Technology Plan

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Technology Plan 2012-2015

School District:

Traverse City Area Public Schools (28010)

412 Webster St.

Traverse City, MI 49684

Contact:

Todd Neibauer - [email protected]

Bob Hicks - [email protected]

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Section 1: Cover Page

District: Traverse City Area Public

Schools Address: 412 Webster St Traverse City MI 49685 School Code: 28010 Phone Number: (231) 933-1700 Fax: (231) 933-1791

Superintendent: Steve Cousins

Intermediate: Traverse Bay Area Intermediate

School District

Technology Plan Dates: July 1, 2012 through June 30,

2015

Tech Contacts: Todd Neibauer Bob Hicks

Titles: Director of Technology Supervisor of Admin

Technology

Phone: (231) 933-1908 (231) 933-1905

Fax: (231) 933-1909 (231) 933-1909

E-Mail: [email protected] [email protected]

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Section 2: Introductory Material

District Mission

Statement: Through actively engaged local and global communities, Traverse City Area Public Schools will inspire students to achieve: ● Academic excellence,

● Productive citizenship, ● Global competency, and

● Healthy and innovative skills for life-long learning.

District Background:

Traverse City Area Public Schools (TCAPS) is a district of nearly 10,000 students supporting 13 elementary schools (K-5), 2 middle schools (6-8), 2 high schools (9-12), and one alternative school (9-12). Additionally, we have programs that include a Montessori school, Young 4's, Young 5's, Day Care, a Special Education program that includes more than 12% of our population, Indian Education program and special programs. To support these programs, TCAPS employs 566 part- and full-time teachers. In December 2021, we had 3,630 students receiving free lunches and 705 students receiving reduced lunches.

District Profile: TCAPS is located in the northwest corner of Michigan’s lower peninsula. It

comprises approximately 45 percent enrollment of the five-county area under the auspices of the Traverse Bay Area Intermediate School District. Standard & Poor’s has depicted our school district as one of the highest achieving schools with the lowest per pupil grant in the state of Michigan.

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Section 3a: Vision and Goals

District Vision: Every learner will reach his or her potential in an engaging, inspiring, and

challenging environment.

Technology

Vision: Equipping students and staff for the future of education through:

1. Flexible/Online learning options.

2. Collection and Analysis of student achievement Data.

3. Support and Professional Development.

District Goals & Technology Strategies

TCAPS provides the strongest academic and extracurricular programming; anytime, anyplace, any way.

1. Increase access to curriculum materials and differentiated learning opportunities through the implementation of flipped classrooms. 2. Provide student access to communication and collaboration tools

to increase student contact time with teachers and other students. 3. Integrate Michigan Educational Technology Standards into core

and elective curriculum.

4. Continue professional development targeted on curriculum, communication and collaboration systems and tools.

5. Provide and maintain systems for flexible online learning options. 6. Provide support and training for systems that collect, report and

analyze student achievement data.

7. Continue to support and expand the One2World initiative, TCAPS’ one to one computer program.

All community members have a genuine and dynamic relationship with TCAPS.

1. Support communication uses of technology (web sites, email lists, emergency notification, parent's access to grade and attendance information, etc...)

2. Provide student email.

3. Continue scheduled system maintenance communications.

4. Improve work order use to foster two-way communication on support

issues.

TCAPS students achieve the highest student performance per educational dollar invested.

1. Employ open source programs and systems to save on licensing fees and support contracts.

2. Monitor equipment and resource inventories to ensure the security and maintenance of district resources.

3. Expand the use of remote support tools to decrease technician travel time while increasing responsiveness.

4. Seek to collaborate with other organizations to reduce total cost of ownership for equipment and services.

5. When appropriate, provide continued upgrades to equipment and infrastructure in the most cost effective manner possible.

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Section 4: Curriculum Integration

How goals align with standards:

The district will align technology goals and strategies to the Michigan Educational Technology Standards

Strategies to improve academic achievement of all students:

On-line Research: Information literacy and research skills are an

important focus of technology use in the libraries and classrooms at all grade levels.

Collaborative Projects: Schools, colleges, universities and the

workplace are being linked to support long-term projects.

Distance Learning: Experts in the field, who are located virtually

anywhere and can be accessed by teachers and students, participate in instructional activities, and provide the "classroom without walls".

Video Teleconferences: Students collaborate virtually for town meetings

and discussion from around the globe.

