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Network Design. If costs are fixed at a low level, network solutions can be examined starting with the cheapest and going from there, until your budget tops out. In networking our high school, considerations of economy and performance in network design almost dictated a 10baseT design, using category 5 components. We believe that saving money by installing category 3 or 4 components is a false economy. These materials will work fine with normal Ethernet, but are not upgradable to Fast Ethernet or ATM, while category 5 components can make this transition.

Thus, a modest investment in network upgradability will yield significant savings, when a decision is made in the future to upgrade by the order of magnitude that these higher bandwidth modes (the components for which are too expensive for most public schools today) represent. In addition, network components are available in a wide range of price/performance combinations. Moderately priced components enable a 10baseT network to be easily connected to an existing 10base2 or 10base5 network.

The number of wires pulled to each room should be considered. In our school we decided to pull two wires per room, one for data and one for backup, future expansion, or for dedicated video.

Installation. We found it practical in our drop-ceiling environment (with a ceiling height of 9 feet) to bring the network junction boxes down 3 feet from the drop ceiling. This high-wall mount also keeps these relatively more fragile connections up out of the way, and they are not as easily blocked by furniture such as bookcases or filing cabinets.

APPENDIX: D

Sample Wide Area Networks

Appendix: D.1 Fisher Grade School - A dialup network

Fisher, IL, is a small rural town located about 40 miles northwest of Champaign. In 1995, the grade school received a grant from the ISBE. The grant allowed them to network a part of the school building, as well as to provide Internet access for several machines as shown in Figure D-1.

The town does not have the WAN options available to larger communities. Due to this limitation, and cost limitations in the grant, the building decided to connect to the Internet using standard phone lines, dialing into the NCSA to access the Internet. The computers with Internet access each have a modem directly connected to them, and only those machines can access the Internet.

Those machines, as well as machines located throughout the rest of the building, connect to a category 5 10baseT Ethernet network. A volunteer group of parents and teachers installed the network. It has a Novell server attached to it, used as a file server, a print server, and an email server.

The Fisher WAN (Figure D-1).

Appendix: D.2 Charleston - A leased line network

Charleston, IL, is a medium size town located midway between Champaign, IL, and Springfield, IL. In 1995, the district received a grant from the NCSA to provide Internet access to its elementary and middle schools. The district was fortunate to have Eastern Illinois University at Charleston located in proximity, and were able to get both help and Internet access from the University. As part of their agreement with the University, the Internet access is only temporary and another solution must eventually be found.

The district chose to use 56 Kbps leased lines to connect the buildings and to the University as shown in Figure D-2. Internally, they installed a category 5 10baseT Ethernet network. Due to time constraints, they selected to contract the installation out to a local vendor who installed all the wiring. Their network allows any machine connected to it to access the Internet.

At each building, they bought an AppleShare file server, on which they also run an Apple Internet Mail Server. This allows district staff to send and receive email. In the future, they also intend to install a web server on each of the machines.

The Charleston WAN (Figure D-2).

Appendix: D.3 Champaign and Urbana - an ISDN network

The twin cities of Champaign and Urbana, IL, decided to pool their resources to increase their options while networking their districts. Each had previously connected a few of their schools to the Internet using grant money from the ISBE as well as from the NCSA. By allocating district money, they were able to design and implement the 128 Kbps ISDN network shown in Figure D-3.

They bought access to the Internet from the University of Illinois at Urbana/Champaign, and bought two Sun Unix systems on which to run their email and web servers. Ascend Pipeline 50 ISDN routers and NT-1 terminators were bought and placed at each building to which connected to the district WAN. An Ascend MAX was bought and placed at the University to receive all the incoming Champaign and Urbana ISDN lines. In addition, the district bought equipment to allow up to eight concurrent dial-in users. The University maintains all the equipment located on its facilities as part of the package bought by the districts.

A total of 26 buildings, 18 in Champaign, and eight in Urbana, connect with ISDN lines. All the buildings have Internet access from any machine on the building network, and cat 5 10baseT Ethernet wiring comprise each network.

Urbana chose to have building electricians install the wiring in each building. Champaign hired two new staff members who worked during the evening hours and installed the wiring in each of the buildings.

The Champaign/Urbana WAN (Figure D-3).

Appendix: D.4 Mahomet-Seymour - a wireless/fiber hybrid network

Mahomet, IL, is a small town located about 12 miles west of Champaign. Because of the lack of availability of access to the Internet in town, the junior and senior high schools decided to implement a wireless network providing access to the Internet through the University of Illinois.

The district bought Solectek wireless equipment and erected a donated 125-foot radio tower. They were able to rent space from the PBS station WILL in Urbana and use their radio tower. The tower is located on the University campus, and Internet access was already available at the PBS office. The district bought access to the Internet from the University. As previously mentioned, the district has had problems getting the wireless equipment to work reliably. The vendor is actively working to solve the problems.

