October – January Ed-Tech Integration Training - Level 2 Web 2.0 Strategies, including

web development and design, that facilitates communication, secure information sharing, interoperability, and collaboration through social-networking sites, video-sharing sites, wikis, blogs, and other Internet applications and platforms, along with their integration in classroom instruction

Interactive whiteboard use and curriculum integration, along with training on purchased/included educational software


teachers






(Elmo) ARS Tablets Web 2.0 Interactive Whiteboards


teachers

Ongoing Individual and group training opportunities in all district software and hardware, as needed


All staff


20

Minimum Purchasing Requirements

Software Upgrades & Purchases

Following are minimum software standards for Gervais School District that will be followed when upgrading or purchasing

new software and/or systems. Any additional software applications must be approved by the district’s Technology

Department prior to purchase.

Workstation OS: Windows 7® Server OS: Windows Server 2008® Virus Detection: Sophos® Antivirus Integrated Suite: Microsoft Office 2010® Assessment: Oregon Assessment of Knowledge and Skills (OAKS) Student Accounting: NCS Pearson’s PowerSchool® student accounting and PowerTeacher® gradebook/attendance

Business System: Infinite Visions® Mail Package: Microsoft Outlook® with Microsoft Exchange 2010® Browser: Microsoft Internet Explorer® 9 Library: Follett’s Destiny Library Automation Food Services: MealTime®

Computer Upgrades & Purchases

All new hardware purchases shall meet the minimum requirements outlined below and shall be approved by the district

Technology Department prior to purchase.

Processor 3 GHz

Hard Drive 160 GB

RAM 4 GB

Optical Drive DVD-ROM or R/W

Monitor 17”

Ethernet NIC yes (may be wireless)


21

Minimum Purchasing Requirements (Cont.)

Other Approved Hardware Purchases

LCD projectors

Interactive Whiteboards

Digital Presenters

Automated Response Systems (ARS)

Digital Cameras

Digital Video Cameras

Printers

Scanners

Printer/Scanner/Copiers

Digital Storage Devices (USB drive, CDRW, DVD, etc.)

Tablets

Video-Conferencing Equipment

Other hardware as approved by the Tech Dept.


22

Supporting Resources

Gervais School District is dedicated to implementing technology in its instruction across all grade levels and realizes that a

significant financial commitment must be made to support these efforts. Instructional Technology is an ongoing operating

expense and must be treated as such.

The goals and timelines included in this Technology Plan, as well as the continued operability of the existing systems and

infrastructure are based on the assumption that the Budget Committee make a minimum commitment of $250,000 per

year to support this Technology Plan using E-Rate, Title funding, grant dollars, the General Fund, stimulus grants or a

combination thereof.

Coordination with Other Funds

The district relies on a variety of outside funding sources to purchase and maintain its technology. Outside funding

sources that will be used throughout this Technology Plan period include, but are not limited to: state and federal grants;

the federal E-Rate program; and community donations.

Grants

o In the last ten years, Gervais School District has been the recipient of over $400,000 in state and federal

Technology Grant funding.

E-Rate

o Gervais School District has been the recipient of beneficial funding through the Schools and Libraries

Division’s Federal E-Rate program. In the last ten years of participation, Gervais School District has been

the recipient of over $1.6 million in funding.

Donations

o Gervais School District has been the recipient of generous donations of technology equipment from

individuals, corporations, and public agencies.

Technology Budget Allocation

Technology needs and requests are prioritized by the Technology Planning Committee. The committee meets and

develops a purchase recommendation annually, leading up to the budget process. The purchase recommendation is

based on the current inventory list and available funding, and it reflects the goals outlined in this technology plan, with

specific emphasis on:

Educational Impact (Goals 1-3)

Technology Literacy (Goal 1)

Ed Tech Integration with Instruction (Goals 1-4)


23

Supporting Resources (Cont.)

These expenditures for new and innovative technology purchases are determined by consensus by the Technology Planning Committee with superintendent and, for larger amounts, school board approval. Other purchases for maintenance and replacement/upgrades of existing technology are directed by the Director of Technology with

superintendent approval.

The following chart depicts an approximate allocation of a $250,000 technology budget as described in this technology

plan. As the budget allows over the 2012-13 and 2013-14 school years, Gervais School District will replace one-fifth of its

375 existing computers per year as needed and in accordance with the three to five-year replacement schedule. New

multimedia equipment will be purchased for 70 classrooms and common areas (35 classrooms per year) at $4,200 each.

Existing district software annual expenditures will be maintained at their present level of $28,000, and $15,000 or 6% will

be allocated for professional development. A minimum of 25% of StateTitle IID is recommended (by the state) for annual

Professional Development allocation. Gervais School District typically receives $3,000-$7,000 annually when it receives a

Title IID allocation, thus the 6% of the technology budget (or $15,000) more than meets the state recommendation.

Annual Hardware Replacement,

$60,000.00 , 24%

New Multimedia Hardware,

$147,000.00 , 59%

Software, $28,000.00 , 11%

Professional Development,

$15,000.00 , 6%


24

Appendix A: Inventory


25

Appendix A: Inventory (cont.)


26



27



28



29



30



31



32



33



34



35



36



37



38

Gervais School District 1

Appendix B: District Technology Policies

Code: EGAAA Adopted: 7/15/93 Reproduction of All Copyright Materials Print materials, audio and video materials, and computer disks are ordinarily protected by copyright. All such materials are to be treated as copyright-protected unless there is a specific waiver of copyright or a disclaimer allowing limited reproduction. Administrators will post the official guidelines and regulations regarding reproduction and use of all copyright materials. Such guidelines will include regulations for use of print, audio tape, video and computer-programmed materials. Specific regulations will be developed by the administration to cover the use of computer software and video materials. All staff is directed to use the utmost caution and discretion when reproducing or using copyright materials in the classroom. END OF POLICY Legal Reference(s): ORS 332.107 Copyrights, Title 17, as amended, United States Code; 19 CFR Part 133 (2001). Cross Reference(s): Policy EGAA - Printing and Duplicating Services Policy GCQBA - Copyrights and Patents

EGAAA “Reproduction of all Copyright Materials” Page 1 of 1


39

Gervais School District #1

Appendix B: District Technology Policies (cont.)

Code:EGAAA-AR Adopted:7/15/93 Revised/Readopted: 10/17/02, 09/21/2006

Guidelines for the Use of Copyrighted Materials The superintendent is responsible for the establishment of practices which will ensure compliance with the provisions of the U.S. Copyright law as they affect the district and its employees. 1. General Responsibilities a. The building principal will be designated with the responsibility for disseminating and interpreting

copyright regulations at the building level. He/She will provide employee training as needed, distribute and review district policy and administrative regulations with employees, control the approval process and maintain written records regarding permissions, response to requests and license agreements, as may be necessary.

b. The building principal will ensure that budget recommendations include appropriate funds for the purchase of multiple copies of needed software.

c. The building principal will ensure that appropriate warning notices are posted to educate and warn individuals using district equipment of the applicable provisions of the copyright law. Warning notices will be posted as follows:

(1) On or near all copiers; (2) On all forms used to request copying services; (3) Computer labs (4) At the library or other places where interlibrary loan orders for copies of materials are

accepted. d. The building principal will ensure that building computers and computer labs are used only with

proper supervision to help protect against unauthorized copying. e. The building principal will annually inspect the library/media center and any video collections to

ensure all copies are acquired and maintained in accordance with applicable provisions of the copyright law.

f. All computer software license agreements must be signed by the Director of Technology. g. The employee reproducing a copyrighted work will determine whether copying is permitted by law

in accordance with district policy and administrative regulations. h. The employee will obtain written permission to reproduce material from the copyright holder(s)

whenever copying does not fall within the “fair use” guidelines of copyright law. Permission forms, as provided by the district, will be used.

i. The employee using emerging technology will be responsible to ensure that the intended use of the media does not conflict with copyright law. Such technology includes, but is not limited to, digital video, videodisk, satellite transmission, distance learning, CD-ROM, on-line data bases (and their down-loading), informational networks and other emerging electronic information which can be manipulated into new copyrightable forms of expression. In the absence of clearly granted rights, the employee must contact the copyright holder in writing for permission to manipulate or use these technologies in alternative ways.

Any contract provided by the distributor of such technology must be submitted to the business manager for approval.