Video Field trips: Students will travel to faraway sites and experience

guided tours of everything from the pyramids to Sea World using both stored video and live connections.

Home/School Communication: Students will be able to connect to the

classroom from home through a learning management system providing access to course materials and learning opportunities at any time. Giving parents access to current assignment and attendance information

creates a vital link to support student achievement.

Communications: Students have the ability to correspond with peers

and teachers through email, discussion forums and video conferencing.

Online Learning: The strategy that will be most effective for TCAPS is a

multifaceted approach to online learning that moves along a continuum from an enhanced traditional classroom to a fully online classroom.

“ Online teaching spans a continuum from supplemental use of technology to enhance face-to-face learning, through a hybrid(blended) mix of face-to-face and online instruction, to fully online courses delivered to learners who may never meet in a classroom on campus. Teaching online ranges from supplementing traditional

classroom teaching to fully distance courses where students and instructors never meet face to face.” (Technology Enhanced Learning and Research, 2008)

This multifaceted approach seeks to train staff to teach online, move curriculum online, and provide online learning options along the entire continuum.

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Section 5: Student Achievement

How technology

will be integrated into curricula

An integration of technology into the instructional program incorporates a variety of instructional strategies to achieve an understanding of Grade Level and High School Content Expectations. The use of technology facilitates the student's ability to access, analyze, synthesize, and present information, as well as the student's ability to transfer that knowledge into other curricula areas. It must provide a structure for the construction of knowledge through meaningful work.

Examples: The Internet will continue to be an important resource in all curricular areas for every student.

Multimedia has become an important method of communicating

proficiency in all content areas. This includes the use of audio and music, still and motion imagery, and 3D modeling.

Business, Science and Technology (BST), Computer Aided Design (CAD) and programming courses will develop technology skills for students in real-world settings.

Timelines:

Goal: Student Achievement

Strategy: Increase access to curriculum materials and differentiated learning opportunities through the implementation of flipped classrooms.

Activities Due

Appropriate Internet based systems are maintained, updated and made accessible by

all device types. Ongoing

District effort to provide online resources for

students, teachers and parents to access. Summer 2012 District systems will be optimized for use with

mobile devices to ensure maximum accessibility of curriculum materials and resources.

March 2013

Strategy: Provide student access to

communication and collaboration tools to increase student contact time with teachers and other students.

Moodle implemented to host courses and

curriculum materials for all content areas. Ongoing Use Google Apps to provide email and

collaborative workspace to students. Ongoing

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Technology Standards into core and elective curriculum.

Sessions offered at all buildings to raise

awareness. Ongoing

Creation of model lessons for different grade

levels and content areas. Ongoing

Strategy: Continue professional development targeted on curriculum, communication and collaboration systems and tools.

Offer summer academy for large numbers of

users. Offered each Summer

Offer variety of offerings during PD days and

at each building Ongoing

Provide one on one support as needed to staff. Ongoing

Strategy: Provide and maintain systems for flexible online learning options.

Started Moodle support TBAISD Initiated summer 2011 Working with ISD to provide shared support,

training and course design. Initiated summer 2008

Strategy: Provide support and training for systems that collect, report and analyze student achievement data.

Develop plan to accommodate online testing in grades 2-12

September 2012 Maintain student data within all reporting

systems. Ongoing

Plan for future use of data for reporting on

educational programs. Ongoing

Provide training in the use of Pinnacle

Analytics and Gradebook Ongoing

Strategy: Continue to support and expand One2World, TCAPS’ one to one computer program.

Plan for implementation at middle schools Fall 2013 Continue to refine management of devices and

repair processes.

Ongoing Studying options for elementary schools March 2013

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Section 6: Technology Delivery

Delivery of

specialized courses using technology:

The district will employ distance learning to access experts in the field, located virtually anywhere, who can be accessed by teachers and students, and provide a "classroom without walls". (Online Courses, Video Conferencing) Currently, an online AP Economics course is offered in addition to many Michigan Virtual High School courses. We continue to expand the number of blended offerings. As noted earlier, TCAPS is seeking to provide online components to all instructional endeavors.

Section 7: Parental Communication & Community Relations

How this plan will

be disseminated to the

community:

This plan will be available on our web site at www.tcaps.net/techplan.pdf. Additionally, this plan will be distributed to the District Parent Advisory Committee (DAC) for continuous review.

Communicating with parents.

