School Board of Alachua
County
District Technology
Plan
August, 1996
Jim Moffett
Director of Instructional Technology and Media
Resources
Jim
Utley
Chief Technical and Information
Services Officer
Table of Contents
Goal
The Planning Process
District Profile
Historical Perspective
District Computer Networking
Administrative Information Systems
School Computer Use
Elementary School Computer Configuration
Middle School Computer Configurations
High School Computer Configurations
Other Confirgurations Common to All Locations
Headstart
Title 1
Elementary School Instructional Management System
Plus (IMS+)
Instructional Media
Vocational Education
Computer Purchasing
Computer Software Selection & Purchase
Copyright
Computer Hardware Selection & Purchase
Computer Support/Maintenance/Repair
Security
Closed Circuit Television
Distance Learning
Telephone Systems
Objectives
Funding
Appendices
Code of Student Conduct Computer Statement
Telephone Configurations
Information Resources Department Brochure
People who assisted in the Preparation of this
Plan
Related Documents
School Based Technology Plans
Florida Department of Education Technology Incentive Grants
Communication Support Handbook
GOAL
It is our goal to provide technological tools; to enable teachers
to give students an optimum learning experience, to enable students to take
maximum advantage of the educational process, to enable administrators and
staff to support the educational process and fulfill accountability and
reporting requirements.
The district has established two departments whose mission is to provide
district wide leadership in selecting technology, facilitating its implementation
and integration into the learning environment, training personnel for its
use, and supporting activities that use technology with problem resolution
and repair. "Instructional Technology & Media Resources" has
prime responsibility for the Instructional use of technology and "Information
Resources" has prime responsibility for the administrative use of technology
and the wide area network.
THE PLANNING PROCESS
This edition of the "District Technology Plan" represents the
latest revision of an ongoing process that started in May of 1990. Since
that time groups and individuals have periodically given input into updates
for the plan. This plan is a dynamic roadmap that plots the course the District
must follow in order to provide teachers and students with the tools necessary
to function in the 21st century. It also represents community input and
partnerships that are so vital to a successful educational enterprise. (see
Appendix C for a list of contributors)
Each year as part of the Technology Incentive in the Classroom Grant process,
schools must submit a multi-year technology plan. The technology committee
at each site surveys the faculty to determine: objectives, technology needs,
infrastructure needs, and inservice needs. Once the needs are established
then the committee helps to prioritize the objectives, allocate funds and
other resources and set timelines for completion.
DISTRICT PROFILE
The Alachua County school district is regarded statewide as one of the premier
public school systems in Florida. It is recognized for the depth and breadth
of its educational programs and services, and for its innovative approach
to program development and implementation.
The Alachua County school district serves more than 28,000 students in 40
schools and centers; 23 elementary, eight middle, six high, two special
education centers, and one vocational/adult education facility. All Alachua
County schools are fully accredited by the Southern Association of Colleges
and Schools. The district's unified curriculum is progressive and child-centered.
Graduation requirements meet or exceed all state standards, and high school
course performance standards ensure a consistent and high quality of instruction
districtwide. The Department of Education Microcomputer Resource Survey
for the 1995-96 school year reports that Alachua County has 4364 instructional
and 686 administrative microcomputers. For additional information please
see our World Wide Web site at www.sbac.edu . For an overview
of the use of technology in our district please see appendix C for a brochure
on the Information Resources Department.
HISTORICAL PERSPECTIVE
During the early '80's the district's primary instructional technology emphasis
was on computer literacy and school-site closed circuit television. Equipment
and software were selected to accomplish that end. Local school budgets,
internal accounts funds from parent groups and fund-raising projects, and
Chapter II grant funds were used to purchase computer equipment, software
and other technology. Television equipment was primarily purchased using
D.O.E. Television matching grant money.
For administrative purposes, the district provided terminals in all schools
connected to a mainframe via a traditional proprietary IBM network. The
initial model was a single multi-purpose machine in elementary schools,
with four terminals in middle schools and eight terminals in high schools,
used to access student records, attendance, and business services functions.
During the early '90's, equipment replacement funds were provided for 2
years using a portion of a 2 mil local option tax levy. Part of these funds
were used to replace aging Tandy Color computers and Radio Shack Model III
and IV computers at all levels. Replacements at the elementary level were
IBM PS/2 Model 25's with Trackstar Apple IIe emulation boards. At the secondary
level the replacements were networked computer labs consisting of IBM PS/2
Model 80 hosts connected through baseband networking to PS/2 Model 25 student
stations
DISTRICT COMPUTER NETWORKING
The Information Resources Department has implemented a district wide token
ring networking plan. Each school and administrative site has been equipped
with a backbone token ring that connects core services such as the media
center, cafeteria, and administrative area. Each backbone token ring is
bridged to the Kirby-Smith Administrative Center over leased data-grade
telephone lines. At many school sites the School Advisory Committee and
instructional staff have connected computer laboratories and individual
administrative and instructional computers to the token ring network. This
backbone network allows shared devices such as printers and CD-ROM servers
to be more efficiently used. It also allows any computer running communications
software to connect to services and resources outside of that site's ring
by bridging to the Kirby token ring and through other bridges/routers to
FIRN and through FIRN to the Internet, Alachua Free-Net, the World Wide
Web and any of over 5 million other connected computers. The educational
and knowledge (information) resources are a valuable tool for students and
staff. Along with this increased access to wide ranging resources come the
responsibility for its legal and ethical use. Students must be taught the
proper use and the consequences for misuse (See appendix A for the "Code
of Student Conduct".)
The Black Box Committee - The Superintendent established
this standing committee to develop and maintain criteria for wiring new
and remodeled facilities for many types of communications technology. The
"Communications Support Facility Handbook" (see related document
section) specifies all details for the physical layout and specific wire
to be used to connect a site with computer networking, telephones, closed
circuit television, intercom, security systems, fire alarms, energy management
systems and also specifies electrical capacity. The criteria designates
a centrally-located mechanical room at each site as the "Communications
Support Facility" (also known as the Black Box Room) and routes all
the wiring entering and exiting a school site through this room. The room
houses the main electronic controllers for each type of networking. From
the C.S.F. room, wiring is routed to a series of "Satellite Communications
Rooms" located in close proximity to clusters of classrooms and offices.
From the Satellite Rooms, wiring is routed directly to each classroom or
office in the cluster. Typically, a communication's outlet is installed
and wired in each room only when it will actually be used. In rooms that
don't have an immediate need, the wiring is coiled into a junction box in
the ceiling to be extended down to an outlet when a future application requires
it. Sites that have been "Black Boxed" are equipped with oversized
conduits to allow for easier installation of cabling for future applications
of existing and new technology. The goal of this design is to facilitate
the installation of new devices in classrooms and offices as they are required.