EGAAA-AR “Guidelines for the Use of Copyrighted Materials” Page 1 of 13


40


Fair Use 2. Printed Materials a. Permissible uses — district employees may: (1) Make a single copy of the following for use in teaching or in preparation to teach a class: (a) A chapter from a book; (b) An article from a periodical or newspaper; (c) A short story, short essay or short poem, whether or not from a collective work; (d) A chart, graph, diagram, drawing, cartoon or picture from a book, periodical or

newspaper. (2) Make multiple copies for classroom use (not to exceed one copy per student in a course)

from the following: (a) A complete poem, if it has fewer than 250 words and does not exceed two printed

pages in length; (b) A complete article, story or essay of less than 2,500 words; (c) Prose excerpts not to exceed 10 percent of whole or 1,000 words, whichever is less; (d) One chart, graph, diagram, cartoon or picture per book or per issue of a periodical; (e) An excerpt from a children’s book containing up to 10 percent of the words found in the

text. b. All permitted copying must bear an appropriate reference. References should include the author,

title, date and any other pertinent information. c. Prohibited uses — district employees may not: (1) Copy more than one work or two excerpts from a single author during one class term; (2) Copy more than three works from a collective work or periodical volume during one class

term; (3) Copy more than nine sets of multiple copies for distribution to students in one class term; (4) Copy to create or replace or substitute for anthologies or collective works; (5) Copy “consumable” works, such as workbooks, exercises, standardized tests and answer

sheets; (6) Copy the same work from term to term; (7) Copy the same material for more than one particular course being offered (may not copy

every time a particular course is offered) unless permission is obtained from the copyright owner.

d. All sound recordings, including phonograph records, audiotapes, compact disks and laser disks, will be treated under the same provisions that guide the use of print materials unless as may otherwise be excepted by regulations governing the reproduction of works for libraries/media centers.



41


3. Sheet and Recorded Music a. Permissible uses — district employees may: (1) Make emergency copies to replace purchased copies which for any reason are not available

for an imminent performance provided purchased replacement copies will be substituted in due course;

(2) Make, for academic purposes other than performance, multiple copies (one per student) of excerpts not constituting an entire performance unit such as a section, movement or aria, but in any case no more than 10 percent of the whole work;

(3) Make, for academic purposes other than performance, a single copy of an entire performable unit such as a section, movement or aria if confirmed by the copyright holder to be out of print or the “unit” is unavailable except in a larger work. The copy may be made solely for the purpose of scholarly research or in preparation to teach a class;

(4) Edit or simplify printed copies which have been purchased provided that the fundamental character of the work is not distorted or the lyrics, if any, altered or lyrics added if none exist;

(5) Copy complete works which are out of print or unavailable except in large works and used for teaching purposes;

(6) Make a single copy of a recorded performance by students to be retained by the school or individual teacher for evaluation or rehearsal purposes;

(7) Make a single copy of a sound recording, such as a tape, disk or cassette, of copyrighted music owned by the school or an individual teacher for constructing aural exercises or examinations and retained for the same purposes.

b. Prohibited uses — district employees may not: (1) Copy to create or replace or substitute for anthologies, compilations or collective works; (2) Copy works intended to be “consumable,” such as workbooks, exercises, standardized tests

and answer sheets; (3) Copy for the purpose of performance, except as noted above (a. (1)) in emergencies; (4) Copy to substitute for purchase of music except as noted above (a. (1), (2) and (3)); (5) Copy without inclusion of the copyright notice on the copy. 4. Television Off-the-Air Taping a. Permissible uses — district employees may: (1) Record a broadcast program off-air simultaneously with the broadcast transmission,

including simultaneous cable or satellite retransmission, and retain the recording for a period not to exceed the first 45 consecutive calendar days after the date of the recording.

A limited number of copies may be reproduced from each off-air recording to meet the legitimate needs of teachers. Each additional copy will be subject to all provisions governing the original recording.

Unless authorized by the library/media supervisor, at the conclusion of the retention period, all off-air recordings shall be erased or destroyed immediately. Individuals who wish to retain programs beyond the 45-day period need to complete and return the preview portion of the Request for Off-Air Video Taping form to the library/media supervisor for each program videotaped. The library/media supervisor will coordinate requests for permission to use or retain copyrighted television programs beyond the 45-day retention period.



42


(2) Retain videotapes of commercial programs only with written approval of appropriate

copyright holders; (3) Use off-air recordings once for each class in the course of relevant teaching activities and

repeat once only when instructional reinforcement is necessary and only within the first 10 consecutive school days of the 45-consecutive calendar day retention period;

(4) Use off-air recordings for evaluation purposes only, after the first 10 consecutive school days up to the end of the 45-consecutive calendar day retention period. Evaluation purposes may include use to determine whether or not to include the broadcast program in the teaching curriculum;

(5) Use off-air recordings made from a satellite dish if they conform to the 45-consecutive calendar day retention period established for broadcast or cable programming and are not subscription channels;

(6) Use copies of off-air recordings, as stipulated in these guidelines, only if the copies include the copyright notice on the broadcast program;

(7) Request that a library/media center record and retain for research purposes commercial television news programs from local, regional or national networks; interviews concerning current events; and on-the-spot coverage of news events. Documentary, magazine-format and public affairs broadcasts, however, are not included in the definition of daily newscasts of major events of the day. Requests for retention of programs recorded off-air will be directed to the producers of those programs directly through the network (not affiliate).

b. Prohibited uses — district employees may not: (1) Tape off-air programs in anticipation of an educator’s requests; (2) Request that a broadcast program be recorded off-air more than once for the same educator,

regardless of the number of times the program may be broadcast; (3) Use the recording for instruction after 45consecutive calendar days; (4) Hold the recording for weeks or indefinitely because: (a) Units needing the program concepts are not taught within the 45-day use period; (b) An interruption or technical problems delayed its use; or (c) Another teacher wishes to use it, or any other supposedly “legitimate” educational

reason. (5) Record programs off-air without written permission from the author/producer/distributor when

a special notice is provided specifically prohibiting reproduction of any kind; (6) Alter off-air programs from their original content. Broadcast recordings may not be physically

or electronically combined or merged to constitute teaching anthologies or derivative works. Off-air recordings, however, need not be used in their entirety.

(7) Exchange program(s) with schools in the district or other school districts without the approval of the library/media supervisor. Programs will be used for the specific curriculum application for which the request was intended. No other curriculum application is authorized

(8) Use the recording for public or commercial viewing; (9) Copy or use subscription programs transmitted via subscription television cable services, such as HBO or Showtime. Such programs are licensed for private home use only and cannot be used in public schools. “Pay” programs received via satellite dish are also subject to these prohibitions.



43


5. Rental, Purchase and Use of Videotapes a. Permissible uses — district employees may: (1) Use purchased or rented videotapes such as feature films as part of a systematic course of

instruction, in accordance with district policy. Such use shall be for direct instruction and must take place in a classroom or similar area devoted to instruction;

(2) Use only rented lawfully-made videotapes; (3) Arrange for the local school to transmit videotapes over their closed circuit television systems

for direct instruction; (4) Use off-air videotapes made at home for classroom instruction and only in accordance with

television off-air guidelines and district policy. b. Prohibited uses — district employees may not: (1) Use rented or purchased videotapes where a written contract specifically prohibits such use

in the classroom or direct teaching situation; (2) Use rented or purchased videotapes such as feature films for assemblies, fund raising,

entertainment or other applications outside the scope of direct instruction without public performance rights.

6. Computer Software a. Permissible uses — district employees may: (1) Make a copy of an original computer program for the purpose of maintaining the availability

of the program should it be damaged during use. Either the copy or the original may be retained in archives. Only one, either the original or the copy, may be used at any one time;

(2) Make a copy of a program as an essential step in using the computer program as long as it is used in conjunction with the machine and in no other manner;

(3) Make a new copy from the archival program in the event that the program in use is damaged or destroyed;

(4) Use a purchased program sent from a manufacturer labeled “archival” simultaneously with the original copy of the program provided its use is permitted (not excluded) by the terms of the sales agreement;

(5) Make an archival copy of a rightfully-owned disk that is labeled “archival” by the software manufacturer;

(6) Load a software program from a single disk into a distribution network or to individual stand-alone computers for simultaneous use when the distribution network is only accessible to the owner-user if not otherwise prohibited by terms of a sales agreement;

(7) Adapt a copyrighted program from one language to another for which it is not commercially available or add features to a program to better meet local needs.