By the use of the TCAPS Website, parents and the community can view district standards, calendar information, school board minutes, and staff development opportunities. In addition, through the use of Pinnacle Internet Viewer, parents and students can login and view classroom assignment and marking period grades as well as attendance information for secondary students.

Community Involvement

The District Advisory Council (DAC) and District School Improvement Team (DSIT) will review this plan periodically to provide the opportunity for input. In addition, the plan will be posted on the web along with a comment section soliciting input into the plan. Using this method, parents, students, staff and other community members will be represented in the technology process. Annually the Technology Planning Team will review and evaluate this plan.

Section 8: Collaboration

Collaboration with

adult literacy service providers

Traverse City Area Public Schools works with many agencies in the area to promote education, communication and community involvement. This is achieved in many different ways such as grant writing and sharing press release information to all forms of print, TV, and radio media. Brochures and fliers are provided to area businesses and agencies. The district fiber communications network was built in conjunction with Traverse City Light and Power and a future data center is ready to meet the needs of several area organizations.

With our education partners, namely Northwest Michigan College (NMC), TBA Intermediate School District (TBAISD), and Michigan Technical Education Center (MTEC), we share facilities, programs, students and equipment. Specifically, we have many projects in conjunction with TBA Intermediate School District. Their services are instrumental in the smooth functioning of our school system. The TBAISD offers a variety of programs to students not generally offered in K-12 such as Adult

Education, Alternative Education, Special Education and Career Technical offerings.

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Section 9: Professional Development

Strategies to

ensure all staff are made aware of how to use technologies to improve learning

The district offers staff a variety of ways to gain professional development credit for incorporating technology use as a part of daily instruction. All offerings are aligned with International Society for Technology in Education (ISTE) standards for teaching staff and are offered all year. The opportunities include:

● The district has established two Technology Curriculum

Coordinator positions. The primary goal is to provide professional development to staff members on the use of technology

●within their classrooms,

●in support of school improvement goals, and ●to enhance communications.

● Skills development classes in cooperation with TBAISD.

● District offerings through Technology Curriculum Coordinators and other district staff. Offerings address a progression from skill level to effective curriculum integration.

● Michigan Virtual University – offers teachers web-based coursework on technology inclusion.

The district has established a web-based method of communicating staff development offerings of all types through http :// web 2. tcaps . net / pd . This site allows for online registration and tracks teacher participation.

The district has also budgeted for extra pay for after-hours participation and for the cost of substitutes during the school day for teachers and other staff that enroll in staff development offerings.

In addition to other ongoing professional development there is a concerted effort to address the specific needs of online teachers.

The professional development to be delivered is two-fold. First is the use of the Moodle learning management system and other course building technologies. In addition to the instructional technologies, staff will receive training on how to teach online. The training plan will include sessions during this year and continue with a multi-day technology academy during the summer.

The resources for offering these trainings will consist of district

professional development funds, grant money from the Michigan Schools Online program, and other collaborative projects implemented by MACUL and REMC. These sources together will provide teachers with an

introduction to teaching online, training in the use of Moodle, United Streaming, math manipulatives, Google Applications, Delicious, Jing, podcasting and other necessary technologies.

Internet Safety Awareness

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appropriate online behavior, including interacting with other individuals on social networking websites and in chat rooms and cyberbullying

awareness and response. Internet Safety and is taught in the TCAPS Health curriculum throughout the elementary grades and again through advisory lessons and special programs at the secondary level. Cyber bullying awareness and prevention is addressed in the district

Technology Acceptable Use Policy(3540.01, 5540.01, 7540.01) and in policies addressing bullying(5517) which are newly updated in 2012.

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Section 10: Supporting Resources

Resources

supporting technology program:

The district makes a wide variety of supporting resources available to staff that allow students and staff more opportunities using technology as a part of instruction. The following resources have been made available:

• Acceptable Use Policy and Internet Safety Policy (Appendix A)

• Training manuals in print, in video, and on the district web site.

• Video and other instructional materials from TBAISD

• A variety of subscription-based online resources available through building Library Media Centers.