They can be hooked into the system with a minimum of delay and at a smaller
individual cost.
Future Direction -- Our district should have the capability of school wide
networks with multiple file servers (computers containing different types
of instructional software and information) located in different parts of
the school. The file servers can be accessed by microcomputers in at least
several areas of the school to use the media center card catalog, CD-ROM
databases such as encyclopedias and many subject area programs. The Chapter
1/Title 1 Federal program is currently leasing time (above and beyond that
needed by it's students) on their Josten's integrated learning system network
to the School Advisory Committee to allow regular school students access
to this instruction. Any microcomputer that hooks into the token ring network
at a local school has access through bridges at Kirby-Smith to the Internet
and all the resources available on it throughout the world. Many higher
powered microcomputers also have access to the World Wide Web and its graphic/sound
resources as well.
Recommendations:
v Continue retrofit of schools and administrative areas until
16Mbps token-ring network service is available to every room.
v Continue migration of all "school site to Kirby-Smith" leased
data lines from 56kbps SynchroNet to 128kbps ISDN for greater speed and
less expense.
v Investigate other options for district-wide networking to take advantage
of new technology as it becomes available and is cost-effective for higher
bandwidth and increased functionality.
v Continue migration from an IBM "token-ring bridge" software
environment to a higher performance routed environment. Consider transition
from routing to switching technology when that equipment (ATM) becomes less
expensive.
v Increase staffing to adequately support the networking infrastructure.
The numbers of instructional and administrative devices have increased dramatically
in the past ten years with only one new position added for support.
ADMINISTRATIVE INFORMATION SYSTEMS
For automation in district administration, the Information Resources department
was created in 1982 to replace the contracted information services at the
Alachua County Regional Information Center. Transition to district-operated
equipment, software, and communications was made July 1st, 1983. Since then
the mainframe hardware systems have been upgraded and expanded regularly
to handle an increased need for data processing facilities; the current
system is an IBM ES/9000 mainframe with more than 50 GB (billion bytes)
of disk storage, 8 cartridge tape units, and a Xerox 4050 high-speed laser
printer. In 1994 an RS/6000 minicomputer was added as an e-mail, bulletin
board, and World Wide Web information server.
One key aspect of Information Resources department staffing is the assignment
of application programming teams to directly support each major functional
administrative area, i.e. student support/curriculum, business services,
human resources, and facilities. This model has proven quite successful
in insuring that district data processing needs are being addressed.
The Information Resources Department maintains the District's World Wide
Web Site at http://www.sbac.edu. This site provides a vast amount of information
about the school district and its many programs. It is available over the
Internet to the general public as well as each school. Each school and department
has a page linked to the District page where specific information can be
posted. The posting and updating of the information is a responsibility
of the individual school or department.
Recommendations:
v Continue supporting mainframe expansion or other alternatives
to support the information system/data processing requirements of the district.
v Investigate newer applications software for Business Services, Human Resources,
Facilities, and Student Support functions.
v Investigate and implement a relational data base and a "fourth generation"
language environment to increase programmer/analyst productivity.
v Add a Xerox model 4850 multicolor high-speed laser printer to allow the
district to print our own scan forms.
v Continue to maintain and expand the District Web Site.
SCHOOL COMPUTER USE
Schools currently use computers for instruction in two general areas: computer
literacy and curriculum support. The elimination of the State Student Assessment
Test has transferred the responsibility for assessing computer skill mastery
to each principal. All schools have technology/computer committees that
provide direction for the application of technology in the instructional
process and the purchase of hardware/software. Each school committee selects
and purchases its own computer software according to curriculum objectives
and needs. The District provides oversight to assure the quality and compatibility
of the instructional materials. Because of large student populations, most
elementary schools have had to disband their computer labs and distribute
the computers to the back of classrooms and to central areas. New schools
are equipped with one or more computer labs containing the most up-to-date
computers, printers and networking equipment available at the time of purchase.
ELEMENTARY SCHOOL COMPUTER CONFIGURATION
Most elementary schools currently use IBM PS/2 Model 25 computers standing
alone or in small ICLAS (IBM Classroom LAN Administration System) baseband
networks. Stand alone computers typically have 640K of memory, a 720k floppy
disk drive, an MCGA color monitor, a Trackstar Apple IIe emulation board
with 5.25" external Apple floppy drive. These computers will run IBM
single disk software and the Minnesota Educational Computer Consortium Apple
software. Much of the current software will not run on this equipment because
of it's slow processor speed, small hard disk capacity and small amount
of memory. This equipment is currently 5-6 years old and needs to be replaced.
Upgrading of the current equipment is not a cost-effective alternative.
In addition, each elementary school has an IBM PS/2 Model 60 or equivalent
for the National Computer Systems' "Instructional Management System"
(IMS) software. with an attached NCS Sentry 3000 optic mark scanner. Both
computer and scanner are several generations old, with the scanner model
out of manufacture since 1992.
MIDDLE SCHOOL COMPUTER CONFIGURATIONS
Middle schools currently use IBM PS/2 Model 25-286 computers standing
alone or in ICLAS (IBM Classroom Lan Administration System) networks. Stand
alone computers typically have 640K of memory, a 1.4MB floppy disk drive,
a VGA color monitor, a Trackstar Apple IIe emulation board with 5.25"
external Apple floppy drive. These computers will run IBM single disk software
and the Minnesota Educational Computer Consortium Apple software. An ICLAS
baseband network was implemented in each Middle school. It consists of an
IBM Model 80 host running Novell Netware and the IBM Classroom LAN Administration
System. Each student station consists of an IBM PS/2 Model 25-286 computer
with 1MB of memory, a 1.4MB floppy disk drive, a VGA color monitor, and
a Trackstar Apple IIe emulation board. MECC Apple software is installed
on the Network Computer Host hard disk for use on the student stations.
Much of the current software will not run on this equipment because of processor
speed, hard disk and memory requirements. This equipment is currently 5
years old and needs to be replaced. Upgrading of the current equipment is
not a cost effective alternative.
HIGH SCHOOL COMPUTER CONFIGURATIONS
High schools currently use IBM PS/2 Model 35 SX computers standing alone
or in ICLAS networks. Stand alone computers typically have 2MB of memory,
a 1.4MB floppy disk drive, a VGA color monitor. An ICLAS baseband network
was implemented in each High school. It consists of an IBM Model 80 host
running Novell Netware (2.2 or 3.12) and ICLAS. Each student station consists
of an IBM PS/2 Model 35 SX computer with 1 to 4MB of memory, a 1.4MB floppy
disk drive, a VGA color monitor.
