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APPENDIX A
TECHNOLOGY INFRASTRUCTURE AND RESOURCES
Vision for Technology Infrastructure
The Sabine Parish School district began the initial design phase of a five-year Technology Plan in the spring of
1996. Consolidated school and district improvement plans include components of the Technology Plan. The
formulation of a Sabine School District Technology Plan was first launched to establish a technology
infrastructure in the district and every school and to establish standards for wiring, equipment purchases and
software. Four phases were proposed to meet the goals established by the Technology Planning Committee.
Completion of each phase requires review, re-evaluation, and revision of the five-year plan. Depending on
funding, each phase is designed to move the district toward establishing a viable and effective educational
technology enterprise.
Recent studies and research indicate effective use of new networked technologies improve learning when
facilitated by competent instruction. The Sabine Parish School Board believes equitable designs of school LANs
and a district WAN, coupled with a vigorous teacher training program, will significantly impact student
achievement.
Phase I – Infrastructure Planning.
Sabine Parish conducted a needs assessment, teacher technology survey and technology inventory as a first step
toward establishing a networked infrastructure for the district and schools. Data collected was used to plan and
revise the district Technology Plan. The Technology Plan requires each school to develop a School Technology
Plan as a component of their School Improvement Plan.
The foundation for the district network infrastructure is contingent on a communications distribution center
managed through the Central Office LAN, completed in the summer of 1996. The Central Office server
establishes a medium for assigning staff with email accounts and a district web presence. It also offers client
management support and a platform for incorporating emerging networked instructional technologies.
Needs Assessment
Processes used to assess needs: Business Leaders
Community members
Surveys
Technology Planning Committee Areas included in the needs assessment:
School meetings Student Achievement
Review of student achievement data Staff development
Review of school report cards and school Technology
improvement plans Instructional and educational materials
Review of district improvement plan Educational reform projects
Follow-up of graduates Critical thinking skills
Linkage with community/employers to Illiteracy rate
assess satisfaction with graduates Goals 2000/LEARN
Sabine Parish Strategic Profile School improvement under Title I,
Persons involved in the needs assessment: Sections 1116 and 1117
Parental involvement
Teachers
Demographic data
Administrators
Special needs children, including disadvantaged,
Pupil services personnel
gifted and talented and LEP
Other school staff
Parents
A. 1
Sabine Parish School District Technology -
Equipment/Software Inventory
Classroom Equipment
Equipment QTY COST TOTAL
Computers 950 $ 1,500.00 $1,425,000.00
Printers 400 $ 375.00 $ 150,000.00
Scanners 20 $ 400.00 $ 8,000.00
digtal Cameras 14 $ 650.00 $ 9,100.00
SUBTOTAL $1,592,100.00
Networking
Equipment/Software QTY COST TOTAL
Routers 16 $ 1,380.00 $ 22,080.00
Bay Router 1 $ 8,000.00 $ 8,000.00
Hubs 35 $ 567.00 $ 19,845.00
Switches 11 $ 2,500.00 $ 27,500.00
Fiber Uplink Module 6 $ 800.00 $ 4,800.00
Servers 10 $ 3,000.00 $ 30,000.00
Web Server 1 $24,000.00 $ 24,000.00
Cisco Firewall 1 $14,000.00 $ 14,000.00
Exchange Server 1 $15,000.00 $ 15,000.00
Intranet Server 1 $10,000.00 $ 10,000.00
Fiber Bridge 17 $ 1,100.00 $ 18,700.00
Multi Switch 900 2 $ 2,700.00 $ 5,400.00
CSU/DSU 32 $ 800.00 $ 25,600.00
Classroom Hubs 100 $ 58.00 $ 5,800.00
Back Office 13 $ 2,500.00 $ 32,500.00
Client 600 $ 5.00 $ 3,000.00
SUBTOTAL $ 266,225.00
Student Information System (PAMS)
Equipment/Software QTY COST TOTAL
Pams Server 1 $ 5,000.00 $ 5,000.00
School Pams System 13 $ 2,500.00 $ 32,500.00
Pams Software 14 $ 5,000.00 $ 70,000.00
SUBTOTAL $ 107,500.00
Software
Equipment/Software QTY COST TOTAL
Windows 95 800 $ 20.00 $ 16,000.00
Office 97 800 $ 48.00 $ 38,400.00
V-Check 800 $ 20.00 $ 16,000.00
MS Works 400 $ 28.00 $ 11,200.00
Appleworks 100 $ 35.00 $ 3,500.00
Frontpage 50 $ 35.00 $ 1,750.00
Adobe 40 $ 160.00 $ 6,400.00
Publisher 200 $ 25.00 $ 5,000.00
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Intech 160 $ 300.00 $ 48,000.00
Hots 96 $ 200.00 $ 19,200.00
MS Photdraw 400 $ 25.00 $ 10,000.00
Misc. Software 25 $ 100.00 $ 2,500.00
SUBTOTAL $ 177,950.00
TOTAL $2,143,775.00
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Phase II – Establish school LANs.