44


b. Prohibited uses — district employees may not: (1) Load the contents of one disk into multiple computers at the same time in the absence of a

license permitting the user to do so; (2) Load the contents of one disk into local network or disk-sharing systems in the absence of a

license permitting the user to do so; (3) Make or use illegal copies of copyrighted programs on district equipment; (4) Allow any student to surreptitiously or illegally duplicate computer software or access any

data base or electronic bulletin board; (5) Make copies of software provided by a software publisher for preview or approval; (6) Make multiple copies of copyrighted software (or a locally produced adaptation or

modification) even for use within the school or district; (7) Make replacement copies from an archival or back-up copy; (8) Make copies of copyrighted software (or a locally-produced adaptation or modification) to be

sold, leased, loaned, transmitted or even given away to other users; (9) Make multiple copies of the printed documentation that accompanies copyrighted software. c. With permission from the copyright holder, prohibitions may be significantly modified or removed

altogether. 7. Reproduction of Works for Libraries/Media Centers a. Permissible uses — district employees may: (1) Arrange for interlibrary loans of photocopies of works requested by users, provided that

copying is not done to substitute for a subscription to or purchase of a work; (2) Make for a requesting entity, within any calendar year, five copies of any article or articles

published in a given periodical within the last five years prior to the date of the request for the material;

(3) Make single copies of articles or sound recordings or excerpts of longer works for a student making a request, provided the material becomes the property of the student for private study, scholarship or research;

(4) Make a copy of an unpublished work for purposes of preservation, of a published work to replace a damaged copy of an out-of-print work that cannot be obtained at a fair price;

(5) Make off-the-air recordings of daily television news broadcasts for limited distribution to researchers and scholars for research purposes;

(6) Make one copy of a musical work, pictorial, graphic, sculptural work, motion picture or other audiovisual work if the current copy owned by the library/media center is damaged, deteriorated, lost or stolen; and it has been determined that an unused copy cannot be obtained at a fair price.

b. Prohibited uses — district employees may not: (1) Make copies for students if there is reason to suspect that the students have been instructed

to obtain copies individually; (2) Copy without including a notice of copyright on the reproduced material.



45


8. Performances a. Permissible uses — district employees must: (1) Contact the copyright holder in writing for permission whenever copyrighted works such as

plays and musical numbers are to be performed.

This is particularly important if admission is to be charged or recordings of the performance are to be sold.



46


NOTICES

Text of warning notice to be posted on or near copiers. It is recommended that type be at least 18 points in size:

NOTICE:

THE COPYRIGHT LAW OF THE UNITED STATES (TITLE 17 U.S. CODE) GOVERNS THE MAKING OF PHOTOCOPIES OR OTHER REPRODUCTIONS OF COPYRIGHTED MATERIAL. THE PERSON USING THIS EQUIPMENT IS LIABLE FOR ANY INFRINGEMENT.

Text of warning notice to be displayed at places where orders for copies of materials are accepted by libraries/media centers or archives. Type must be at least 18 points in size; the notice printed on heavy paper or other durable material and displayed prominently within the immediate vicinity of the place where orders are accepted. The warning is also required on any form that is used to request copying service. There are no specific requirements for type size on request forms.

NOTICE WARNING CONCERNING COPYRIGHT RESTRICTIONS

THE COPYRIGHT LAW OF THE UNITED STATES (TITLE 17, UNITED STATES CODE) GOVERNS THE MAKING OF PHOTOCOPIES OR OTHER REPRODUCTIONS OF COPYRIGHTED MATERIAL.

UNDER CERTAIN CONDITIONS SPECIFIED IN THE LAW, LIBRARIES AND ARCHIVES ARE AUTHORIZED TO FURNISH A PHOTOCOPY OR OTHER REPRODUCTION. ONE OF THESE SPECIFIC CONDITIONS IS THAT THE PHOTOCOPY OR REPRODUCTION IS NOT TO BE “USED FOR ANY PURPOSE OTHER THAN PRIVATE STUDY, SCHOLARSHIP OR RESEARCH.” IF A USER MAKES A REQUEST FOR, OR LATER USES, A PHOTOCOPY OR REPRODUCTION FOR PURPOSES IN EXCESS OF “FAIR USE,” THAT USER MAY BE LIABLE FOR COPYRIGHT INFRINGEMENT.

THIS INSTITUTION RESERVES THE RIGHT TO REFUSE TO ACCEPT A COPYING ORDER IF, IN ITS JUDGMENT, FULFILLMENT OF THE ORDER WOULD INVOLVE VIOLATION OF COPYRIGHT LAW.

Text of warning notice to be affixed to video recorders and computers. (There is no specific requirement for type size.):

NOTICE:

MANY VIDEOTAPED MATERIALS AND COMPUTER PROGRAMS ARE PROTECTED BY COPYRIGHT (TITLE 17 U.S. CODE). UNAUTHORIZED COPYING MAY BE PROHIBITED BY LAW.



47


Text of warning notice to be affixed to package containing the copy of a computer program subject to loan. The notice must be printed in such a manner as to be clearly legible, prominently displayed and durably attached to the copies or to a box, reel, cartridge, cassette or other container used as a permanent receptacle for the copy of the computer program:

WARNING: THIS COMPUTER PROGRAM IS PROTECTED UNDER THE COPYRIGHT LAW. MAKING A

COPY OF THIS PROGRAM WITHOUT PERMISSION OF THE COPYRIGHT OWNER IS PROHIBITED.

ANYONE COPYING THIS PROGRAM WITHOUT PERMISSION OF THE COPYRIGHT OWNER MAY BE

SUBJECT TO PAYMENT OF $150,000 OR MORE IN DAMAGES AND, IN SOME CASES, IMPRISONMENT

FOR ONE YEAR OR MORE.



48


Request Number _______ (Office use only)

REQUEST FOR OFF-AIR VIDEO TAPING I, the undersigned, having requested the Gervais School District to videotape the following program(s) within the parameters of the policy set forth by the Board, _________, am aware of said policy, have reviewed district policy and administrative regulations and agree to accept responsibility for the use and erasure of this material to prevent any infringement of copyright law in lieu of expressed written approval of the copyright proprietor. Title of Program to be Copied: __________________________________________________________ Date of Program: _______________________ Date Program is Needed: ________________________ Time of Program: _______________________ Station or Channel: _____________________________ Length of Program: ___________________________________________________________________ Special Instructions: __________________________________________________________________ ___________________________________________________________________________________ Requestor’s Name: ______________________________ Location: _____________________________ (please print) Signature: _____________________________________ Department: __________________________ PREVIEW AND EVALUATION _____ Yes _____ No Do you want the videotape of this program retained until information regarding the sale,

lease, free loan or rental of this material is obtained? INSTRUCTIONAL QUALITY (circle the appropriate number on the rating scale below)

Criteria Suggested Guidelines for Rating Scale

Instructional Design Well-organized, content-load appropriate, maturity level consistent with the content.

5 4 3 2 1 0

Content Accurate, authentic, current, thorough, relevant. 5 4 3 2 1 0

Curriculum Match Supports what is commonly taught in this subject at this grade level. 5 4 3 2 1 0

Interest Supports or enhances communication of content. 5 4 3 2 1 0

5=Exemplary 4=Desirable (very good) 3=Desirable (good) 2=Fair 1=Poor 0=Unacceptable

OVERALL (AVERAGE) RATING OF QUALITY:

____ Yes (High Priority) ____ Yes (Low Priority) ____ No Do you recommend acquisition of this program?



49


SENSITIVE CONTENT ____ Yes ____ No Is nudity, excessive violence, glamorization of drugs/dangerous substances, profanity

and/or a sexual nature present in this program? IF YES, please verify by circling the topics present.