Since both the junior and senior high schools share the same property, the district decided to connect the schools with a fiber-optic cable buried in the ground between the schools. The local power company donated the work done to install the cable. Figure D-4 shows the combined wireless and fiber-optic WAN.

They completely networked the high school using both district money and grant money from the ISBE and the NCSA. A teacher volunteer group installed all the wiring. The junior high currently has only one lab networked, but has plans to continue to network once money is available.

The Mahomet-Seymour WAN (Figure D-4).

Appendix: D.5 Tolono - a wireless network

Tolono, IL, is a small town located about 8 miles south of Champaign. Because of the lack of availability of access to the Internet in town, the high school decided to implement a wireless network providing access to the Internet through the University of Illinois.

The district bought Solectek wireless equipment and was able to attach the equipment to the roof of the building because of the flat terrain between the school and the University. They were able to rent space from the PBS station WILL in Urbana and use their radio tower. The tower is located on the University campus, and Internet access was already available at the PBS office. The district bought access to the Internet from the University. Unlike Mahomet, Tolono has had no problems with the reliability of the wireless connection. They have had high-speed Internet access since installing the equipment. Figure D-5 shows their WAN.

They networked the high school with cat 5 10baseT Ethernet using both district money and grant money from the ISBE and the NCSA. The network consists of two computer labs with 15 and 24 computers respectively, the library with 4 computers, and two classrooms with one computer each. Two teachers and a group of students performed the installation of the wiring.

The Tolono WAN (Figure D-5).

Appendix: D.6 Marshall - A satellite network

Marshall, IL, is a rural town located several hours from any major city. Due to the costs associated with long-distance leased lines, the district decided to search other alternatives. They selected a solution from Intellicom that provides access to the Internet using a communications satellite. They currently have access to the Internet at 56 Kbps, and plan to upgrade to 115 Kbps in the future.

The district has satellite dishes installed at two locations. The first dish is located at the high school, with a coaxial cable connecting the junior high to the high school. This allows both buildings to share the access to the Internet. Figure D-6 shows the design of the Marshall high school and middle school WAN. The second dish is located at the elementary school and provides Internet access for the building.

The district has also installed a dial-in modem pool with ten modems attached to it. In addition to offering after hours access to the district staff, they are reselling access to the community to offset the cost of the satellite network.

The Marshall WAN (figure D-6).

Appendix: D.7 Glenview - A cable network

Glenview, IL, is a suburban town located about 30 miles north of Chicago. Several years ago, when the city negotiated its contract with the cable company, they included a provision that required the cable company to provide network access to all the town buildings, including schools. It also required them to provide these services at a minimal cost. This allowed the district to connect all of its buildings and to the Internet using symmetric cable tv equipment at 4 Mbps. Figure D-7 shows the basic design of the city WAN. In addition, the cable company is preparing new equipment that they hope will boost the bandwidth of each connection to a speed of 40 Mbps.

The Glenview WAN (Figure D-7).

APPENDIX: E

Sample Technology Plan

Urbana District 116 Technology Plan, June, 1995

Mission Statement

The pace of change in technology is breathtaking, and nowhere is the pace of these changes felt so dramatically as in our schools. Daily, we educators encounter the limitless opportunities and the potential perils of technology. Because technology so pervades our society, the Urbana School District needs to ensure that these tremendous tools of technology become an expected and routine part of the education of our students.

Our mission is to provide a technology rich learning environment to the student of our system in order for them to live successfully in our diverse society. Our expectation is that each student will be able to retrieve information and use it to make decisions and solve problems.

Education Goals and Objectives

The education goals and objectives are to:

�         Provide equitable technological opportunities for all Urbana students.

�         Provide students with instruction in using a variety of technologies to demonstrate mastery of established outcomes.

�         Build a sustainable infrastructure to support school networking (networking all schools with high speed connectivity for the wide area networks between the schools and between the schools and local area networks within each building).

�         Build an environment which allows Urbana teachers to easily use technology in their teaching.

�         Establish staff development opportunities which create a technologically proficient staff. Integrate appropriate technologies into curricular planning and implementation to meet learner outcomes.

�         Facilitate effective and innovative instructional programs which use technology for exploration and project centered learning.

�         Develop and implement a coordinated program of equipment acquisition.

Technology Goals

Technology will be used to:

�         Assist all students in achieving the outcomes and indicators established by District 116 based on the State Goals for Learning.

�         Provide information management systems which enable users to find, analyze, and present information in effective and efficient ways.

�         Create a learning environment in which students have ample opportunity to develop critical thinking and problem solving skills.

�         Provide students greater opportunities to learn skills necessary to work collaboratively.