OTHER CONFIGURATIONS COMMON TO ALL
LOCATIONS
Because different teaching strategies require specific technology
application, individual schools have chosen to purchase various combinations
of the following devices:
Teacher Presentation Stations - teachers use stand-alone
and network-attached computers with LCD panels on overhead projectors to
display lessons and demonstrations for the whole class to view.
Teacher Material Production Stations - using computers,
laser printers and desktop publishing software, teachers produce commercial
quality materials for their classes. In many ways these materials are more
effective because they are tailored to the specific lesson plans used by
the teacher. In many media centers a teacher production center has be established
that contains the computers, printers and software that can be shared by
all the teachers in the school.
Internal Accounts Workstations - all schools have a Dell 486DX2/66 workstation
with the primary purpose of running the Manatee County Internal Accountssoftware. These workstations also have access to the district network as
well as word processing and spreadsheet programs.
General Administrative Workstations and Terminals - a variety of mainframe
terminals and microcomputers with terminal emulation software are installed
in all locations for access to mainframe applications. IBM 3270-type terminals
connect to 3174 control units, which use the district network for communication.
HEADSTART
The Headstart program uses computers and color printers with pre-school
skill development software to provide young students with early learning
skill orientation and practice. Students gain valuable computer operational
skills as they learn math and language arts.
TITLE 1
The Title 1 program uses the Josten Learning System program on
networked computers at elementary school sites throughout the district.
This sophisticated integrated learning system assesses the student and provides
computer administered lessons in math, reading and writing based upon the
students current working level. As students demonstrate mastery of the skills
they are progressed to more challenging lessons. If they have difficulty,
the computer administers remedial lessons until the skills are mastered.
The system provides reports that can be used by the regular classroom teacher
to be able to monitor student progress.
ELEMENTARY SCHOOL INSTRUCTIONAL MANAGEMENT
SYSTEM PLUS
(IMS+)
Teachers at all elementary schools inform the C urriculum
R esource T eacher (CRT) when students
are ready to take an end of the book mastery test. The CRT administers the
mastery test and feeds the scoring information into a computer management
program. The teacher also has the option to administer unit tests in the
classroom and submit to the CRT for scanning. Reports are generated andgiven to the teacher who uses the data to make curriculum decisions about
the student's educational programs. School administrators, teachers and
district staff use the data provided by the IMS+ system to make informed
decisions about teaching strategies, validity of curriculum, feedback to
parents and to meet more closely a child's individual needs. Data is aggregated
twice a year at the District level to provide summary reporting information.
INSTRUCTIONAL MEDIA
The Dynix Library Management System is a district wide program that uses
microcomputers in each school's media center to input and access information
on a centrally located minicomputer. This RS-6000 minicomputer contains
a union catalog database of over 500,000 library books in all media centers
in the district. Each media center uses a token ring attached IBM PS/2 Model
25 microcomputer to check books in/ out using barcodes located on each book,
AV material, and piece of equipment. Each year a physical inventory is conducted
by scanning the barcoded items. Three to six IBM PS/2 Model 25 microcomputers
in each media center are used to access the computerized card catalog over
the token ring network. Materials may be searched for by title, author or
subject. VISTA, another information resource available from each of these
machines, is a searchable magazine index of over 200 magazines for a period
of 5 years. Many of these citations contain the full text of the articles
rather than just a summary. Several major newspapers and other reference
sources are also indexed. At the district level a CD-ROM based BiblioFile
database is being used to help catalog books and AV material entered into
the Dynix system for circulation.
In the media center and other areas in the school, microcomputers with CD-ROM
drives are being used to teach the research process by allowing thousands
of pages of indexes, encyclopedias, and dictionaries to be searched for
information in a very short period of time. Students gain invaluable experience
with today's research skills. The State Department of Education is coordinating
the development of a union catalog of the total holding of all school media
centers in the state. They publish a CD-ROM each year with the cataloging
information on all the school media centers that have been completed. This
will allow every school to know what is available in every other school
and will facilitate interlibrary loan where allowed by the district.
Many high school and middle school media centers house small computer labs
that provide for: Independent Student Use, Teacher Production of Materials,
and CD-ROM/Internet Research. The use of computers connected to the Internet
and World Wide Web provides access to resources that several years ago were
available only at University Graduate Research Libraries.
Some of the on-line services being used in the media center include:
LUIS gives students and teachers access to the U of F and other state university
and community college card catalogs.
DIALOG gives students and teachers access to 300 academic research databases
containing over 152,000,000 records that may be searched to find articles
to support papers.
VOCATIONAL EDUCATION
The Vocational Education program is one of the heaviest users of technology
in this school district. Uses range from word processing to computer assisted
drafting. In order for students to learn skills that can be translated into
jobs they must be trained on the same type of equipment that is being used
in business and industry within the community. We are in a period of rapid
technological growth which makes it difficult to keep up with the new devices
and software being used in local business and industry. Industrial Arts
Education has changed to Technology Education and encompasses such topics
as Robotics and Computer Integrated Manufacturing. Middle and High Schools
have a Technology Laboratory for use by their vocational classes. These
laboratories provide specialized equipment and materials need for learning
current and future job skills.
The district developed and maintains a Mobile Technology Laboratory housed
in a 12' x 65' highway trailer. This unit is moved from school to school
to demonstrate the latest in computer and display technology. It is used
as a portable classroom with 12 networked multimedia computer stations where
students can sharpen their high tech communication skills. These computer
stations are connected to the Internet so that students and teachers can
learn to use the information superhighway.
COMPUTER PURCHASING
Computers purchased since the district wide upgrade in 1990 have been based
upon the most current models available at the time of purchase. Typical
systems include: IBM (EduQuest) / Dell 486 SX, DX, DX2 & Pentium and
Macintosh 68040 and PowerMacs.
Schools purchase technology based upon their unique goals and objectives.
These goals and objectives are part of their School Improvement Plan and
their School Technology Plan. The School Advisory Committee and the school
technology committee make recommendations for purchasing and monitor implementation
and assessment of goal/objective achievement within each site. Schools receive
a share of the Technology Grant funds based upon the number of students
enrolled. Each year LRC staff work with school staff to establish criteria
for audiovisual and production equipment. This criteria is then used to
select specific makes and models that can be purchased by district bid and/or
state contract.
Schools that wish to purchase computers and peripherals contact Instructional
Technology (instructional use) or Information Resources (administrative
use) for the latest recommendation in either the MS-DOS/Windows or Macintosh
lines. The initial decision of which line to go with depends upon many factors
including: software availability, training requirements, curriculum area
coverage, special features/peripherals, compatibility with existing computer
systems and long term support requirements. After a teacher decides between
Macintosh and Windows lines the specific model is chosen based upon specifications
such as: included software, RAM, hard disk size, network interface card,
monitor resolution, CPU and peripheral ports and cost. Most of the purchases
are made from Florida Department of Education contracts with major computer
manufacturers. These contracts establish discounted pricing, shipping policy,
warranty repair, parts availability, etc. Where possible, the district establishes
specific brands and models for specific purposes. This makes support (operational
and repair) of the computer, peripheral devices, and software much more
efficient and cost effective. It is becoming increasingly difficult to standardize
on a specific model for longer than the 3 to 6 months it normally takes
for the manufacturer to withdraw one model and replace it with another.