ADDITIONAL INFORMATION Subject Area(s) _______________________________ Grade Level ___________ Ability Level ___________ Yes No Previewed? Yes No Uncertain Do presently owned materials adequately cover the subject area? OVERALL EVALUATION (SUMMARY, USE, ETC.) AND/OR REASONS FOR REQUESTING RETENTION OF THIS TAPE: VIDEOTAPE STATUS - OFFICE USE ONLY Date: ______________________________ _____ AVAILABLE: Format: _____ 16mm _____ 3/4" _____ 1/2" VHS _____ Other (Specify)

Price: ______________________ May be retained indefinitely May be kept on an indefinite basis pending updated information on the program’s future availability May be kept permanently on a licensed basis _____ Must be erased immediately



50


SAMPLE LETTER: REQUEST FOR PERMISSION TO COPY

Author, Publisher or Distributor Date: Permission Department I am requesting permission to copy and use: Title: Author/Editor: Year published: _______ Number of copies: _____ Will copies be sold? (Circle) YES NO Description of materials to be copied (Photocopy enclosed): Intended use of materials: Type of reproduction: A self-addressed, stamped envelope is enclosed for your convenience in replying to this request. Should you be unable to authorize this request, please forward this letter to the proper person/agency. Sincerely, Permission granted: Date: Conditions (if any):



51


SAMPLE PRODUCER INQUIRY LETTER: REQUEST FOR INFORMATION OF AGENCY HOLDING RIGHTS TO A TV BROADCAST AND PERMISSION TO RETAIN PROGRAM IF IT IS NOT FOR SALE, RENT OR LEASE.

Network Address (ABC, NBC, CBS - not affiliate)

Date:

Permission Department I am requesting information on the availability and retention of the following program: Title: Air date: Can a copy of this program be retained for classroom use? (Circle) YES NO Is this program available for sale? (Circle) YES NO If Yes, specify agency distributing this program: Specify format: Cost (if known): Enclosed is a self-addressed, stamped envelope for your convenience in replying to this request. Should you be unable to authorize this request, or provide the above information, please forward this letter to the proper person/agency. Sincerely, Permission to retain off-air copy on a free basis: _____________ Date : Conditions (if any): HR05/16/06│PD



52



Code: IIBG Adopted: 12/20/90 Readopted: 7/15/93

Computer Instruction

The proliferation of computers throughout American society requires that students receive instruction in their use. To ensure that maximum benefits are realized from the investment required for the equipment, the following policies will apply: 1. The primary purpose of microcomputers will be for instruction. Included in instructional uses will be

CAI (Computer Assisted Instruction), CMI (Computer Managed Instruction), computer literacy and computer programming;

2. Computer users will recognize and adhere to existing copyright laws; 3. Computer hardware and software may be removed from school premises subject to guidelines established

by the superintendent; 4. All hardware purchased must be durable, use a wide range of software, be compatible with other school

hardware and be easy to maintain; 5. All software must be previewed by a staff member before purchase; 6. The district will provide computer training for all staff appropriate to their assignments; 7. A computer steering committee appointed by the superintendent will annually review and update a

priority list for purchase of computers and a plan for computer acquisition and use; 8. The computer steering committee will annually recommend a proposed budget for computer hardware,

software and accessories. END OF POLICY Legal Reference(s): OAR 581-022-1030 Copyrights, Title 17, as amended, United States Code; 19 CFR Part 133 (2001).

IIBG “Computer Instruction” Page 1 of 1


53



Code: IIBGA Adopted: 10/19/95

Revised/Readopted 05/13/99, 10/17/02, 5/20/04, 09/21/06, 8/20/09

ElectronicCommunicationsSystem

The Board is committed to the development and establishment of a quality, equitable and cost‐effective electronic communications system. The system’s sole purpose shall be for the advancement and promotion of learning and teaching. The district’s system will be used to provide statewide, national and global communications opportunities for staff and students. The superintendent will establish administrative regulations for the use of the district’s system including compliance with the following provisions of the Children’s Internet Protection Act:

1. Technology protection measures, installed and in continuous operation, that protect against Internet access by both adults and minors to visual depictions that are obscene, child pornography or, with respect to the use of the computers by minors, harmful to minors;

2. Educating minors about appropriate online behavior, including cyberbullying awareness and response, and how to interact with other individuals on social networking sites and in chat rooms;

3. Monitoring the online activities of minors; 4. Denying access by minors to inappropriate matter on the Internet and World Wide Web; 5. Ensuring the safety and security of minors when using electronic mail, chat rooms and other forms of direct

electronic communications; 6. Prohibiting unauthorized access, including so‐called “hacking” and other unlawful activities by minors online; 7. Prohibiting unauthorized disclosure, use and dissemination of personal information regarding minors; 8. Installing measures designed to restrict minors’ access to materials harmful to minors.

The administrative regulations will be consistent with sound guidelines as may be provided by the education service district, the Oregon Department of Education and/or the Government Standards and Practices Commission and will include a complaint procedure for reporting violations. The superintendent will also establish administrative regulations for use of the district’s electronic communications system to comply with copyright law. Failure to abide by district policy and administrative regulations governing use of the district’s system may result in the suspension and/or revocation of system access. Additionally, student violations will result in discipline up to and including expulsion. Staff violations will also result in discipline up to and including dismissal. Violations of law will be reported to law enforcement officials and may result in criminal or civil sanctions. Fees, fines or other charges may also be imposed. END OF POLICY IIBGA “Electronic Communications System” Page 1 of 2


54


Legal Reference(s): ORS 30.765 ORS 133.739 ORS 163.435 ORS 164.345 ORS 164.365 ORS 167.060 ORS 167.065 ORS 167.070 ORS 167.080 ORS 167.087 ORS 167.090 ORS 167.095 ORS Chapter 192 ORS 332.107 ORS 336.222 ORS 339.250 ORS 339.260 ORS 339.270 OAR 581‐021‐0050 OAR 581‐021‐0055 OAR 584‐020‐0040 OAR 584‐020‐0041 Children’s Internet Protection Act, 47 U.S.C. Sections 254 (h) and (l) (2008); 47 CFR Section 54.520 (2001). Copyrights, Title 17, as amended, United States Code; 19 CFR Part 133 (2000). Oregon Attorney General’s Public Records and Meetings Manual, pp. 24‐26, Appendix H, Department of Justice (2001). Safe and Drug‐Free Schools and Communities Act, 20 U.S.C. Sections 7101‐7117. Drug‐Free Workplace Act of 1988, 41 U.S.C. Sections 701‐707; 34 CFR Part 85, Subpart F. Controlled Substances Act, 21 U.S.C. Section 812, schedules I through V, 21 CFR 1308.11‐1308.15 (2000). Drug‐Free Schools and Communities Act Amendments of 1989, P.L. 101‐226, 103 Stat. 1928. Americans with Disabilities Act of 1990, 42 U.S.C. Sections 12101‐12213; 29 CFR Part 1630 (2000); 28 CFR Part 35 (2000). Family Educational Rights and Privacy Act, 20 U.S.C. Section 1232g; 34 CFR Part 99 (2000). Oregon Government Standards and Practices Commission, Advisory Opinion No. 98A‐1003 (July 9, 1998). No Child Left Behind Act of 2001, P.L. 107‐110, Title II, Section 2441.

R5/28/09│PH

IIBGA “Electronic Communications System” Page 2 of 2


55



Code: IIBGA‐AR Adopted: 10/19/95 Revised/Readopted: 07/08/99, 10/17/02, 5/20/04, 9/21/06,

8/20/09

Electronic Communications System

Definitions 1. “Technology protection measure,” as defined by the Children’s Internet Protection Act (CIPA) means a specific technology

that blocks or filters Internet access to visual depictions that are:

a. Obscene, as that term is defined in Section 1460 of Title 18, United States Code; b. Child pornography, as that term is defined in Section 2256 of Title 18, United States Code; or c. Harmful to minors.