Defining Technology

Technology means any device or system which assists in the acquisition, organization, processing, or dissemination of information.

Technologies considered in this plan include but are not limited to:

�         Hardware

�         Computers, printers and peripherals

�         Calculators

�         CD-ROMS

�         Audio/Visual Equipment

�         Laser disk players

�         Cable Access

�         Television

�         Telephones/modems/fax

�         Local Area Networks

�         Wide Area Networks

�         Software:

�         Word Processing

�         Data Bases

�         Spread sheets

�         Simulations

�         Graphics

�         C.A.D. and C.A.M.

�         Presentation Tools

�         Multimedia

�         Remote Conferencing Tools

Equipment, Networking, and Facilities Objectives

Despite the fact that Urbana operates in a state which is fiftieth in the nation in funding for technology, 116 is committed to exceeding the national average of one computer per nine students.

Objectives to be met over the next three years are established for the following areas:

Hardware

�         Base acquisition of equipment on building ability to integrate it with existing hardware and software.

�         All equipment must meet the minimum technical specifications.

�         Make acquisition with the goal of having a computer in every teacher room for both administrative tasks and student learning.

�         Follow equipment maintenance procedures which:

�         Promote preventative maintenance.

�         Use cost effectiveness as the determiner for requisitioning repair.

�         Plan storage and/or disposal of obsolete equipment.

Accessibility

�         Extend building hours to provide community access to technologies.

�         Provide equipment for both classrooms and labs in each building.

�         Staff the building during extended hours to provide ease of community use.

Inventory

�         Develop and maintain a building hardware inventory.

�         Forward this information to the Central Office Business Manager

Networking

�         Establish local area networks within each building.

�         Establish wide area networks for the district with Internet access.

�         Standardize the automation of all district libraries to allow for collection management, resource sharing and information retrieval district wide.

�         Provide Network Maintenance.

Facilities

�         Provide adequate facilities for the safe, efficient, and effective use of instructional technologies.

�         Ensure adequate electrical power to all buildings.

�         Establish precautions to protect all equipment from damage due to electrical or environmental fluctuations.

�         Provide facilities for buildings on an equitable basis.

Software

�         Select a wide variety of information, communication, and application software programs to support student achievement of stated outcomes and indicators.

�         Develop and implement procedures for the evaluation and selection of technology software.

�         Compile and periodically update a catalog of existing software and curricular, user, and usage information to be accessible on the wide area network.

�         Develop Board of Education policies and procedures related to copyright and appropriate use agreements.

Curriculum Development

�         Integrate technology into every curricular area.

�         Establish goals and objectives for training in technology use.

�         Establish technology concerns as an agenda item for every active curriculum committee.

�         Make technology a transparent and effective tool in every classroom.

�         Make available and ensure use of software and hardware appropriate for all rades and levels within a grade.

�         Supply software and hardware appropriate for all curricular areas.

�         Engage students in activities which allow them to:

�         Apply technologies to the effective communication of creative ideas.

�         Create effective ways to store, access, and process information.

�         Use technology for the interpretation and production of information and data through multimedia resources.

�         Use technologies to apply critical thinking skills in the simulation of historical, scientific, and social situations.

�         Understand and use information networks.

Staff Development

�         Plan staff development opportunities in coordination with the District Instructional Support Team, the technology staff development committee and individual building committees.

�         Design opportunities for professional growth of staff in the knowledge and application of information/instructional technologies in order to achieve the outcomes and indicators established by District 116 based on the State Goals for Learning.

�         Provide in-service opportunities for all staff on a continuing basis in the following areas:

�         Applying instructional technologies to curriculum development and student assessment.

�         Using an integration of instructional technology resources.

�         Promoting classroom management schemes for maximizing student access and use of technology.

�         Evaluating software.

�         Using equipment and software properly.

�         Facilitate attendance of staff at professional development workshops with technology strands.

�         Identify and train personnel in each building to serve as technology leaders.

�         Select by appointment or election, a Technology Committee Member to serve on the Instructional Support Team.

District Support for Technology

�         The district will employ a full time technology coordinator to be responsible for areas related to current and emerging technologies.The District Technology Coordinator will:

�         Coordinate staff development activities with the Instructional Support Team.

�         Write grants to help support technology.

�         Monitor and evaluate the latest software and provide evaluation information to the district through regular updates.

�         Develop and maintain the district inventory of all technology.

�         Assist the Asst. Superintendent in the annual review and revision of the District Technology Plan.

�         Seek sound, inexpensive solutions for a wide area network.

�         Manage and disseminate student assessment data.

�         Desegregate date relative to the performance of populations of students within the district.

�         The district will employ a full time Technology Technician who will:

�         Provide maintenance of all computers, printers and peripherals in a timely manner.