Advances in technology will constantly bring about new computing hardware
and software that has educational significance and application. Change must
be recognized as unavoidable and planned for accordingly. Because major
developments in computer hardware reach market every 2 years and the average
availability of a specific computer model is less than 6 months, it is economically
impossible for School districts to keep current in all of its computer hardware.
The most that can be hoped for is to update periodically a portion of the
computers used in the most critical applications. This rapid technological
advancement will continue at an accelerated pace as manufacturers find ways
to go from design to market in shorter and periods of time.
Recommendations:
v In order to provide for upgrading and replacement on a regular, recurring
basis, 20% of the current price of all machines should be budgeted for that
purpose. This will allow for total replacement on a five-year cycle.
v All 3270-type mainframe terminals should be replaced with up-to-date graphical
interface microcomputers.
COMPUTER SOFTWARE SELECTION AND PURCHASE
Software should be selected in the same way as other supplemental
instructional materials. An evaluation should be conducted before purchase
(unless an evaluation is already on file in the Instructional Technology
office or an evaluation is available from an educational journal). The evaluations
will help assure the purchase of quality software. Software that costs less
than $399.00 may be purchased and an evaluation sent within a semester to
Instructional Technology, LRC.
Software with multi-grade level scope and integrated instructional management
capabilities (such as teacher reports and skill mastery results) should
be evaluated and approved by a district level instructional material selection
committee. (Josten's Integrated Learning System and Computer Curriculum
Corporation's Integrated Learning System are examples of this type of software.)
Software for administrative use is selected after coordination with Information
Resources. Because of the large quantity of software and small number of
support staff only a limited number of major packages for word processing,
spreadsheet, and other applications can be supported. If you buy a piece
of software not on the approved list then you can't get help when you need
it. If you can't get help it may be impossible to use the software and district
data could be lost.
Recommendation:
v In order to provide teachers and staff with information about quality
software a system should be developed that allows online searching of software
evaluations/recommendations.
In order to assure compatibility with existing hardware and peripherals,
all purchase requisitions for instructional software should be forwarded
to the Director of Instructional Technology and Media Resources, LRC-Sivia
for Sign-Off. All purchase requisitions for administrative software should
be forwarded to the Director of Information Resources.
COPYRIGHT
The School Board of Alachua County recognizes and supports the
limitation imposed by copyright laws. These laws specifically prohibit the
unauthorized duplication of copyrighted software except to provide for archival
back-up copies. It is inappropriate and illegal to use "pirated"
or otherwise illegally obtained software on District equipment. Use of District
equipment to make unauthorized copies of District owned, privately owned,
or illegally obtained software is prohibited.
Students must be taught the proper use of copyrighted materials and the
consequences for violation of the copyright law. Because of the importance
of this concept it is addressed in the "Code of Student Conduct".
Parallel rules for district employees are under development and will become
part of the published personnel policy in the the School Board Policy Manual.
COMPUTER HARDWARE SELECTION AND PURCHASE
Hardware Selection -- The selection of computer hardware depends upon many
considerations: features, availability, reliability, vendor/manufacturer
support, repair, availability/cost of repair parts, price, etc. The determination
of which particular brand and model the district will purchase requires
an assessment of the impact the hardware will have on many departments and
their resources. These departments include: the microcomputer support departments
(for training, operational support and maintenance); the facilities' department
(for installation of electrical or computer network wiring plus any remodeling
to fit the technology); and the telephone department (for installation of
telephones for troubleshooting and installation of digital network wiring).
Because of the impact that selections can have on limited resources, decisions
must be based upon input from all parties involved at the school and district
level.
In order to assure compatibility with existing hardware and peripherals
and their support-ability, all purchase requisitions for instructional
hardware should be forwarded to the Director of Instructional Technology
and Media Resources, LRC-Sivia for Sign-Off. All purchase requisitions for
administrative hardware should be forwarded to the Director of
Information Resources.
COMPUTER SUPPORT
In order for technology to help people in their jobs, they must be trained
in its use. After the training there must be resource people who can answer
questions and solve problems to keep computer users productive. When instruction
is dependent upon technology, the speed with which problems are solved is
critical so that student learning is not jeopardized. The Instructional
Technology Department is responsible for this support. Listed below are
major elements of that support process.
Training --(Individual, Small Group, Large Group) staff
training is one of the most important support activities provided. Unless
teachers and other staff members receive adequate instruction in the operation
of hardware and software they can not effectively teach students and can
not efficiently perform their jobs. Training includes three main categories:
General Literacy (Initial introduction to the use of computers and software),
Specific Literacy (Initial introduction to the use of computers and software
within a given setting), and Specific Applications -- How to make use of
individual computer programs in performing specific jobs. Another training
related support activity is the development of Training Materials which
include Individualized and group instructional books, audio tapes, computer
programs and videotapes. Training is most effective when held on the equipment
that will be used on the job. It is therefore recommended that the training
take place at the work site if possible. When computers or other technology
is not available at the site, the LRC - Sivia Center has meeting rooms and
IBM and MAC computer labs available for training conducted by staff and/or
outside consultants.
District wide inservice is coordinated through the C.R.E.A.T.E. council.
Each year the council conducts a survey to determine what inservice is needed
by teachers. Computer skills have been among the top categories for the
past 5 years. Once the topics have been selected, contacts in each school
help to enroll teachers for workshops using an online inservice scheduling
program. C.R.E.A.T.E. council funds are allocated to help pay for the requested
classes. Each participant's learning is evaluated as is the session itself.
Support -- Helping people use applications by answering
their questions and giving information that facilitates correct operation
of hardware and software either on-site or over-the-phone.
Troubleshooting -- Diagnosing malfunctions in the operation
of hardware and software.
Maintenance -- Performing routine upgrades and modifications
of hardware and software. Performing routine diagnostics and cleaning to
assure continued optimum operation.
Repair -- Correcting hardware and software malfunctions.
Microcomputer application development -- Analyzing user
needs and configuring off-the-shelf software or writing software to meet
those needs. Once an application has been developed it must then be supported.
The complexity of current networking equipment/software and microcomputer
hardware/software demands an extremely high skill level of the support staff.
These positions are in demand by business and industry and it is imperative
that we train and keep qualified individuals in these positions in order
to stay operational in both the instructional and administrative areas.
Network management -- The Information Resources department
is responsible for network management to the classroom level. Instructional
Technology is responsible for networks in the classroom.