2. “Harmful to minors” as defined by CIPA means any picture, image, graphic image file or other visual depiction that:

a. Taken as a whole and with respect to minors, appeals to a prurient interest in nudity, sex or excretion; b. Depicts, describes or represents, in a patently offensive way with respect to what is suitable for minors, an actual or

simulated sexual act or sexual contact, actual or simulated normal or perverted sexual acts, or a lewd exhibition of the genitals; and

c. Taken as a whole, lacks serious literary, artistic, political or scientific value to minors. 3. “Sexual act; sexual contact” as defined by CIPA have the meanings given such terms in Section 2246 of Title 18, United States

Code. 4. “Minor” as defined by CIPA means an individual who has not attained the age of 17. For the purposes of Board policy and

this administrative regulation, minor will include all students enrolled in district schools. 5. “Inappropriate matter” as defined by the district means material that is inconsistent with general public education purposes,

the district’s mission and goals.1

General District Responsibilities The district will: 1. Designate staff as necessary to ensure coordination and maintenance of the district’s electronic communications system

which includes all district computers, e‐mail and Internet access; 2. Provide staff training in the appropriate use of the district’s system including copies of district policy and administrative

regulations. Staff will provide similar training to authorized system users; 3. Cooperate fully with local, state or federal officials in any investigation relating to misuse of the district’s system;

1As inappropriate matter is not defined in the CIPA or regulations, districts should define the scope of what it will regard as inappropriate matter. The language provided in #5. is intended as a guide only. IIBGA-AR “Electronic Communications System” Page 1 of 9


56


4. Use only properly licensed software, audio or video media purchased by the district or approved for use by the district. The

district will comply with the requirements of law regarding the use, reproduction and distribution of copyrighted works and with applicable provisions of use or license agreements;

5. Install and use desktop and/or server virus detection and removal software; 6. Provide technology protection measures that protect against Internet access by both adults and minors to visual depictions

that are obscene, child pornographic, or with respect to the use of computers by minors, harmful to minors. A supervisor or other individual authorized by the Superintendent may disable the technology protection measures to enable access for bona fide research or other lawful purposes, as deemed appropriate;

7. Prohibit access by minors, as defined by CIPA and this regulation, to inappropriate matter on the Internet and World Wide

Web; 8. Provide staff supervision to monitor the online activities of students to prevent unauthorized access, including “hacking” and

other unlawful activities online, and ensure the safety and security of minors when authorized to use e‐mail, chat rooms and other forms of direct electronic communication;

9. Provide student education about appropriate online behavior, including cyberbullying awareness and response, and how to

interact with other individuals on social networking sites and in chat rooms; 10. Determine which users and sites accessible as part of the district’s system are most applicable to the curricular needs of the

district and may restrict user access, accordingly; 11. Determine which users will be provided access to the district’s e‐mail system; 12. Notify appropriate system users that:

a. The district retains ownership and control of its computers, hardware, software and data at all times. All communications and stored information transmitted, received or contained in the district’s information system are the district’s property and are to be used for authorized purposes only. Use of district equipment or software for unauthorized purposes is strictly prohibited. To maintain system integrity, monitor network etiquette and ensure that those authorized to use the district’s system are in compliance with Board policy, administrative regulations and law, the school administrators may routinely review user files and communications;

b. Files and other information, including e‐mail, sent or received, generated or stored on district servers are not private and may be subject to monitoring. By using the district’s system, individuals consent to have that use monitored by authorized district personnel. The district reserves the right to access and disclose, as appropriate, all information and data contained on district computers and district‐owned e‐mail system;

c. The district may establish a retention schedule for the removal of e‐mail; d. E‐mail sent or received by a Board member or employee in connection with the transaction of public business may be

a public record and subject to state archivist rules for retention and destruction; e. Information and data entered or stored on the district’s computers and e‐mail system may become discoverable

evidence if a public records request is made or a lawsuit is filed against the district. “Deleted” or “purged” data from district computers or e‐mail system may be retrieved for later public records disclosure or disciplinary purposes, as deemed necessary by the district;

f. The district may set quotas for system disk usage. The district may allow system users to increase their quota by submitting a written request to the supervising teacher or system coordinator stating the need for the increase;

IIBGA-AR “Electronic Communications System” Page 2 of 9


57


g. Passwords used on the district’s system are the property of the district and must be provided to their supervisor or

designated district personnel, as appropriate. Passwords that have not been provided to the district are prohibited; h. Transmission of any materials regarding political campaigns is prohibited.

13. Ensure all student, staff and nonschool system users complete and sign an agreement to abide by the district’s electronic communications policy and administrative regulations. All such agreements will be maintained on file. in the school office.

14. Notify users of known copyright infringing activities and deny access to or remove the material. System Access 1. Access to the district’s system is authorized to:

Board members, district employees, students in grades K‐12, with parent approval and when under the direct supervision of staff, and district volunteers, district contractors or other members of the public as authorized by the system coordinator or district administrators consistent with the district’s policy governing use of district equipment and materials.

2. Students, staff and Board members may be permitted to use the district’s system to conduct business related to the

management or instructional needs of the district or to conduct research related to education. Personal use of district computers including Internet and e‐mail access by students and Board members is strictly prohibited. Personal use of district computers including Internet access and e‐mail by staff is restricted. Any personal use by staff is limited to such uses as deemed permissible under the Oregon Government Standards and Practices Commission (GSPC) guidance (e.g., occasional use to type a social letter to a friend or family member, preparation of application materials for another position in the district, or computer games which may serve to improve the individual’s keyboard proficiency and software component familiarity). Such use is restricted to the employee’s own time.

General Use Prohibitions/Guidelines/Etiquette Operation of the district’s system relies upon the proper conduct and appropriate use of system users. Students, staff and others granted system access are responsible for adhering to the following prohibitions and guidelines which require legal, ethical and efficient utilization of the district’s system. 1. Prohibitions

The following conduct is strictly prohibited:

a. Attempts to use the district’s system for:

(1) Unauthorized solicitation of funds; (2) Distribution of chain letters; (3) Unauthorized sale or purchase of merchandise and services; (4) Collection of signatures; (5) Membership drives; (6) Transmission of any materials regarding political campaigns.

b. Attempts to upload, download, use, reproduce or distribute information, data, software, or file share music, videos or

other materials on the district’s system in violation of copyright law or applicable provisions of use or license agreements;

c. Attempts to degrade, disrupt or vandalize the district’s equipment, software, materials or data or those of any other user of the district’s system or any of the agencies or other networks connected to the district’s system;



58


d. Attempts to evade, change or exceed resource quotas or disk usage quotas;

e. Attempts to send, intentionally access or download any text file or picture or engage in any communication that includes material which may be interpreted as:

(1) Harmful to minors; (2) Obscene or child pornography as defined by law or indecent, vulgar, profane or lewd as determined by the

district; (3) A product or service not permitted to minors by law; (4) Harassment, intimidation, menacing, threatening or constitutes insulting or fighting words, the very expression

of which injures or harasses others; (5) A likelihood that, either because of its content or the manner of distribution, it will cause a material or

substantial disruption of the proper and orderly operation of the school or school activity; (6) Defamatory, libelous, reckless or maliciously false, potentially giving rise to civil liability, constituting or

promoting discrimination, a criminal offense or otherwise violates any law, rule, regulation, Board policy and/or administrative regulation.

f. Attempts to gain unauthorized access to any service via the district’s system which has a cost involved or attempts to

incur other types of costs without specific approval. The user accessing such services will be responsible for these costs;

g. Attempts to post or publish personal student contact information unless authorized by the system coordinator or teacher and consistent with applicable Board policy pertaining to student directory information and personally identifiable information. Personal contact information includes photograph, age, home, school, work or e‐mail addresses or phone numbers or other unauthorized disclosure, use and dissemination of personal information regarding students;

h. Attempts to arrange student meetings with anyone on the district’s system, unless authorized by the system coordinator or teacher and with prior parent approval;

i. Attempts to use the district’s name in external communication forums such as chat rooms without prior district authorization;

j. Attempts to use another individual’s account name or password, failure to provide the district with individual passwords or to access restricted information, resources or networks to which the user has not been given access.

2. Guidelines/Etiquette

System users will:

a. Adhere to the same standards for communicating online that are expected in the classroom and consistent with Board policy and administrative regulations;

b. Respect other people’s time and cyberspace. Use real‐time conference features such as talk/chat/Internet relay chat only as approved by the supervising teacher or system coordinator. Avoid downloading excessively large files. Remain on the system long enough to get needed information then exit the system. Act as though every byte sent costs somebody time and money, because it does;

c. Take pride in communications. Check spelling and grammar; d. Respect the privacy of others. Do not read the mail or files of others without their permission; e. Cite all quotes, references and sources; f. Protect password confidentiality. Passwords are the property of the district and are not to be shared with others.