A Local Area Network (LAN) was installed at each of the twelve Sabine Parish schools and connected to the district
WAN in the summer of 1997. The WAN establishes essential communication links for sharing ideas, resources,
information, and project collaborations. It supports teacher to teacher, classroom to classroom, and school to school
connectivity previously unavailable in the Sabine Parish educational environment. It also integrates and expands the
capabilities of the school/district Principals Administrative Management System (PAMS).
This crucial phase establishes a base to support all proposed technology initiatives. Phase II necessitates an intensive
teacher training program and creates classrooms environments for implementing sound technology instructional
models. It promotes student, teacher, and administrator commitments to apply technology through hands-on access,
not available until this juncture.
The fundamental component of Phase II defines hardware, software, and network standards. Sabine agreed upon
uniform standards to provide a cost effective and efficient means for purchasing, supporting, and training technology.
Network, Hardware, and Software Standards
Meeting the demands required to support an extensive and expanding inventory of technology equipment and site
licensed software requires the district established standards for networking components, computer hardware, and
basic software applications. These standards provide a consistent and efficient means for supporting, purchasing,
training, and assuring compatibility. It also correlates with the simultaneous development and implementation of
curriculum standards.
Software Licensing Standards
Application Software Licenses 1998-99
Word Processing MS Office 97 – MS Word 150 300
MS Works 4.0 150 150
Spreadsheet MS Office 97 - Excel 150
MS Works 4.0 150
Database MS Office 97 - Access 150
MS Works 4.0 150
Email MS Exchange 5.0
Pine Mail
Graphics CorelDraw 7.0 1
Adobe Photoshop 4.0 3
Adobe Illustrator 7.0 1
Web Browser MS Internet Explorer 3.2 + Unlimited Unlimited
Web Editing MS FrontPage 97 20 30
Presentation MS PowerPoint 40 100
Desktop Publishing MS Publisher 40 60
NT Client MS BackOffice 50 300
Video Editing Adobe Premier 4.2 1
Educational - Reading Accellerated Reader 3.0 6 Schools
Educational – Writing Rabbit Tales 25
Educational – Math Geometers Sketchpad 3
Educational – Reading and Writing Little Planet 6
Educational – Typing Typing Tutor 7.0 40
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Network Ready Classroom Instructional and Student System
ITEM RECOMMENDATIONS COST ITEM RECOMMENDATIONS COST
Standard Equipment Software Grades K-5
Processor Intel: Pentium II Operating system MS Windows 95
Processing Speed 350MHz or Faster Internet Browser MS Internet Explorer 3.2 +
RAM 64Mb or more Word Processor MS Works 4.0
Floppy Drive Standard 3.5” 1.44 HD Spreadsheet MS Works 4.0
Hard Drive Western Digital 2GB + Database MS Works 4.0
Display SVGA 15” + E-Mail Software MS Exchange 4.0
Mouse Standard or Intellimouse
Keyboard Standard Windows 95 Software Grades 6-12
Sound Standard Sound Card Operating system MS Windows 95
Video Adapter PCI w/2Mb VRAM Internet Browser MS Internet Explorer 3.2 +
Bus Controller PCI; IDE or SCSI Word Processor MS Office 97
CD-ROM 12X Speed + Spreadsheet MS Office 97
Network Card 10/100 Mbit PCI w/RJ-45 Database MS Office 97
E-Mail Software MS Exchange 4.0
Optional Equipment Presentation MS PowerPoint
Back-up Drive Iomega Zip Drive
Printer HP 690c Inkjet Series Software for Designated Systems
HP Networked Laser Publishing MS Publisher 4.0
Web Editing MS Frontpage 98
Image Editing Adobe Photoshop 5.0
Graphics Software CorelDraw 7.0
Networked Library/Media Mini-Lab Systems
ITEM RECOMMENDATIONS COST ITEM RECOMMENDATIONS COST
4 Workstations Consisting of: Software for Each System