�         Assist the Asst. Superintendent in the development and maintenance of student data and reports.

�         Assist in the networking of all buildings in the district.

Building Goals and Plans.

�         Develop, at the direction of the principal, technology plans which are compatible with the District Plan.

�         Develop and maintain, at the direction of the principal, equipment inventories of all equipment in the building.

�         Develop and maintain, at the direction of the principal an inventory of all software housed in the building.

Financial Support

�         Maintain the current Board of Education funding for at least the next three years.

�         Continue to work with the City of Urbana to secure funding through the TIF grant areas.

�         Pursue, under the guidance of the Technology Coordinator, federal, state, and private grants which support technology and staff development.

APPENDIX: F

Sample Acceptable Use Policies

The policies presented in this appendix are modified versions of the policies developed by the Los Angeles Unified Schools District.

Appendix: F.1 Network Administration Policy

Computers are used to support learning and to enhance instruction. Computer networks allow people to interact with many computers. The Internet allows people to interact with hundreds of thousands of networks. It is a general policy that all computers are to be used in a responsible, efficient, ethical and legal manner. Failure to adhere to the policy and the guidelines below will result in the revocation of the users access privilege by the network administrator. Unacceptable uses of the computer include:

1. Violating the conditions of the Education Code dealing with students rights to privacy.
2. Using profanity, obscenity, or other language which may be offensive to another user.
3. Reposting (forwarding) personal communication without the author's prior consent.
4. Copying commercial software in violation of copyright law.
5. Using the network for financial gain, for commercial activity, or for any illegal activity.

The person in whose name an account is issued is responsible at all times for its proper use.

Users must not give a password to another user. Users should change passwords frequently.

Because access to the Internet provides connections to other computer systems located all over the world, users (and parents of users, if the user is under 18 years old) must understand that the district does not control the content of the information available on these other systems. Some of the information available is controversial and, sometimes, offensive.

The district does not condone the use of such materials. School employees, students and parents of students must be aware that access to the Internet will be withdrawn from users who do not respect the rights of others or who do not follow the rules and regulations established by the school and the district.

Appendix: F.2 Computer Acceptable Use Policy

Rules and Regulations.

1. It is a privilege to receive an Internet address.
2. The Internet account is free to users.
3. A RESPONSIBLE user of the Internet may keep an account as long as the user is a teacher or student in the district.

Responsible users May:

�         Use the Internet to research assigned classroom projects.

�         Use the Internet to send electronic mail (email) to other users.

�         Use the Internet to explore other computer systems.

Responsible users May NOT:

�         Use the Internet for any illegal purpose.

�         Use impolite or abusive language.

�         Violate the rules of common sense and etiquette

�         Change any computer files that do not belong to the user

�         Send or get copyrighted materials without permission.

�         Users must not give their password to anyone.

System operators will have access to all user accounts, including email. If the rules above are not followed by any person, use of the network will be cancelled. There will be no second chances.

If the user is not sure how to do something on the computer, ask a teacher or the system administrator in the school.

Appendix: F.3 District Parental Consent Form

Computer Network Account

Student Last Name/Student first name: ___________________________________

Teacher Name: _______________________________________________________

Date Student Passed Test: _____/_____/_____

I have read the Computer Acceptable Use Policy. I have passed the student test. I will follow the rules. If I do not follow the rules, I understand that my network account will be taken away.

Student Signature: ______________________________ Date: _____/_____/_____

I have read the Computer Acceptable Use Policy and the Network test. I understand that the Internet is worldwide group of hundreds of thousands of computer networks. I know that the district does not control the content of these Internet networks. When using the Internet, I realize that students may read material that is controversial or offensive. I give my permission to issue an Internet address for my child. I understand that my child may keep this address as long as the procedures described in the district Acceptable Use Policy are followed.

Parent Signature: ______________________________ Date: _____/_____/_____

(If student is under 18 years old)

Appendix: F.4 Internet Usage Test

True or False

1. _____ You cannot use the Internet to sell anything.
2. _____ The Internet is made up of many computer networks.
3. _____ It is OK to share your password with your friends.
4. _____ Copyrighted material is software, books or files written by others.
5. _____ I can swear or use abusive language using email if I don't know the person I am writing to.
6. _____ To download is to receive a file.
7. _____ If you suspect that someone is using your password, you should change your password.
8. _____ When using email, you must remember the Acceptable Use Policy.

Multiple Choice

1. If you are not sure how to do something _____

1. ask the network operator or your teacher.
2. experiment.
3. a or b.
4. none of the above.

2. You should _____

1. check you disks for viruses.
2. scan downloaded files for viruses.
3. not worry about viruses because there are none on the Internet.
4. not worry because the school district will take care of it.
5. a and b.