Using another user’s account or password or allowing such access by another may be permitted with supervising teacher or system coordinator approval only. No system user may use a password on the district’s computers, e‐mail system or Internet access which is unknown to the district;



59


h. Communicate only with such users and/or sites as may be authorized by the district; i. Be forgiving of the mistakes of others and share your knowledge. Practice good mentoring techniques; j. Report violations of the district’s policy and administrative regulation or security problems to the supervising teacher,

system coordinator or administrator, as appropriate. Complaints Complaints regarding use of the district’s Electronic Communications System may be made to the teacher, principal, employee’s supervisor or system coordinator. The district’s established complaint procedure will be used for complaints concerning violations of the district’s Electronic Communications System policy and/or administrative regulation. See Board policy KL and accompanying administrative regulation. Violations/Consequences 1. Students

a. Students who violate general system user prohibitions shall be subject to discipline up to and including expulsion and/or revocation of district system access up to and including permanent loss of privileges.

b. Violations of law will be reported to law enforcement officials and may result in criminal or civil sanctions. c. Disciplinary action may be appealed by parents, students and/or a representative in accordance with established

district procedures. 2. Staff

a. Staff who violate general system user prohibitions shall be subject to discipline up to and including dismissal in accordance with Board policy, collective bargaining agreements and applicable provisions of law.

b. Violations of law will be reported to law enforcement officials and may result in criminal or civil sanctions. c. Violations of applicable Teacher Standards and Practices Commission (TSPC), Standards for Competent and Ethical

Performance of Oregon Educators will be reported to TSPC as provided by OAR 584‐020‐0041. d. Violations of ORS 244.040 will be reported to GSPC.

3. Others

a. Other guest users who violate general system user prohibitions shall be subject to suspension of system access up to and including permanent revocation of privileges.

b. Violations of law will be reported to law enforcement officials or other agencies, as appropriate, and may result in criminal or civil sanctions.

Telephone/Membership/Other Charges 1. The district assumes no responsibility or liability for any membership or phone charges including, but not limited to, long

distance charges, per minute (unit) surcharges and/or equipment or line costs incurred by any home usage of the district’s system.

2. Any disputes or problems regarding phone services for home users of the district’s system are strictly between the system

user and his/her local phone company and/or long distance service provider. IIBGA-AR “Electronic Communications System” Page 5 of 9


60


Information Content/Third Party Supplied Information 1. System users and parents of student system users are advised that use of the district’s system may provide access to

materials that may be considered objectionable and inconsistent with the district’s mission and goals. Parents should be aware of the existence of such materials and monitor their student’s home usage of the district’s system accordingly.

2. Opinions, advice, services and all other information expressed by system users, information providers, service providers or other third‐party individuals are those of the providers and not the district.

3. System users may, with supervising teacher or system coordinator approval, order services or merchandise from other individuals and agencies that may be accessed through the district’s system. These individuals and agencies are not affiliated with the district. All matters concerning merchandise and services ordered including, but not limited to, purchase terms, payment terms, warranties, guarantees and delivery are solely between the seller and the system user. The district makes no warranties or representation whatsoever with regard to any goods or services provided by the seller. District staff and administration shall not be a party to any such transaction or be liable for any costs or damages arising out of, either directly or indirectly, the actions or inactions of sellers.

4. The district does not warrant that the functions or services performed by or that the information or software contained on the system will meet the system user’s requirements or that the system will be uninterrupted or error‐free or that defects will be corrected. The district’s system is provided on an “as is, as available” basis. The district does not make any warranties, whether express or implied including, without limitation, those of merchantability and fitness for a particular purpose with respect to any services provided by the system and any information or software contained therein.



61


Sample Parent Letter Dear Parents: Your student has been selected to participate in the district’s electronic communications program and needs your permission to do so. Your student will be able to communicate with other schools, colleges, organizations and individuals around the world through the Internet and other electronic information systems/networks. The Internet is a system which links networks creating a large and diverse communications network. Internet access allows your student the opportunity to reach out to many other people to share information, learn concepts and research subjects by the sending and receiving of messages using a computer, modem and phone lines. With this educational opportunity also comes responsibility. It is important that you and your student read the enclosed district policy, administrative regulation and agreement form and discuss these requirements together. Inappropriate system use will result in discipline up to and including expulsion from school, suspension or revocation of your student’s access to the district’s system and/or referral to law enforcement officials. Although the district is committed to practices that ensure the safety and welfare of system users, including the use of technology protection measures such as Internet filtering, please be aware that there may still be material or communications on the Internet that district staff, parents and students may find objectionable. While the district neither encourages nor condones access to such material, it is not possible for us to eliminate that access completely. Attached to this letter are the following important documents:

1. An agreement for your student to read and sign stating his/her agreement to follow the district’s Electronic Communications System policy and administrative regulation. This agreement requires your signature. It must be signed and renewed each year and will be kept on file at the school;

2. The district’s Electronic Communications System policy and administrative regulation.

Please review these materials carefully with your student and return the attached agreement form to the school office indicating your permission or denial of permission for your student to participate in the district’s electronic communications system. Sincerely, System Coordinator/Administrator



62


Student Agreement for an Electronic Communications System Account

Student agreement must be renewed each academic year. Student Section Student Name Grade School I have read the district’s Electronic Communications System policy and administrative regulation and agree to abide by their provisions. I understand that violation of these provisions will result in discipline up to and including expulsion from school and/or suspension or revocation of system access and related privileges and/or referral to law enforcement officials. Student Signature Date Sponsoring Parent I have read the district’s Electronic Communications System policy and administrative regulation. I will monitor my student’s use of the system and his/her potential access to the world‐wide Internet and will accept responsibility for supervision in that regard if and when my student’s use is not in a school setting. In consideration for the privilege of using the district’s Electronic Communications System and in consideration for having access to the public networks, I hereby release the district, its operators and any institutions with which they are affiliated from any and all claims and damages of any nature arising from my, or my student’s use, or inability to use, the system including, without limitation, the type of damages identified in the district’s policy and administrative regulation.

I give my permission to issue an account for my student and certify that the information contained on this form is correct.

I do not give my permission for my student to participate in the district’s communications system. Signature of Parent Home Address Date Home Phone Number This space reserved for System Coordinator Assigned Username: Assigned Password: IIBGA-AR “Electronic Communications System” Page 8 of 9


63


Agreement for an Electronic Communications System Account (Nonschool System User) I have read the district’s Electronic Communications System policy and administrative regulation and agree to abide by their provisions. I understand that violation of these provisions will result in suspension or revocation of system access and related privileges and/or referral to law enforcement officials. In consideration for the privilege of using the district’s Electronic Communications System and in consideration for having access to the public networks, I hereby release the district, its operators and any institutions with which they are affiliated from any and all claims and damages of any nature arising from my use or inability to use the system including, without limitation, the type of damages identified in the district’s policy and administrative regulation. Signature Home Address Date Home Phone Number This space reserved for System Coordinator Assigned Username: Assigned Password: IIBGA-AR “Electronic Communications System” Page 9 of 9


64



Code: IIBGB Adopted: 07/08/99 Web Pages The district encourages the publication of web pages to foster creativity and communication and to provide students a place to demonstrate what they have learned. All web pages must comply with IIBGB-AR - Web-Site Guidelines. Failure to comply with this policy and applicable administrative regulations will result in discipline, including suspension of district Internet privileges and/or referral to law enforcement, if appropriate. District Web Site The district’s web site provides a resource for obtaining information about the district and for informing patrons about classroom activities and Board policies. Requests for publication of information on the district web site should be directed to the webmaster. District administrators (transportation supervisor, food service director, business manager, etc.) may publish web pages as part of the district’s web site. Personal information, not related to education, will not be permitted. Staff Web Pages Staff may create web pages to use in class activities or to provide a resource for other staff members. Staff web pages must reflect the educational goals and objectives of the district. Staff members linking outside sites to the district server are responsible for checking all material and links prior to submission. Individual Student Web Pages Students may, with staff sponsorship, create web pages for publication on the district’s web site that are primarily academic, educational and research oriented. Student work may be published, with parent permission, only if related to a class project or other school activity. Such work shall not reveal personally identifiable information or prohibited directory information. Student-created web pages reflect the individual and do not represent the district. Concerns about the content of any page created by a student should be directed to the building principal. Student web pages may be removed at the end of the school year unless special arrangements are made. IIBGB “Web Pages” Page 1 of 2


65


Clubs and Organizations Web pages published by clubs and organizations may provide information about extracurricular and other school-authorized activities, as well as general information relating to the district. Others The district may allow other organizations, e.g., parent-teacher groups, booster clubs, etc., to publish web pages. END OF POLICY Legal Reference(s): ORS 332.107 Family Educational Rights and Privacy Act, 20 U.S.C. Section 1232g; 34 CFR Part 99 (2000). Copyrights, Title 17, as amended, United States Code; 19 CFR Part 133 (2001). Cross Reference(s): Policy IIBGA - Electronic Communications System IIBGB “Web Pages” Page 2 of 2