Processor Intel: Pentium w/MMX + Operating system MS Windows 95
Processing Speed 350MHz or Faster Internet Browser MS Internet Explorer 3.2 +
RAM 64Mb or more Word Processor MS Works 4.0; Office 97
Floppy Drive Standard 3.5” 1.44 HD Spreadsheet MS Works 4.0; Office 97
Hard Drive Western Digital 2GB + Database MS Works 4.0; Office 97
Display SVGA 15” + E-Mail Software MS Exchange 4.0
Mouse Standard or Intellimouse Presentation MS PowerPoint
Keyboard Standard Windows 95 Publishing MS Publisher 4.0
Sound Standard Sound Card Web Editing MS Frontpage 97
Video Adapter PCI w/2Mb VRAM Image Editing Adobe Photoshop 4.0
Bus Controller PCI; IDE or SCSI Graphics Software CorelDraw 7.0
CD-ROM 12X Speed +
Network Card 10/100 Mbit PCI w/RJ-45 Optional Equipment
Back-up Drive Iomega Zip Drive
Printer HP 690c Inkjet Series
HP Networked Laser
Networked Administrative Systems
ITEM RECOMMENDATIONS COST ITEM RECOMMENDATIONS COST
1 System per School Software and Operating System
Processor Intel: Pentium Operating system Red-Hat Linux 5.2
Processing Speed 133 - 166MHz SIS Software PAMS
RAM 32Mb Database DataFlex
Floppy Drive Standard 3.5” 1.44 HD
Hard Drive Western Digital 2GB +
Display VGA – SVGA 15”
Keyboard Standard Remote Access Configuration
Video Adapter PCI SVGA Terminal Type VT100
Bus Controller PCI; IDE Telnet Client Yes
CD-ROM 12X Speed + Terminals per School 1–8
Access from PC Restricted to Local WAN
Network Card PCI 3com Etherlink III Printers HP Laserjet 5
A. 5
Network Operating System Standards
Sabine Parish School Board adopted Microsoft Windows NT Server 4.0 as the network operating system standard.
Each server configuration is shown below:
Central Office Network Servers and Interconnection Standards
Primary Server - Radar Specifications Secondary Server - Lando Specifications
Processor(s) Dual Intel Pentium Processor(s) Intel Pentium
Processing Speed 166MHz Processing Speed 133MHz
Memory 512 MB EDO RAM Memory 128 MB EDO RAM
Storage Sub-System 14GB RAID Level 5 Storage Sub-System 8 GB
Network Adapter 100Mb DEC PCI Network Adapter 10Mb 3Com PCI
Back-up Device 32GB Seagate Auto-Loader Back-up Device 250MB Colorado Tape
Bus Controller Mylex DCP960 RAID Controller Bus Controller Adaptec 2490 SCSI Adapter
Operating System MS Windows NT Server 4.0 SP3 Operating System MS Windows NT Server 4.0 SP3
Network Services and Software: Network Services and Software:
Primary Domain Controller (PDC) Backup Domain Controller (BDC)
Domain Name Service (DNS) World Wide Web Services (WWW)
Windows Internet Naming System (WINS) MS Netshow Server
File Transfer Protocol (FTP)
World Wide Web Services (WWW)
Dynamic Host Configuration Protocol (DHCP)
Remote Access Service (RAS)
MS Exchange Server 5.0
MS Netshow Server
MS SNA Server
MS SQL Server
TCP/IP
SNA
School Servers and District Mail Server
Standard School Server Specifications Mail Server Specifications
Processor(s) Intel Pentium Pro Processor(s) Intel Pentium
Processing Speed 180MHz Processing Speed 166MHz
Memory 128 MB EDO RAM Memory 64 MB EDO RAM
Storage Sub-System 3 GB Storage Sub-System 2 GB
Network Adapter 100Mb 3-Com PCI Network Adapter DEC 16-bit ISA
Back-up Device None Back-up Device None
Bus Controller EIDE Bus Controller EIDE
Operating System MS Windows NT Server 4.0 SP3 Operating System Read Hat Linux 4.2
Network Services and Software: Network Services and Software:
Backup Domain Controller (BDC) Pine Mail
Windows Internet Naming System (WINS)
Dynamic Host Configuration Protocol (DHCP)
Sabine involved parents, teachers, students, and community to assist with wiring schools. Each of the twelve district
schools designated a NetDay for wiring their school. The three Zwolle schools (Zwolle Elementary, Intermediate,
and High) was wired with the support of a Bell South grant and employee volunteer program.