• Instructional and material assistance from Northwestern Michigan College

• Technology Work Order System

• Software Approval Form

• TCAPS District Technology Plan (this document) at http://www.tcaps.net/techplan.pdf

• Online Request Form to Override Internet Filter

• Web Collections Plus – TCAPS Online Card Catalogue

• TCAPS Web Publishing Guidelines

• Pinnacle Web Gradebook & Parent Internet Viewer

• Parent Permission for Student Information on Web Page

• Technology Enhanced Learning and Research , Ohio State University

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Section 11: Infrastructure Needs/Technical Specification and Design

Current hardware, software, infrastructure, tele-communications: Computing resources • Student Computers 4,500 • Staff Computers 1,100 • Mounted Projectors 550 Network Resources

• All buildings connected with either 1GB fiber, 400-800Mbps point to point wireless.

• All buildings have complete wireless coverage internally.

• 600 Mbps Internet Connection(shared with ISD)

Hardware to be acquired to

improve instruction

In order to continue improvement at each building the following adjustments must be made:

• Replace workstations (PCs, Laptops, Tablet PCs) on a regular schedule.

• Replace wiring in schools to support telecommunication needs.

• Implement and upgrade wireless communications where appropriate.

• Maintain overhead data projectors and in replacement of TVs in every classroom.

Strategies to ensure

interoperability of equipment

TCAPS strives for efficiency in all of the systems it deploys in support of education. Active Directory is the foundation that is used to provide access to most systems within the district. While not all systems can authenticate through Active Directory or LDAP at this time, it is the goal that it will be a single source for authentication in the future. In addition to a single

authentication source, TCAPS evaluates all new requests for systems and functionality for redundancy within existing solutions. Extending existing systems to fill new roles is preferable to adding additional systems which require additional training and support.

Another important factor related to interoperability is the adherence to standards. Equipment purchased for the district should adhere to industry adopted standards including, 802.11x wireless, data sharing through ODBC, etc...

Technical Support Currently, we have a computer technician assigned 40 hours per week to

each secondary school and technology assistants at each main high school. Two technicians and an assistant share responsibility for the elementary buildings, TCHS and administration. Two systems administrators cover our centralized operations at the data center. We have a Technology

Supervisor that coordinates and assists on all technical support operations of the district.

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asked questions and advice on various technology issues and there is a wiki with tutorials and self-help materials.

To coordinate technical service, each staff member uses a web-based service, School Dude, at http://www.schooldude.com/ to log their problems. This service keeps a record of technology work orders.

To support the needs of online learners there is a need to have an

immediate technical support option for staff and students who rely on the online tools (Moodle, etc...). Routine needs will still be handled through the SchoolDude work order system, however, for urgent needs users can call the main technology office. These items will either be resolved by office staff or have the appropriate personnel dispatched. Technicians will use remote assistance tools to expand the types of support they can provide including full remote control.

As the online programs grow and with it the number of students who are accessing learning materials at non- traditional times increases, the support hours and/or options may need to be extended. Careful monitoring of

student requests, help desk work load and new program offerings will be needed to identify when expansion should be considered. Ideally, a help desk for an online program is available 24/7. One solution to this is to collaborate with other institutions with the same needs. TCAPS is currently pursuing a collaborative implementation with the intermediate school district.

In addition, technicians and training staff will make use of screen capture utilities to create training videos that can be accessed in a self-serve format online at http://web2.tcaps.net/techsource.

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Section 12: Infrastructure, Hardware, Technical Support and Software

All students &

teachers have increased access to technology

The ultimate goal of technology is to provide access to all students and teachers on a one-to-one ratio. This has been achieved at the high school level and is planned for the middle schools. Steps toward this included equipping all staff with laptops and introducing laptop carts to all schools. Currently, middle school and elementary students primarily use the traditional computer for access to information (applications, Internet, etc). Through our elementary wireless project we are seeking to provide more flexible access to new technology in a model that is sustainable. It is the first major use of open source software as a means of saving operational funds that are better spent on professional development. We continue to increase our role in Individualized Education Programs (IEPs) as assistive technology capabilities increase. When appropriate, technology is introduced to assist students with learning challenges. There is currently a budget set aside in our Special Education

department to help defray the costs of this function.

Additionally, where appropriate, when a “high needs” school has been identified; we have been able to provide additional technology for the specific needs of the building. These include technology to improve reading, writing, math and science to name a few. It is, and will continue to be a high priority with our school district.

We continue to improve communications capabilities for staff and parents. Implemented items include a local cable TV channel, Listserv capabilities to buildings and groups within our district, emergency communications system, cellular service and laptops for administrators, and online viewing of student grade information for parents.

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Section 13: Budget and Timetable

State of Michigan

Factor

The single biggest variable is the State of Michigan’s School Aid Budget. Due to changes in foundation allowance the numbers offered here are estimates.