Recommendations:
v It is recommended that the district implement a support structure
that includes a highly trained technology support person at each school.
This instructional level position would interact with the school staff to
provide the first level of problem solution. If the problem could not be
solved at this level the technology support person would refer the problem
to a district based specialist. At the District level, Support Specialists
must be highly skilled in specific areas such as: local area and
wide area network configuration and troubleshooting, PC and Macintosh operating
systems and hardware configuration, PC and Macintosh applications, Inservice
Training, and Hardware Repair. The number of support specialists at the
District Level must be adequate to provide timely problem resolution to
school based support specialists. As instructional programs have become
dependent upon computer delivery systems this model provides the fastest
solution to problems with the least disruption in the educational process.
It also protects the sizable investment that the District has made in technology.
v It is recommended that until sufficient funds are available to staff the
full school based model an interim model could provide support specialists
that are responsible for a geographic cluster of schools. This would allow
for a faster response time and better problem resolution.
SECURITY
Security for the protection of confidentiality of students is mandated in
Section JO of the School Board Policy Manual. Only those staff members requiring
access for legitimate administrative purposes have account privileges allowing
such access.
Security for integrity of systems, programs, and information resources on
district mainframes and minicomputers is provided using a multi-layered
computer access control system. Access is authorized by the principal or
director of the appropriate department responsible for maintaining the data,
and managed by the security administrator, who assigns accounts and passwords
with access to various systems in accordance with the District or School
Access Request Form (MIS 945.002). This form is signed by the user receiving
access and the principal or department head authorizing access, and maintained
by the security administrator in Information Resources.
Security for instructional lab networks is maintained by the network administrator
at each school site.
Physical security for the district mainframe and minicomputer systems, as
well as administrative microcomputer servers, is provided in the Information
Resources department. Physical access is limited to operations and system
staff only, or those escorted by such staff. Logs are maintained of any
access other than staff. Computer rooms are protected by doors with combination
locks, and an alarm system used when unoccupied. The electrical power supply
is protected with battery backup and power conditioning.
Major components of district networking equipment is housed in locked communications
closets at each school site.
Schools are locked, with alarm systems armed, during periods when school
staff are not present. Critical microcomputers are locked to the desktop
with security brackets and cables.
OTHER TECHNOLOGY
CLOSED CIRCUIT TELEVISION
Most of our schools have full or partial Closed Circuit Television
systems. (Some schools have elected to use their technology money to fund
other types of technology such as computer networks and therefore have less
than full television systems.) Under the Black Box project criteria all
new and/or remodeled schools will be wired for Closed Circuit Television
systems. Head end (central distribution) equipment must then be purchased
for school sites that have the wiring but don't have systems.
There are currently 4 community cable television companies serving Alachua
County and the School System. The largest of these is Cox Cable which serves
the Gainesville metropolitan area. The Cox franchise provides a free cable
hookup for each school in its service area. Cox's franchise also requires
them to provide a local access channel (cable channel 8) and an educational
access channel (cable channel 6). The educational access channel is jointly
available to the University of Florida, Santa Fe Community College, the
School Board of Alachua County, and the Regional Library System. The major
share of programming on the educational access channel is provided by the
U of F's channel 10BR, which carries many educational programs for which
the university has rights to rebroadcast. The other cable companies provide
free hookup and programming for the schools in their service areas but don't
provide an educational access channel.
Satellite Television Reception Systems
Several high schools and middle schools have elected to purchase satellite
TV receiving equipment for attachment to their Closed Circuit Television
systems to allow the viewing of video teleconferences and other programming
being beamed off of telecommunications satellites. Many foreign language
classes use native language broadcasts to provide students with "real"
experiences.
Video Production
Video Production Classes -- Schools where students have shown a high interest
have equipped TV production studios that are used by students to learn professional
television production skills. Included in many of these studio control rooms
and also in middle school technology labs are computer controlled video
editing stations. These stations allow video scenes from different tapes
and live video from a camcorder to be assembled with titles and transitional
effects such as fades/dissolves to produce finished professional looking
tapes.
The LRC Production Department provides support for schools teaching television
production courses. It also provides purchase advice on video and audio
editing and production equipment. The Production Department and the Instructional
Equipment Repair Department are responsible for maintaining all production
equipment.
DISTANCE LEARNING
This concept makes it possible for instructors in one location to teach
classes in another or several other locations. Many people think of instructional
television as the only delivery system for distance learning but, with Internet
access, computers can also be used. Another technology that shows promise
is Video-Teleconferencing over either leases lines (such as ISDN) or the
Internet. A PICTEL video teleconferencing system is being used by NOVA Southeastern
University at Gainesville High School. It is recommended that we continue
to explore this use of technology.
Grant proposals are currently being written to allow development of a high
school curriculum which will be taught over the world wide web. The "Florida
High School" project will allow students to access from home and other
locations throughout the state using a computer and modem. It is envisioned
that students could complete the full requirements of a High School diploma
without setting foot in a school building. This type of school would serve
home bound, home schoolers, incarcerated, and traditional students. These
students would generate FTE funding the same as students physically attending
a school.
TELEPHONE SYSTEMS
All schools currently have a basic level of telephone service provided
by the district. (see attachment for a description of each model). Middle
schools have state of the art voice communications service technology. High
Schools and Elementary Schools are projected to have newer systems installed
over a five year period.
SPECIAL PROJECTS, USES, REQUIREMENTS
FAX MACHINES
Schools
Telephone lines dedicated for fax use are not supported by district funding
at school sites. Schools desiring lines for fax machines are to fund Object
Code 375, "site-specific telephone expenses" and pay for fax lines
from that object code.
District
New fax telephone lines for district use will be funded via Object Code
375 in individual departmental budgets. Present machines are "grand
fathered."
Recommendations:
Examine technology for central fax server facility, providing economy of
scale in fax services for all sites.
CELLULAR TELEPHONES
Funded via Object Code 375 in individual site budgets.
Necessity of service determined by Principal.
Cellular telephones are subject to radio intercept.
CORDLESS TELEPHONES (home type)
Not allowed for site use (Superintendent directive)
Issue of Student confidentiality and interception with scanners.
Technical limitations
Does not interface to 1A2 equipment (no signaling, creates false holds).
However, several administrative and school sites have gone forward with
their own implementation. Voice Communications does not support these units.
TRAFFIC STUDIES
Performed periodically and at request of Principal. Emphasis placed on "All
Busy Time," that portion of each hour/day that all lines are in use.
Infinite Demands, Finite Resources.
Typically, "All Busy Time" peaks at dismissal time.
Smaller peak in AM, near time of student arrival.
Recommendations:
Continue current operation.
OBJECTIVES
Cost and Timelines are to be established by the focus group during the
1996-97 school year.