Each school is connected to the central office through either a T1 or a 56kbps point to point leased-line. Six schools
(Florien Elementary and High, Negreet, and Zwolle Elementary, Intermediate, and High) have T1 access and 7
(Converse, Ebarb, Many Elementary, Junior High, and High and Pleasant Hill) have 56kbps access. With approval of
E-rate federal subsidies, Sabine anticipates all schools will connect to the Central Office through Point-to-Point T1.
The district Internet provider is LANET, accessed through a router port at Northwestern State University. The E-
rate will provide an affordable means for a direct link to LANET.
Sabine Parish School Board supports fourteen dial-up lines for staff with an assigned network account. The network
account is contingent on individuals meeting required proficiency standards outlined in Appendix B. Network
accounts provide e-mail and Internet access from school or home. .Dial-up also provides network access for remote
locations, such as portable buildings.
A. 6
Administrative System
Sabine Parish School Board approved shared school and district funding to install and implement a school
based administrative system in the summer of 1993. The need to comply with State Department conversion
to digital data transmission and a means for maintaining accurate student records warranted the purchase of
the Principal’s Administrative Management System (PAMS). The database system supports site based
management of:
Student demographic and enrollment records
Attendance reports and automated letters
Discipline reports and automated letters
Grades, report cards, honor roll, transcripts, and automated letters
Student scheduling
School funds and bookkeeping
Employee and substitute demographic and transaction reports
Data audits and reports
Portability of data to reporting and presentation applications
District level consolidation of student data
Support for file formats required by the State Department
The PAMS system supports uploading and consolidation of all student data through the district WAN.
Daily scheduled consolidations provide the district SIS Coordinator management and control to validate
data generate statistical reports. Periodic reports include grade analysis, a variety of discipline reports,
attendance summaries, and enrollment verification. Reports and statistical data enhance administrative
evaluation and management of student performance and effectiveness of school programs. The
administrative system has enhanced record keeping efficiency and improved accuracy of student data.
Additional PAMS components are being developed to support School Health, Special Education, and Food
Service, eliminating redundant student data. Reduced equipment load and cost through shared use of
networked computers provide efficient use of resources.
Wiring and Electrical Standards
Infrastructure Standards
Sabine Parish has developed a complex enterprise level technology infrastructure. This infrastructure has been made
possible through a collaboration of federal, state, local funds. Through this collaboration Sabine Parish has been able
to establish a Local Area Network (LAN) at each school which connects to a Wide Area Network (WAN) back to the
school board office. The school board office LAN is connected to Northwestern State University for Internet access
via LA-Net.
Communications Equipment Room
A Communications Equipment Room (CER) has been designated at in each school’s primary campus building. The
role of the CER establishes the main point of presence for the LAN and WAN. The CER secures the routers,
bridges, back-plane chassis, hubs, and DSU/CSU. It also serves as the central distribution center for fiber optic based
backbones where applicable. Fiber optic cable originates at the CER and terminates in remote Communications
Closets (CC) where category 5 Unshielded Twisted Pair (UTP) is extended to the End-User.