66



Code: IIBGB-AR Adopted: 07/08/99

Web-Site Guidelines

All web pages must follow district guidelines and be approved by the building principal and/or technology coordinator prior to publication. Content All web pages must: 1. Contain name, address and district e-mail address of the author. Student web pages shall use the

sponsoring staff member; 2. Be grammatically correct with no spelling errors. Spell checking and proofreading are required; 3. Contain current and accurate information; 4. Include a copyright statement, if appropriate; 5. Use district templates; 6. Contain a created or modified date and the name or initials of the person responsible; 7. Identify district affiliation and contain a link to return to the district’s home page. Links to other than district sites are subject to approval by the technology coordinator. All links should be checked regularly and revised as necessary. Use of web pages for personal financial gain is prohibited. Standards Web-page authors shall: 1. Comply with Board policies, administrative regulations, these guidelines and copyright laws; 2. Respect the rights of others; 3. Maintain the privacy of others; IIBGB-AR “Web-Site Guidelines” Page 1 of 3


67


4. Use web sites for academic, educational and research purposes only;

5. Use conventions of standard English or other languages. Web-page authors shall not: 1. Display abusive, harassing, libelous, obscene, offensive, profane, pornographic, threatening, sexually

explicit or illegal material; 2. Use web site for commercial, purchasing or illegal purposes. Disclaimer The following disclaimer will be published on all web pages:

The accuracy and quality of information cannot be guaranteed. The district will not be responsible for any information that may be lost, damaged or unavailable due to technical or other difficulties.

OR The district has made every reasonable attempt to ensure that the district’s web pages are educationally sound and do not contain links to any questionable material or anything that can be deemed in violation of the district’s electronic communications policy.

Student Safeguards 1. Web page documents may include only the first name and the initial of the student’s last name. 2. Documents may not include a student’s phone number, address, names of other family members or names

of friends. 3. Published e-mail addresses are restricted to staff members or to a general group e-mail address where mail

is forwarded to a staff member. 4. Decisions on publishing student pictures will be made by the supervising teacher, after checking with the

school office to determine if the student’s parents have objected to such publication. Maintenance Maintenance of web pages, including the timely update of information and periodic checks of links, is the responsibility of the author. The technology coordinator may remove web pages not up to date. The district reserves the right to remove web pages, and if necessary, access to user accounts, without prior notice, if the content is unacceptable. IIBGB-AR “Web-Site Guidelines” Page 2 of 3


68


Privacy There shall be no expectation of privacy for information stored on or transmitted with district equipment. The district technology coordinator may review web pages to maintain system integrity and to monitor appropriate use of district equipment. Illegal activities will be reported to the appropriate authorities.

PERMISSION I give my permission to allow my student to construct and publish an Internet web page or have his/her work included in a web

page. I do not give permission for my student’s work to be published on the district web page. I do not give permission for my student’s photograph to be published on the district web page. Parent Name (print) Signature Name of Student Date Sponsoring Teacher Name (print) Signature ________________________________________________________________________________________ IIBGB-AR “Web-Site Guidelines” Page 3 of 3


69

Appendix C: National Educational Technology Standards

The International Society for Technology in Education’s (ISTE's) National Educational Technology Standards (NETS) have served as a roadmap since 1998 for improved teaching and learning by educators. ISTE standards for students, teachers, and administrators help to measure proficiency and set aspirational goals for the knowledge, skills, and attitudes needed to succeed in today’s Digital Age. Gervais School District has aligned its Technology Student Learner Standards with the NETS for students: http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/NETS_for_Students.htm.

The ISTE National Educational Technology Standards (NETS) and Performance Indicators for Students 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues. d. identify trends and forecast possibilities. 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results. 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions. 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship. National Educational Technology Standards Page 1 of 5


70

Appendix C: National Educational Technology Standards (cont.)

6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning of new technologies. NETS for Students: National Educational Technology Standards for Students, Second Edition, © 2007, ISTE® (International Society for Technology in Education), www.iste.org. All rights reserved.

The ISTE National Educational Technology Standards (NETS) and Performance Indicators for Teachers Effective teachers model and apply the National Educational Technology Standards for Students (NETS•S) as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community. All teachers should meet the following standards and performance indicators. Teachers: 1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: a. promote, support, and model creative and innovative thinking and inventiveness b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments 2. Design and Develop Digital-Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers: a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching National Educational Technology Standards Page 2 of 5


71


3. Model Digital-Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers: a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning 4. Promote and Model Digital Citizenship and Responsibility Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers: a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources b. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources c. promote and model digital etiquette and responsible social interactions related to the use of technology and information d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools 5. Engage in Professional Growth and Leadership Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers: a. participate in local and global learning communities to explore creative applications of technology to improve student learning b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community NETS for Teachers: National Educational Technology Standards for Teachers, Second Edition © 2008 ISTE ® (International Society for Technology in Education), www.iste.org. All rights reserved.

National Educational Technology Standards Page 3 of 5


72


The ISTE National Educational Technology Standards (NETS) and Performance Indicators for Administrators

A. Leadership and Vision:

Educational leaders inspire a shared vision for comprehensive integration of technology and foster an environment and culture conducive to the realization of that vision.

Educational leaders:

a. facilitate the shared development by all stakeholders of a vision for technology use and widely communicate that vision.

b. maintain an inclusive and cohesive process to develop, implement, and monitor a dynamic, long-range, and systemic technology plan to achieve the vision.

c. foster and nurture a culture of responsible risk-taking and advocate policies promoting continuous innovation with technology.

d. use data in making leadership decisions. e. advocate for research-based effective practices in use of technology. f. advocate, on the state and national levels, for policies, programs, and funding opportunities

that support implementation of the district technology plan.

B. Learning and Teaching: Educational leaders ensure that curricular design, instructional strategies, and learning environments integrate appropriate technologies to maximize learning and teaching.


a. identify, use, evaluate, and promote appropriate technologies to enhance and support instruction and standards-based curriculum leading to high levels of student achievement.

b. facilitate and support collaborative technology-enriched learning environments conducive to innovation for improved learning.

c. provide for learner-centered environments that use technology to meet the individual and diverse needs of learners.

d. facilitate the use of technologies to support and enhance instructional methods that develop higher-level thinking, decision-making, and problem-solving skills.

e. provide for and ensure that faculty and staff take advantage of quality professional learning opportunities for improved learning and teaching with technology.

C. Productivity and Professional Practice:

Educational leaders apply technology to enhance their professional practice and to increase their own productivity and that of others.


a. model the routine, intentional, and effective use of technology. b. employ technology for communication and collaboration among colleagues, staff, parents,

students, and the larger community. c. create and participate in learning communities that stimulate, nurture, and support faculty and

staff in using technology for improved productivity. National Educational Technology Standards Page 4 of 5


73


d. engage in sustained, job-related professional learning using technology resources. e. maintain awareness of emerging technologies and their potential uses in education. f. use technology to advance organizational improvement.

D. Support, Management, and Operations:

Educational leaders ensure the integration of technology to support productive systems for learning and administration.


a. develop, implement, and monitor policies and guidelines to ensure compatibility of technologies. b. implement and use integrated technology-based management and operations systems. c. allocate financial and human resources to ensure complete and sustained implementation of the

technology plan. d. integrate strategic plans, technology plans, and other improvement plans and policies to align

efforts and leverage resources. e. implement procedures to drive continuous improvements of technology systems and to support

technology replacement cycles.

E. Assessment and Evaluation: Educational leaders use technology to plan and implement comprehensive systems of effective assessment and evaluation.


f. use multiple methods to assess and evaluate appropriate uses of technology resources for learning, communication, and productivity.

g. use technology to collect and analyze data, interpret results, and communicate findings to improve instructional practice and student learning.

h. assess staff knowledge, skills, and performance in using technology and use results to facilitate quality professional development and to inform personnel decisions.

i. use technology to assess, evaluate, and manage administrative and operational systems.