- Provide adequatefunding for repair and operational support
of technology.
- Provide adequatesupport personnel for repair and operational
support of technology.
- Network all classrooms and administrative offices in all schools with
Token Ring or Ethernet wiring so that all students and staff will have access
to the district-wide network and the Internet.
- Provide up-to-date computers and other technology for use by all students,
teachers, and staff.
- Provide adequate funding for the systematic replacement of outdated
technology.
- Provide closed circuit television wiring to all classrooms.
- Explore new technology that has potential for benefiting the educational
process.
- Explore distance learning as an alternative and/or supplement to traditional
classroom instruction.
- Establish a "focus group" composed of representatives from
all classifications of technology users to provide periodic input on updating
the District Technology Plan. From the "focus group" select a
"steering committee" to annually rewrite the District Technology
Plan based upon "Focus Group" input.
- Develop a recommended K - 12 scope and sequence of computer skills.
FUNDING
Current funding used for the purchase of technology comes from
a variety of sources. School level technology purchases are primarily from
the State Department of Education Technology Incentive Award Grant which
provides approximately $700,000. a year specifically for the purchase of
hardware, software and training to improve the use of technology in the
classroom. Other grants such as the Title VI "Innovative Educational
Program Strategies Entitlement" and the "Carl Perkins" vocational
grant provide additional funds. Local funds are used to purchase infrastructure
and support by funding the Instructional Technology and Information Resources
Departments. Individual schools have used their discretionary funds to purchase
various mixes of technology based upon their objectives and priorities in
accordance with general District technology and school improvement objectives.
SEE ATTACHED (after the Appendices):
"Technology Plans"
for individual schools.
Communications Support Facility Handbook
Appendix A
(Excerpt from the Code of Student Conduct 1996-97)
SECTION ONE
----------------------------------------------------------------------------
In this Section You Will Find:
STUDENT RIGHTS, RESPONSIBILITIES, RULES
* Attendance
* Respect for Persons and Property
* Student Bus Rules
* Knowledge of Rules of Conduct
* Right to Learn and Participate
* Free Speech, Publications, and Assembly
* Student Rules for Computer Use
* Privacy
* Dress Code
* Non-Discrimination
----------------------------------------------------------------------------
STUDENT RULES FOR COMPUTER USE
Students are responsible for good behavior on computers at school. Computer
files, including e-mail, are not private. The use of the school's computers
and computer networks, computer software, data files, and intellectual
property is a privilege and is intended for educational purposes only. The
privilege may be revoked or other disciplinary action taken for violation
of
any of the following rules. Students may not:
1. Share computer account IDs and passwords, except when authorized.
2. Create, copy, receive, or use data, language or graphics which are obscene,
abusive, or otherwise inappropriate at school.
3. Access, change or delete intellectual property belonging to others, including
programs or data files not owned by the user, without their expressed permission.
4. Steal or destroy the school's computer hardware or peripherals (printers,
mouses, monitors, modems, cables, connectors, etc.).
5. Steal or destroy computer software, data files, or intellectual property
owned by the school or other persons.
6. Violate or attempt to violate the security of the computer/network systems.
7. Take unauthorized actions which deny access to, disrupt, or destroy the
service of the computer/network systems.
8. Make unauthorized or unlawful installation of personal computer software
on the school's computers or the computer networks, including, but not limited
to, games, virus programs, and applications software. Student-provided software
must be used only in accordance with the license agreement.
9. Use computers, computer networks, or computer peripherals (printers,
mouses, monitors, modems, etc.) to commit a forgery or to create a forged
instrument.
10. Use computers, computer networks, computer software, data files or intellectual
property in any unauthorized way.
--------------- end of excerpt-------complete text of code of student conduct
is available at www.sbac.edu
CURRENT TELEPHONE MODELS
Appendix B
ELEMENTARY SCHOOL SITES
Elementary School, Horizon/New Pathways.
4 general lines, 1st published, 2nd in hunt (also used for EDEP), 3rd and
4th for dialing out.
1 Private Line, Principal
1 Food Service (paid by Food Service), except Horizon/New Pathways
Equipment:
1A2 (8 years old) (except High Springs, Horizon/New Pathways)
High Springs Toshiba STRATA (13 yrs old)
Horizon/New Pathways Northern Telecom NorStar (new)
Recommendation:
Elementary Schools should be refitted with NorStar, replacing all 1A2 units.
High Springs can share service from existing Spring Hill NorStar by addition
of telephone sets and expansion modules.
Alachua Elementary can share service from existing Family Services - Alachua
NorStar unit by adding expansion modules and telephones.
Horizon/New Pathways system has adequate expansion capability for the foreseeable
future.
MIDDLE SCHOOL SITES
Middle School, Lanier Center, Jones Center
6 general lines,1st published, 2nd & 3rd in hunt,4th, 5th, & 6th
for dialing out.
1 Private Line, Principal
1 Food Service (paid by Food Service)
Some sites have Community Education lines (paid for by Comm. Ed.)
Equipment:
Lanier:1A2
Westwood Middle School:1A2 (will be replaced during calendar year 1995)
Other middle schools:Northern Telecom Norstar (new)
Middle School "BB:" Will have NorStar system as part of original
construction.
Recommendations:
Lanier: Replace with NorStar
Westwood: Complete project
Other sites: No change. Sites have adequate expansion capability for foreseeable
future.
HIGH SCHOOL SITES
High School, Loften Center
8 general lines,1st published, 2nd, 3rd, 4th in hunt, 5th, 6th, 7th, &
8th (and 1-4) in outdial pool.
1 Private Line, Principal
1 Food Service (paid by Food Service)
1 Athletic (paid by Athletics)
Some sites have Community Education lines (paid for by Comm. Ed.)
Equipment:
Iwatsu IDS-128 hybrid. (8 years old, mfg support withdrawn in '91)
Recommendations:
Begin phased replacement of obsolete equipment with NorStar ICS system.
First sites should be Santa Fe, Newberry, and Hawthorne High Schools.
Santa Fe High School system is scheduled for replacement before December
3, 1995 with NorStar system. This replacement is required by specified date
due to changes in Area Codes in Alachua County. When funds become available,
the NorStar should be replaced with the NorStar ICS version and the interim
NorStar recycled to another site. The NorStar ICS is a unit with expanded
capability, suitable for high school environments, and would be required
for Buchholz, Eastside and Gainesville High Schools.
Iwatsu units removed would be used for maintenance supplies during the replacement
cycle.
SPECIAL CENTERS
Family Services - Gainesville
10 general lines
1 private line
Currently operating NorStar system, furnishing communications to two separate
units housed within common facility.
Recommendations:
No change. Adequate expansion capability exists for foreseeable future.