A minimum of two strands are required for all fiber optic backbones to assure adequate bandwidth is available for
emerging technologies; i.e. video conferencing, and other advanced networking technologies.
A. 7
The CER may also serve as a point of distribution for telephone and cable television equipment and security systems.
Cable systems may range from coaxial, UTP, fiber optic with the accompanying terminations or patch panels. The
CER is the location for the network file server, providing security and make future network expansions accessible.
The CER provides accessibility to equipment for maintenance and administration of network equipment while
establishing environmental temperature and air control, consistent power, and security. The following considerations
were followed:
The CER should be a clean dust free room with adequate lighting and storage.
The CER will support consistent heating and cooling. The temperature should not exceed 75 degrees F or
fall below 65 degrees F.
Adequate un-interruptable power is required. A minimum of 2 double duplex receptacle will be installed near
the equipment rack. All receptacles shall be double duplex, isolated ground receptacles. Each receptacle
must be connected to a dedicated 20-ampere circuit breaker with in the breaker box.
The cost and investment of network requires each school verify adequate and consistent current. Lack of reliable
school electrical systems require verification of grounds and identification of possible electrical problems. Long runs
of network cables have the potential to cause ground faults that may damage networking hardware. A comprehensive
audit of school building electrical systems will be performed by a certified electrician.
All cable originating from the CER and remote communications systems is labeled and documented to provide the
network administrator and support personnel with the origination point and the termination point. A detailed network
schematic and layout plan is stored in the CER.
Circumstance may require unrelated network items be stored in the CER, but must not interfere or restrict access to
network hardware or cabling systems. Items such as janitorial supplies containing chemicals or liquids should never be
stored in the CER.
Communications Closet
The Communications Closet (CC) serves as a central wiring distribution center for the category 5 UTP distributed to
the desktop and also supports all cable types that originate from the CER. In the CC the category 5 terminates at a
category 5 patch panel with a 110-style punch. The wire distributed to the desktop area is terminated with a RJ-45
EIA/TIA 568B category 5 modular jack. Computers are connected to the RJ-45 jack using vendor supplied patch
cables to insure cable integrity.
The CC provides accessibility to equipment for maintenance and administration of network equipment while
establishing environmental temperature and air control, consistent power, and security. The following considerations
should be followed:
The CC should be a clean dust free room with adequate lighting and storage.
The CC must have consistent heating and cooling. The temperature should not exceed 75 degrees F or fall
below 65 degrees F.
An adequate un-interruptable power source is required. A minimum of 2 double duplex receptacles will be
installed near the equipment rack. All receptacles shall be double duplex, isolated ground receptacles. Each
receptacle must be connected to a dedicated 20-ampere circuit breaker with in the breaker box.
All cable originating from the CC and remote communications systems will be labeled and documented to provide the
network administrator and support personnel with the origination point and the termination point. A detailed network
schematic and layout plan will be placed in the CC.
Circumstance may require unrelated network items be stored in the CC, but must not interfere or restrict access to
network hardware or cabling systems. Items such as janitorial supplies containing chemicals or liquids should never be
stored in the CC.
A. 8
Backbone Distribution System
Eight schools have a fiber backbone necessitated by either distance of classrooms from CER or because of remote
buildings. Sabine Parish schools with fiber backbones include Florien, Zwolle, Pleasant Hill, Many Jr. High and Many
High. The fiber backbone supports the distribution of a variety of media including computer data, voice, and video
from the CER to the CC.
New school facilities will incorporate all wiring standards. All new construction will incorporate a large fiber
backbone to provide for expansion. It should be noted that cable used for data transmission should NEVER be place
in conduit with electrical. If conduit is used for fiber optic cable, the maximum bend radius of the fiber cable should
be adhered to.
No fiber cable shall have fewer that 2 fiber strands and will be multi-mode 6.25/125 microns.
The fiber cable terminates in the CC and CER, the proper equipment is required (fiber repeater, fiber bridge, or media
converter) to connect thin-net Ethernet segments. Hubs, repeaters, routers and other network items are connected
together by thin-net segments. Although fiber optics is the cable of choice, circumstances require the use of thin-net
and thin-net Ethernet in some schools.