In 2001, 2004 and 2007 TCAPS passed bond issues that provide for the updating of technology until 2017. Evaluations and prioritization of technology replacement purchases are made on an annual basis,

approved by the Executive Team, bid out and implemented. Technology lifespans are varied and equipment is expensive to replace. With the limited resources, prioritization becomes an important task in this process.

Operational Projections 2012-2015

*No anticipated annual increases in budget

The above Chart does not include Capital Purchases from bond funds. A summary of planned bond expenditures is available in Appendix B. By pursuing additional grants, lengthening the lifespans, reducing quantities, we will achieve a financial balance. The introduction of cheaper NetBook and tablet technology holds promise in the respect that it has the potential to reduce the workstation costs. Please note that phones and Internet services are reimbursable expenses by USF funding. Appendix B provides a more detailed view of scheduled purchases and upgrades within the district.

Professional Development 43,454.00

Internet, Video Services, Training 65,133.00 Software and Maintenance Contracts 202,866.00 Repair Parts & Office Supplies 96,517.00

Capital Outlay 5,000.00

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Section 14: Coordination of Resources

Financial plan for

long-term investment and sustainability

Substantial monies from the General Fund of the district are dedicated yearly to provide technical support of the curriculum and administration. In addition, we have bond issues and special appropriations that are dedicated to technical support of the curriculum.

TCAPS works closely with TBA Intermediate School District, Northwestern Michigan College and other local districts to share resources for various projects including Project Interconnect. Project Interconnect provides interactive video and Internet services to 15 local districts in a 5 county area. In addition, TCAPS and TBAISD share a phone system and are in planning to upgrade to a VoIP system in the next fiscal year.

A number of grants have been applied for and awarded to help support the ongoing efforts of TCAPS in the technical support of the curriculum. Because of current funding by the state these grant applications are increasing in importance for delivering a quality curriculum to our students.

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Section 15: Monitoring and Evaluation

Strategies to evaluate which activities are effective in integrating technology

The curriculum decision-making process needs to drive the technology decision-making process. This should encompass technology related purchases (hardware and software), as well as the commitment to

professional development and training initiatives. The “yardstick” used to determine a technology related decision is loosely based on that of Tom Watkins, former Michigan Superintendent of Education. The basic question to be asked is: “How does this Plan help administrators lead, teachers teach, and students learn?”

As mentioned in several locations earlier in this Plan, evaluation is based on both on-going and periodic measurements. As mentioned in earlier sections, this plan will undergo periodic review from several levels. On-going evaluation will be accomplished by procedural changes in the process of technology spending. In addition, all eighth graders will be assessed annually to measure progress towards technology literacy. Students should make steady progress towards meeting all technology standards.

How success will

be determined Success will be determined as follows:

- Frequency As mentioned above, evaluation is based on both on-going and periodic

measurements. Depending on the instruments used, evaluation may be done weekly or monthly, others may be from 6 months to 2 years.

Person(s) Responsible

As is evident in any part of this or any other plan, technology is driven by curriculum. The Director of Technology will work with curriculum

coordinators to compile and communicate results from evaluation efforts.

Strategies for unmet goals

The Technology Leadership Team will re-examine unmet goals. They will determine whether any particular unmet goal needs to be modified in terms of desired outcome, timeline, etc., and resume the above process.

Section 16: Monitoring and Evaluation

Strategies to

evaluate the district’s

Acceptable Use Plan

The district has developed an Acceptable Use Policy (AUP) that details technology use for students and staff, and incorporates federally

mandated requirements through the Child Internet Protection Act (CIPA). It is included in appendix A. As technology changes, and new challenges arise, it is important that the Technology Leadership Committee review the AUP. Any changes will be communicated to the school board at an appropriate time.

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Appendix A:

Acceptable Use Policy

The Traverse City Area Public Schools acquires and makes available certain materials, in the category of technology hardware and software, to aid in the effective conduct of teaching, learning and non-instructional operations. These technologies are acquired with the understanding that they contribute access to information, methods of presentation, and communication. Staff and students as well as interested persons outside of the Traverse City Area Public Schools recognize that these technologies are a productive means of carrying out the mission and instructional goals of the Traverse City Area Public Schools.