Family Services - Alachua
4 lines. NorStar equipment
Recommendations:
No change. Adequate expansion capability exists for foreseeable future.
Family Services - Gainesville SE
3 lines. 1A2 equipment.
Recommendation:
No change. Adequate for present site utilization.
Migrant Education
4 general lines
Using small Toshiba system, limited to 4 incoming lines.
Recommendation:
Replace with NorStar system.
ADMINISTRATIVE SITES
Superintendent, Assistant Superintendent offices
Lines and instruments as required.
The equipment model is Northern Telecom Meridian Business Set, with MBS
service from Southern Bell.
Office of Instructional/Curriculum and Office of Student Services are using
1A2 equipment.
Recommendation:
Complete implementing model in two remaining offices.
Other offices, Kirby-Smith Center
Equipment in use ranges from single line service to 1A2 key service.
Recommendation:
Convert 1A2 to NorStar. When requested, convert single line services to
NorStar. Offer voicemail service on NorStar when requested.
Manning Center
Planning & Construction Presently using single line telephones.
NOTE:Project under way to transition to new system, integrated with tenants
(Planning & Construction, Printing, and Route Coordinators in Transportation
Department) at site.
Recommendation:
Continue plan to migrate to common NorStar system with voicemail
Manning Center
Printing Presently using single line telephones.
Recommendation:
Continue migration plan to common system
Manning Center
Transportation, 1A2 equipment
Recommendation:
Continue plan to migrate Route Coordinators to common system. Expand system
to include remainder of Transportation.
Manning Center
JTPA, 1A2 equipment
Recommendation:
Adequate at this time. Eventual conversion to NorStar.
Manning Center
Physical Distribution, single line telephones
Recommendation:
Transition to NorStar service.
Sivia Center
Maintenance, single line telephones
Recommendation:
NorStar with voicemail, auto attendant
Sivia Center
Learning Resource Center, NorStar with voicemail
Recommendation:
No changes
Sivia Center
Student Records, Volunteer Services, 1A2 system
Recommendation:
NorStar system at future date.
Sivia Center
Voice Communications, NorStar system
Recommendation:
No Change
Information Resources Department Brochure
Appendix C
* History
* Organization
* Staff
* Hardware
* Software
* Network
* Applications
History
In March, 1982, the School Board established a department dedicated to the
support of district administrative computing activities. The department
officially began operating district-owned computer equipment on July 1,
1983. During the ensuing years, the department has evolved into a
comprehensive organization that today is providing a variety of support
services to members of the school district family. From its inception, the
department had five main purposes:
* To provide equal access to computing services for schools and departments
within the district,
* To exchange information rapidly and effectively within the school district,
* To assist teachers and administrators in record keeping and information
reporting activities,
* To provide and support a variety of automated services to the user community,
and
* To budget centrally the costs for district-wide administrative data processing
services.
Organization
The department, part of the Human Resources Division, is currently organized
into three major sections:
* COMPUTER SERVICES
o Application Support:
Database design, application development, application maintenance,and consultation.
A major feature of the department is the formation of project teams that
are assigned to work full-time under the auspices of major administrative
divisions. Wherever feasible, these computer support personnel (computer
system analysts and programmers) are actually housed with members of the
user community. This has been very instrumental in our rapid development
of computer systems.
Currently there are four project teams:
Business Services
Human Resources
Facilities/Transportation
Student Support
o Technical Support:
Systems: Hardware/software installation, systems generation, systems tune-up,
troubleshooting, consultation.
Operations: Job setup, processing, printing, scanning, archiving.
Microcomputers and Networking: Network configuration, network analysis,
installation, maintenance,
moves/changes, LANS, microcomputer hardware/software, controllers, terminals,
cash registers, consultation.
* VOICE COMMUNICATIONS SERVICES
Planning, installation, and maintenance of telephone systems districtwide;
operation of parent-contact services (FoneHome, HomePhone, telephone newsletters,
field trip audio announcements, etc.); research and development activities
associated with communication systems. See the Voice Communications Home
Page for more information.
* INFORMATION SUPPORT
Applications liaison, information center, management information services,
data collection, forms management, reports management, records management,
user training, support, consultation.
Hardware
* IBM 9121-210 Central Processing Unit
+ 11.7 million instructions/second
+ 128 megabytes main memory
o Disk Storage
+ 3390 Controller, 32 megabytes hardware cache memory
+ 3 IBM 3390 drives, 53,000 megabytes total storage
o Tape Storage
+ 3480 Controller
+ 4 IBM 3480 units (8 drives with autoloaders)
+ 3422 Controller
+ 1 IBM 3422 dual density tape drive
o Print Output
+ Xerox 4050 laser printer, 50 pages/minute
+ IBM 6262, 1400 lines/minute
+ 2 IBM 3262, 600 lines/minute
* NCS Opscan 21-100 Optic mark scanner, 10,000 sheets/hour
* IBM RS/6000 7013 Power Station 59H for district mail, bulletin board,
and calendar
* IBM RS/6000 7013 POWER Station 560 for Dynix library system
o 4 IBM 8525 PS/2 workstations/elementary school
o 5 IBM 8525 PS/2 workstations/middle school
o 6 IBM 8525 PS/2 workstations/high school
* IBM PC Server 500 for software distribution and archival
* IBM PC Server 500 for central word processing
o 4 Lexmark Optra laser printers
o IBM 4079 color printer
* Central Site Communications
o IBM 3745-170 communications controller
Eight 56k bps line interface couplers
Two 16m bps token-ring interface couplers
o 5 IBM 3174 local terminal controllers, 32 ports each
o Cisco 2512 16-port terminal server/router
o 8 MultiTech 28,800 bps dial-in modems
o IBM 7171 asynchronous protocol converter
o 8 Microcom 14,400 bps dial-in modems
o Cisco 4000 router for FIRN/Internet connection
o Cisco 4500 router for secondary and admin site connections
o Five IBM 6611 routers for elementary school connections
o General Datacom Data/Channel Service Units (DSU/CSU) for T1
connections
o Motorola UTA220K TA/NT1s for ISDN connections
o IBM 5822 Data/Channel Service Units (DSU/CSU) for 56K bps
connections
Software
* IBM VM/ESA master supervisor control program processing
Programmer development under CMS
Cornell problem/change control system
* DOS/VSE virtual machine for network/terminal production and batch
Partitions for batch job processing
Production CICS region, 1550+ user accounts
Alternate CICS region, remote printing and other auxiliary functions
Development CICS region for programmer testing and development
* DOS/VSE virtual machine for new systems installation and testing
* Programming Development
Primary on-line development in CICS/COBOL
Primary batch development in EasyTrieve and COBOL
Report generation using EasyTrieve
Statistical reporting using SAS
Computer Associates Librarian Source Manager
11,400+ modules in 11 source libraries
* VSE Program Libraries
16,300+ IBM members in 8 sublibraries
29,000+ Dun & Bradstreet members in 11 sublibraries
15,000+ locally written members in 5 sublibraries
12,300+ members from other vendors, including Legent, Blueline,
McKinney, Generic Software, BI Moyles, and Computer Associates.