F. Social, Legal, and Ethical Issues: Educational leaders understand the social, legal, and ethical issues related to technology and model responsible decision-making related to these issues.


j. ensure equity of access to technology resources that enable and empower all learners and educators.

k. identify, communicate, model, and enforce social, legal, and ethical practices to promote responsible use of technology.

l. promote and enforce privacy, security, and online safety related to the use of technology. m. promote and enforce environmentally safe and healthy practices in the use of technology. n. participate in the development of policies that clearly enforce copyright law and assign

ownership of intellectual property developed with district resources. NETS for Administrators: National Educational Technology Standards for Administrators, © 2002, ISTE ® (International Society for Technology in Education), www.iste.org. All rights reserved.

National Educational Technology Standards Page 5 of 5


74

Appendix D: Relevant Research to Support Technology Integration in

Classroom Instruction

Using Technology to Improve Student Achievement:

“Technology can have the greatest impact when integrated in the curriculum to achieve clear, measurable education objectives” (CEO

Forum 2001). In a study performed in 1999, it was discovered that content-area learning standards and technology uses can

significantly increase test scores. “In an eight-year longitudinal study of SAT-I performance at New Hampshire’s Brewster Academy

(Bain & Ross, 1999), students participating in the technology integrated school reform efforts (School Design Model) demonstrated

average increases of 94 points in combined SAT-1 performance over students who participated in the traditional school experience.”

The technologies used were laptop computers by faculty and students with ready access to the school network. Another study, in rural

Nebraska, trained teachers who used technology for Reading Comprehension and Math Computation learning in their ELL

classrooms. The improvement in a one year period was not significant when compared to peers who did not participate in the

technology enhanced instructions. But, over time (2.5 years), the improvement was significant, 40% or more (Isernhagen, 1999).

From these studies, integration of technology in improving student achievement is clear.

Using Technology to Support Second Language Learning:

Research in second language acquisition (Collier, Thomas, 2001) has clearly suggested the need of comprehensible input in order for

second language learning to take place. The role of the second language teacher is to act as a facilitator in providing the intensive

input. In past years, the teachers relied heavily on the use of pictures, realia and gestures to convey meaning to beginning language

learners. The computer with its Internet and hypermedia capabilities utilizes a multi-sensory collection of text, sound, pictures, and

video to provide meaningful context to facilitate comprehension. Technology is equally important in the sheltered, academic-areas

where its ability to provide comprehensible input serves as a scaffold to support students in the academically challenging subject

matter (Butler-Pascoe, 2003). Technology also plays an important role in making connections for understanding in early literacy (the

print is always the same and always flows from left to right) and helping second language learners see the relationship among

concepts and how they relate and connect to one another in a bigger picture through graphic organizers such as Kidspiration®,

Inspiration®, and KidPix® (Cradler et al., 1999). Research cited clearly supports the activities and strategies to promote second

language acquisition and student academic advancement.

Relevant Research Page 1 of 2


75

Appendix D: Relevant Research to Support Technology Integration in

Classroom Instruction (cont.)

BIBLIOGRAPHY

Bain, A., & Ross, K., “School Reengineering and SAT-I Performance: A Case Study”, International Journal of Education Reform, 9(2), 1999, 148-153

Butler-Pascoe, Mary Ellen, Technology and Teaching English Language Learners, Allyn and Bacon, Boston, 2003

CEO Forum, “Year 4 StaR Report” [Online], 2001, Available: www.electronic-school.com/2001/09/0901ewire.html#forum.

Collier, Virginia P. & Wayne P. Thomas, “Making U.S. Schools Effective for English Language Learners”, TESOL Matters, 9, No. 4, Part 1,2,3, 1-6, 1999, August/September

Cradler, R., & Cradler, J, “Just in Time: Technology Innovation Challenge Grant Year 2 Evaluation Report for Blackfoot School District No. 55 San Mateo, CA”, Educational Support Systems, 1999

Isernhagen, Jody C., “Technology: A Major Catalyst for Increasing Learning”, The Journal, 0192592X, Aug 99, Vol. 27, Issue1

Thomas, Wayne P. & Virginia P Collier, “Reforming Schools for English Language Learners: Achievement Cap Closure”, George Mason University, NABE, 2001

Relevant Research Page 2 of 2


76

Appendix E: Staff Technology Skills Level Self-Assessment Worksheet

As described in the Gervais School District Three-Year Technology Plan, the district has made a commitment to the integration of multimedia and technology into all areas of instruction district-wide. High-quality professional development and multimedia equipment will be provided to facilitate the creation of technology-rich lesson plans. Specifically, digital video, digital photography, surround-sound audio, interactive whiteboards, digital document presenters, LCD projection, automated response/participation systems, and other technologies will be employed in classrooms to facilitate staff and student production of slideshows, websites, digital video, etc. In order to work towards the goals of the Technology Plan and achieve a high level of integration of technology and multimedia in classroom instruction, it is necessary to define some proficiency/integration levels for staff to work toward. The Technology Committee has created this worksheet for staff to analyze their own technology integration practices and to create awareness of the skills and usage levels that the district regards as basic, advanced, and optimal. In responding to the following statements below, please enter the number of days per school week that you use the described technology. The percentage of instruction will be calculated automatically for you in the adjacent column. Please note that we are only counting "days per week" that the technology is employed. The Technology Committee believes that any technology used on less than a weekly basis does not constitute “integration” of the technology into the curriculum or culture of the classroom. Two scores are given below. First, a Basic Skills Level Score is given, which assesses your use of the basic classroom tools for instruction. The Basic score for all staff should be 100% and staff should seek support from the Technology Department as necessary to bring themselves to that required level. The second score assesses your Advanced to Optimal Skills Level rating. If your score is between 60% and 84%, the district considers your level of technology integration Advanced. If your score is 85% to 100%, the district considers your level of technology integration Optimal and to be emulated by other staff. Optimal integration for all teaching and administrative staff is the district's vision for instruction and will bring about implementation of the district's technology goals of implementing the Oregon Education Technology Standards and the National Education Technology Standards for Students, Teachers, and Administrators into the curriculum and education of our students. It is understood that classroom teachers have very diverse jobs that may make the integration of technology more difficult for some which will mean lower scores on this worksheet. This worksheet will not be used as an evaluative tool for job performance. This worksheet is intended as a tool to facilitate technology integration, to identify good technology integration practices, to create dialog, and to identify steps the district can take to assist staff in improving their scores. It should be noted that the district does expect all teachers to incorporate technology into instruction.

Staff Technology Skills Level Self-Assessment Worksheet Page 1 of 3


77

Appendix E: Staff Technology Skills Level Self-Assessment

Worksheet (cont.)

I use my assigned work computer to create documents and materials using the Microsoft Office suite (Word,

Excel, PowerPoint).

Frequency in days per school week (less than one day per week is not considered measurable technology integration).

Percentage of instruction days. This field will calculate automatically from the Frequency field.

= 0%

I use my assigned work computer to communicate with colleagues and parents via email.



= 0%

I use my assigned work computer to access web-based and network-based school administrative programs,

such as SchoolStream, the student data management system, Aesop, etc.



= 0%

Basic Skills Level Score 0%

My students use computers in a lab setting.



= 0%

In my classroom (or in the administration of my building), I use an LCD projector to show websites and

slideshows to my students.



= 0%



78

Appendix E: Staff Technology Skills Level Self-Assessment

Worksheet (cont.) In my classroom (or in the administration of my building), I use a digital presenter to show students

manipulatives (i.e count the change from my pocket) and real-life examples (i.e a jar of tadpoles), not just the

textbook, or notes.



= 0%

In my classroom (or in the administration of my building), I create lesson plans around and

use an Automated Response System or an interactive whiteboard (use must be beyond

regular white board use, i.e labling a map of the world or organs of the body, educational games played as a class like test-prep Jeopardy, etc.).



= 0%

In my classroom (or in the administration of my building), I create web-based lesson plans whereby students

are asked to open a website that I have created or customized to receive instruction and access to additional

resources (links) to complete the assignment OR I give students assignments that incorporate student-

produced digital still or digital video images into the finished product.



= 0%

Advanced-Optimal Skills Level Score 0%

Please give your comments and suggestions for ways the district can assist you in incorporating

technology into your lesson plans and achieving an Optimal Skills Level score on this worksheet.



79

Appendix F: Oregon Diploma Essential Skills

Oregon Diploma Essential Skills Page 1 of 3


80

Appendix F: Oregon Diploma Essential Skills (cont.)



81

Appendix F: Oregon Diploma Essential Skills (cont.)