Sabine Parish will continually review cost effective emerging technologies. New transmission systems that are being
considered include wireless networks and Asynchronous Transfer Mode (ATM).
End User Cable Distribution System
The end user cable originates in the CC or CER and terminates at the End Users Desktop (EUD). This cable is 4 pair
category 5 UTP copper cable that is terminated with a RJ-45 EIA/TIA 568B category 5 modular jack. Category 5
grade is designed to handle data speeds of up to 100 Mbps.
Category 5 grade cable is terminated in the CC and CER with category 5 patch panels. The EUD cable is housed in
wall or surface mounted box. All four pairs are used for one jack. No splitting of pairs will be permitted for use in
future standards of faster speeds of Ethernet.
Terminating the EUD cable requires a continuity test. After verification of reliability, all cables are labeled identifying
the cable destination, patch panel port, hub port, and hub located in the CC or CER.
Electrical
Each school principal is required to identify and certify the electrical needs of their school. Uninterruptable Power
Supplies (UPS) will be required for all new technology equipment.
Technical Support
The sophistication of a network requires expertise and technical support to assure proper installation and
maintenance. The most cost effective approach for supporting the network infrastructure and equipment is to utilize
school district salaried personnel. Sabine Parish School Board hired a District Technology Coordinator in 1993 and a
Systems Administrator in 1995. The workload has also required an additional network technician and a part time PC
maintenance technician. The networking expertise and skills of the technicians have allowed Sabine s to establish and
support a network infrastructure with minimum funding resources.
Security
Security is a key issue as schools establish connections to Wide Area Network (WAN) and to the Internet. Sabine
Parish security policy is designed to secure information that is stored on the network and to prevent unauthorized
entry to the Sabine Parish network. Each new network account requires the user to read and sign the adopted
Acceptable Use Policy (AUP) (See page ). The AUP defines user responsibilities and restrictions. The account
authorizes access to the Internet, which includes the World Wide Web (WWW), Usenet newsgroups, and E-mail. The
account assigns the user access privileges to specified information and data files.
Sharing a user password may result in improper use of the account. The user account will be responsible for all
consequences. Attempting to breach a user account will result in denial of Sabine network privileges.
A. 9
Software and network hardware provides monitoring of possible inappropriate use without infringing on individual
user confidentiality. Simple Network Management Protocol (SNMP) provides management capabilities of the
network. Per-port hub security will be used to identify problems with network security by notifying System
Administrators.
Another security option relates to the Network Operating System’s (NOS) ability to audit events. Events that can be
audited include:
Log on/off attempts
Connecting and disconnecting from network resources
Connection terminations
Disabling of accounts
Opening and closing files
Changes to files
Directory creation or deletion
Directory modifications
Server events and modifications
Password changes
Logon parameter changes
The audit records may be reviewed by the Network Administrator.
District and School Networking Models
Designing and implementing a school district network requires detailed planning and engineering to assure the
cost-effective use of funds, functionality, expandability, and upgradeability.
A.10
District Networking Device Standards
A.11
A.12
School Network (LAN) Diagram
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Phase III – Facilitating, Application, and Implementation of Technology.
Phase I and Phase II, secured commitments, established guidelines and standards for implementing
school LANs and software standards; Phase III brings all components together as the district utilizes and
promotes technology to enhance student achievement. Phase III establishes strategies to:
Merge all of the district’s segregated technology components into a transparent communication-information
system.
Implement technology standards to provide a manageable and efficient technology initiative.
Establish an effective training program to promote competent and proficient users of technology.
Integrate technology into instruction through the facilitation of all available technology resources.
Identify model classrooms where teachers are demonstrating effective instruction through the application of
technology.
The first teacher-training program was initiated in conjunction with the second phase. Sabine Parish chose to
appoint School Technology Coordinators (Trainer of Trainers) to provide an effective method for training
teachers. The program is on-going and expanded through the implementation of a Technology Learning Center
(TLC). The TLC became operational in the summer of 1997. The TLC is an integral part of a comprehensive
technology training program, providing a technology rich environment for community, staff, and students to
participate in an ongoing training, utilization, and implementation of technology tools and applications. The
center serves as a model for training and utilization of state-of-the-art instructional tools.