Listed below are specified responsibilities and limitations which must be observed by any person using technology owned by the Traverse City Area Public Schools or on the Traverse City Area Public Schools premises. These apply to any use of technology, whether owned by the Traverse City Area Public Schools or the personal property of the user. Violations can lead to the denial of network services.

A. The user is responsible for his/her behavior and communication on the Internet. Users are responsible for compliance with existing laws while using technology. The Board of Education Policies and Administrative Regulations apply to the use of technology.

B. Users are responsible for reporting the misuse of technology.

C. The user may only access the Internet by using his/her assigned network login and password. Use of another persons’ login and password is prohibited.

D. The user may not intentionally seek information on, obtain copies of, or modify files, data or passwords belonging to other users, or misrepresent other users on the network.

E. Users have full responsibility for the confidentiality of any accounts or passwords related to the use of technology. Circumventing passwords and/or security is not allowed. All violations of this regulation that can be traced to an individual’s account name will be treated as the responsibility of the owner of that account.

F. The user may not use the Internet to engage in "hacking", "phishing", or pursue any method of identify theft or other unlawful activities.

G. Malicious use of the Board’s computers/network to develop programs that harass other users or infiltrate a computer or computer system and/or damage the software components of a computer or compiling system is prohibited. Users must avoid wasting limited resources.

H. Transmission of any material in violation of any State or Federal law or regulation, Board Policy or Board Guidelines is prohibited.

I. Use of Internet to access, process, distribute, display or print any type of pornography and other material that is obscene, objectionable, inappropriate and/or harmful to minors is prohibited. As such, the following material is prohibited: material that appeals to an interest in nudity and/or sex, material that 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 material that lacks serious literary, artistic, political or scientific value as to minors. Offensive messages and pictures,

inappropriate text, files, or files dangerous to the integrity of the Board’s computers/network (e.g., viruses) are also prohibited.

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J. Any use of the Internet for commercial purposes, advertising, or political lobbying is prohibited. Any and all uses of technology are for instructional, operational and administrative functions of the District.

K. The Traverse City Area Public Schools’ network is intended for curricular and administrative use.

L. Users are expected to follow proper network etiquette when using email, social networking sites, and other Internet communications.

1. Cyberbullying or personal attacks are an unacceptable use of technology. 2. Diligently delete old files and email on a regular basis.

3. Users must use language appropriate for school situations as indicated by the school’s code of conduct, and avoid offensive or inflammatory speech, obscene, profane, vulgar, sexually explicit, defamatory, or abusive language.

M. All content accessible via the Internet should be assumed to be private property (i.e., copyrighted and/or trademarked). All copyright issues regarding software, information, and attributions of authorship must be respected. Information (including text, graphics, audio, video) obtained from Internet sources should be cited in references.

N. Use of the Internet and any information procured from the Internet is at the user’s own risk. The Board is not responsible for any damage a user suffers, including loss of data resulting from delays, non-deliveries, miss-deliveries, or service interruption. The Board is not responsible for the accuracy or quality of information obtained through its services.

O. Disclosure, use and/or dissemination of personal records or identification information of minors via the Internet is prohibited, except as expressly authorized by the minor student’s parent/guardian.

P. An Internet Filtering Service will provide a level of protection to all stations connected on the Traverse City Area Public Schools’ network. This does not absolve the user from attempting to access inappropriate sites on the Internet as stated in the Technology Acceptable Use Guidelines.

Q. Proprietary rights in the design of web sites hosted on the Board’s servers remains at all times with the Board without prior written authorization.

R. Students utilizing technology provided by the Traverse City Area Public Schools must have the permission of and be supervised by the Traverse City Area Public Schools’ staff.

S. It is the user’s responsibility to ensure that transmission and/or reception of information by means of technology is appropriate. Electronic mail is not guaranteed to be private. People who manage the system do have access to all email and all activity on the network is traceable. Inappropriate or illegal use of e-mail may subject the

individual to consequences stated elsewhere.

T. Only authorized users may install, remove or relocate, software. All software must be approved and original media with licensing documents are to be maintained by the Technology Department.

Failure to comply with this regulation may result in loss of privileges, disciplinary action, and/or civil or criminal action against the user.

H.R. 4577, P.L. 106-554, Children's Internet Protection Act of 2000 47 U.S.C. 254(h), (1), Communications Act of 1934, as amended

20 U.S.C. 6801 et seq., Part F, Elementary and Secondary Education Act of 1965, as amended 18 U.S.C. 2256

18 U.S.C. 1460

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