Network
The School Board operates a county-wide metropolitan area network (MAN)
of ISDN, 56kbps and T1 point-to-point digital circuits connecting token-ring
local-area networks (LANs) in all school sites and administrative locations
to the district central office. This network provides intra-district connectivity
for IBM SNA (3270-type terminals), TCP/IP, IBM LAN, Novell, and Appletalk
server devices, and is connected to the Northeast Regional Data Center via
SNA/NJE protocol and to the Florida Information Resource Network (FIRN)
via TCP/IP (T1 circuit) for Internet applications. In addition, there are
modems for asynchronous access for work at home by staff and other authorized
users. The School Board has a World-Wide Web (WWW) server at http://www.sbac.edu/.
This district, on November 1, 1991, became the first in the nation to have
district-wide Internet connectivity for all schools, through an agreement
with the Southern University Research Association
Networking Project (SURAnet).
Applications
GENERAL USE
* Electronic Mail
* District Calendar System
* District Bulletin Board
* Central Word Processing
* File Transfer for mainframe to/from PC, PC to PC, and mainframe to
mainframe
STUDENT SERVICES TEAM
* Academic History (8 years on-line)
* Attendance systems (both daily and period)
* A/V Materials Scheduling
* Basic Skills testing used at Hawthorne and Newberry.
* Book loan system for the Instructional Materials department
* Chapter 1 student data
* CICS screens (250+ screens within the "SS01" menu)
* Discipline history
* DOE Reporting (22 formats - six survey periods)
* Dropout Prevention data
* DYNIX Library System Student Maintenance
* Entry/withdrawal history (8 years on-line)
* ESE information
* FASTER (Automated Transcripts)
* FoneHome selection programs
* Grade Reporting (elementary, middle, and high)
* Head Start - On-call for software and hardware problems
* IMS (Instructional Management System)
* Laser printer applications (honor roll certificates, etc.)
* LEP/ESOL data
* Micro-Film Cross-Reference (student records and ESE)
* MIS systems (forms management, records storage and FTE)
* PREP tracking
* Resource Allocation (purchased package)
* SAS compatible file generation
* Scanner application (kindergarten screening, surveys, etc.)
* Security system for our school and district CICS users
* Standardized test score reports for curriculum
* Student Demographic Information (health, address, etc.)
* Student Registration and scheduling
* Textbook orders and inventory
* United Way referral reports and scan programs
HUMAN RESOURCES TEAM
* Staff Development Information System
* Inservice Education Needs Assessment
* Human Resource Management & Development
* Professional Orientation Program Information
* Crown Consortium Staff Development System
* Personnel Recruiting, Selecting, and Appointing
* Fingerprint/Criminal History Reporting and Tracking
* Teacher Certification Records and Reporting
* Position Control System
* Budgeting for District Staff
* Bargaining Information
* Maintenance to the Personnel Master File
* Salary Schedule Maintenance
* General Personnel Information and Statistics (Personnel Directory,
Statistics Screens)
* D.O.E. Staff Data Base Reporting
* Dynix Library System (SBAC staff records)
* Student School Assignments (Zoning, Exceptions)
* School Boundary Planning (Ecotran)
* Exceptional Student Education Achievement Evaluation
* Iowa Test for Basic Skills
* Other Standardized Testing (SAT, ACT, HSCT, GTAT, DRP, FWAT, AP)
* School Climate Survey Reporting
* Student Demographics (official address records)
BUSINESS SERVICES TEAM
* Payroll System
* Employee Benefit Processing
* Management & Financial Information Systems
* Budgetary Control
* Accounts Payable
* General Ledger
* Fixed Assets Inventory
* Supplies Inventory
* Food Service
* Budget Proposals
* Cost Reporting
* Internal Accounts
* Automated Food Service (CAFS)
* DOE Finance Data Base
FACILITIES & TRANSPORTATION TEAM
* Energy Management System
* FuelPro/Gas Boy System
* Vehicle Maintenance History System
* Maintenance Work Orders
* Maintenance Inventory
* Transportation Inventory
* Project Tracking
* Fla Inventory of School Housing System
* Bus Routing
* Preventive Maintenance System
* Transportation Repair Order System
* Bus Transportation Field Trip System
* Substitute Driver Pay
* Safety Inspection System
Appendix D
People who gave input that contributed to the preparation of this plan:
Input Provided By
Judy Brashear, School Board Chairman
Darnell Rhea, School Board Member
Parker Small, Shands, Parent
Bruce Brashear, Alachua FreeNet
Dan Boyd, Assistant Superintendent Instruction
Jim Scaggs, Assistant Superintendent Human Resources
Ginger Childs, Principal, Gainesville High
Diana Lagotic, Principal, Norton Elementary
Mike Joyner, Dir. Secondary Curriculum
Dan Cromer, Dir, Information Resources
Steven Stark, Curriculum Supervisor
Ed Smith, Dir. Compensatory Education
David Edwards, Dir. Vocational Education
Donna Omer, Supervisor of Project Development
Ann Bryan, Media Specialist, Gainesville High
Sheri Logan, Video Production Teacher, Gainesville High
David Locke Media Specialist, Spring Hill Middle
Bunnie James, Teacher, Norton Elementary
Don Shaw, Teacher, Lincoln Middle
Jim Moffett, Dir, Instructional Technology and Media Resources
Input Sessions included
Gainesville High Technology Committee
Hidden Oak Technology Fair Planning Committee
Alachua County Business Education Committee for Technology and Change
Judy Brashear Bill Cake Jim Moffett
Ernest Moyer Joseph W. Davis Marilyn Tubb
Earl McDow Tony Domenech
The Technology Planning Group (5/17/1990)
Linda Ringwood (ACEA), Wiles Elementary
Sara Richardson 3rd. Grade, Finley Elementary
Middle - Dekle B. Vickers (ACEA), E.S.E., Fort Clarke Middle
Nancy Case (ACEA) Media Specialist, Westwood Middle
Margaret Maples (ACEA) Media Specialist, Eastside High
Sonia Hoover, Science, Gainesville High
Bob Dykes Assistant Principal, Buchholz High
Sue Griffith, Dir. Elementary Curriculum
Bill Cliett, Principal, Westwood Middle
Duval Elementary Faculty Meeting
Archer Elementary Faculty Meeting
Alachua Elementary School Advisory Committee Meeting
Alachua Elementary PTA Meeting
Littlewood Elementary SAC Computer Committee Meeting