Training models outlined in ISTE and recommended by the State Technology Plan have been implemented. The
district will incorporate a variety of instructional methods, school coordinators, peer support groups, and students
to mentor teachers, to support the training program. All teachers are encouraged to enroll in college level
technology courses. School Technology Coordinators, teachers, and administrative staff will be expected to meet
adopted technology competency standards prior to receiving technology equipment. Teachers meeting the district
proficiency standards will form a cadre of technology users and provide instructional classroom models for their
peers.
Support of District and School Web Sites
http://www.sabine.k12.la.us
Sabine school district recognizes the importance of supporting a web site to provide parents, students, and
teachers with educational Internet links. The district has utilized the site to provide announcements of events and
to report district related information for the community. The web site includes an Administrative Intranet and is
expanding school and district informational resources. Educational links are regularly updated. Teachers wishing
to enroll for TLC technology classes may register online.
Each school will support a web site by November 1997. Each school coordinator has been trained to edit and
manage their school’s web. Students and teachers are encouraged to contribute and participate in designing and
providing content.
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wwide web
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Phase IV – Classroom models, Emerging technologies, and Evaluation.
The last two phases are continuous and open-ended. Phase IV addresses hardware and software upgrades and
emerging technologies. It requires all stakeholders to continually review the Sabine Parish Technology Plan and
to implement new technologies to improve the district’s instructional goals. Interactive video conferencing and
telecommunications are two examples of technologies that are a priority to implement effective alternative
instructional programs necessary in a rural school district.
The demanding cost of technology requires schools and the school district to continually seek funding sources.
Phase IV of the Sabine Parish Technology Plan is at the juncture where the technology initiative again confirm
stakeholder commitments. In this phase, all participants must address current needs and seek dedicated funding to
assure technology investments will continue to enhance student achievement. It should be noted that having
viable and effective instruction through the implementation of technology tools will make it easier to request local
funding support for technology. It is for this reason that Sabine choose to seek dedicated funds in Phase IV.
Phase IV requires an on-going effort be made to up-grade existing equipment and to expand the infrastructure so
that by the year 2000 all Sabine Parish classrooms are equitably provided with technology tools and instructors
can effectively promote life-long learning through the utilization of technology tools. As teachers claim
ownership of a rich technology environment, cogent and practical instructional models will emerge. Unlike past
mediums, the new technologies allow and encourage sharing of effective learning strategies. Emphasis on
curriculum standards, coupled with e-mail and Internet access, will encourage repositories for lesson plans,
activities, and classroom participatory projects.
Phase IV encourages the development of effective instruments for evaluating technology supported instruction.
New evaluation procedures will provide valid data to help determine strengths and weaknesses.
Plans for Expanding Instructional Technology
Items Descriptions
Network Juke Box CD-ROM towers Incorporate multi-media CD-ROMs into the network to provide
programs and information that can be accessed by network clients.
Network Laser Printers Connected to the school network and located in the school library.
To be used by students and teachers for preparation of classroom
related material.
Mini Computer Labs in School Libraries Install 2 to 8 PCs to be used for Internet access and ILS software
packages.
WAN T-1 Upgrades Up-grading some of our schools WAN links from 56kb to T-1.
Firewall Software and Hardware Install a firewall on the school board office network and install
firewall software on each Linux-based administration system for
better network security.
Revamp Network Backup Procedures Overhaul current network backup operations to a more efficient
process.
Upgrade Dial-in Modem Lines Current modem speed is 33.6kb. Modems will be updated to 56kb
speed when a 56kb standard is established.
Complete Microsoft Windows NT Migration Replace the final Novell 3.X server with a new Windows NT 4.0
server.
Microsoft Netshow Servers for video conferencing Develop a web site for streaming audio video for delivery of
educational content and instruction.
Internet Protocol version 6 To implement and deploy IP V6 for all networking hardware and
operating systems when standard is ratified.
Provide calculators for classrooms Supply calculators and training for grade levels that require them
for new state testing standards.
Expand Tele-communications Provide each school with teleconferencing capabilities
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