Digital Media Grant05

TABLE OF CONTENT • ABSTRACT ……………………………………………. P 1 • NARRATIVE …………………………………………... P 2-14 o o o o

GOALS & OBJECTIVES ACTIVITIES TIMELINE KEY PERSONS INVOLVED

• BUDGET (ED 524) ….………………………………… P 15+ • APPENDICES (RESUMES) • CERTIFICATIONS & ASSURANCES

ABSTRACT The Clarkstown Central School District is a public school district with approximately 9,600 pupils enrolled in its ten elementary schools, one middle school, two high schools, and one special education school. The project, “Multimedia Center, Technology & Curricula,” has two main goals: 1. MULTIMEDIA CENTER: Felix V. Festa Middle School is in the process of an extensive construction project to meet the ever-growing needs of our student population of over 2100 students. Part of the building expansion is an addition to our school library. With the completion of the construction project, we will update the library in the fall of 2004. We are requesting the sum of fifty-thousand dollars to help us create a multimedia center in this new addition. Our school houses a number of self-contained special education classes, as well as two life skills classes. The media center will help provide these students with an opportunity to learn through the use of assistive technology. There is a need to increase the number of fiction and non-fiction books in the library. As well, we would like to add books that interest students of all ability levels. In addition we would like to develop a resource area for teachers, which would include the most current texts on effective teaching strategies. The impact of this project would be to improve the overall educational environment. Throughout the district teachers would be able to avail themselves of the numerous resources in order to integrate effective strategies, expand the curriculum, and motivate students in interactive lessons. Students would have the potential ability to utilize all resources with the assistance of highly-qualified library media specialists. Students will be given the opportunity to research material through technology and print resources, which encourage higher-level thinking. We are moving from a traditional library to a true multimedia center that helps prepare both teachers and students for the challenges and demands of the future.

2. TECHNOLOGY & CURRICULA: Students will be able to learn technology and information literacy skills through the innovative use of interactive media programs- specifically Macromedia products. Using software and computer equipment purchased through this grant, the Clarkstown Central School District will establish a Digital Design course in its high schools and an improved technology and information literacy curriculum in its elementary and middle schools. Students will focus on developing critical work and information literacy skills: project management, web-design and technical abilities, plus research and communication proficiencies. Students will develop these key skills in a spiral from the elementary level on up, as each project adds more challenging skills onto the foundation proficiencies.

Clarkstown Central School District Multimedia Center, Technology & Curricula

Page 1

NARRATIVE PART I: MULTIMEDIA CENTER: Goals and Objectives: The overall goal of the grant would be to expand the resources of a traditional library to a true multimedia center in order to meet the demands of an ever-changing educational framework. In broadening the scope of the library, we would be able to address the diverse range of our student population. Teachers would be given the tools to academically expand beyond the walls of the regular classroom. Differentiation of instruction in a hands-on learning environment would be the ultimate focus. Specifically: • Assistive technology would make the library user-friendly, in particular, the library staff would be better equipped to meet the needs of our special education population through the integration of supportive resources; i.e. interactive software. A long range goal would be to assist students in becoming independent learners. • Additional resources, such as large print books, interactive software and readaloud literature would service the life skills students. Students would be able to work at their own pace and ability levels. • The diverse resources would allow staff to focus on differing learning modalities. The visual presentations will provide concrete examples of various topics. • Students would be challenged to explore alternative methods for in-depth research, which will encourage higher-level thinking. • Library staff would he supportive, encouraging and welcoming to students and staff with their expertise, they would teach skills to enhance research and presentations on a daily basis. Through the media center students will be provided with the tools they will need to succeed in a highly competitive, technologically sophisticated cyber-society that allows connectivity throughout the world. • This newly created Teacher Resource Center will encourage the exploration of effective teaching strategies. Staff within the district would be welcome to review literature and resources that delineate specific current teaching techniques.

Clarkstown Central School District Multimedia Center, Technology & Curricula

Page 2

Library Grant Activities 1) Expansion of the Computer Area The new laptops, desktop computers and printer in the library media center give students more access to technology. Students will be using the computers for a variety of research using the Internet and exploration of computer programs. Some examples are: • • • • •

Using Microsoft Word and/or Inspiration to create graphic organizers to display information. Accessing the NOVEL databases for research. Gathering background information such as the dress, activities, and customs during a time period featured in literature read in English classes. Internet scavenger hunts/webquests for controlled exploration of a topic. Microsoft PowerPoint presentations to enhance oral reports in conducted in classes.

2) Circulation Desk The circulation desk replaces the current one that is falling apart. Students and staff use the desk to check in/out materials from the library. The circulation desk is where patrons can ask questions and any other need for help. This new desk can accommodate handicapped patrons with a lower counter height and space for a wheelchair. 3) Students with Special Needs Equipment/Materials The library will now better accommodate special needs students. The variety of software, reading material and equipment will enhance their educational experience and increase their technological skills. Some examples are: • • •

•

The wheelchair accessible mobile workstation can be placed anywhere in the main library or in the classroom area. A designated computer for the workstation gives more comfortable access for a wheelchair bound person. Students with any visual, audio, and cognitive handicap can manipulate the IntelliKeys alternative keyboard for a variety of computer programs. Kurzweil Software Program & Scanner helps students to become more independent in their computer use. The program allows teachers to scan tests and worksheets so that students can type their answers directly onto handouts. Reading passages can have main ideas and vocabulary highlighted and read aloud for students. This program increases multisensory teaching and learning. The Pix Writer computer program allows beginning students to write using pictures and symbols.

4) Clarkstown Central School District Multimedia Center, Technology & Curricula

Page 3

Reference/ Fiction/ Non-Fiction Materials Print materials for a variety of research projects will be ordered to enhance the library collection. Teachers have requested materials to support their curriculum as well as student interest requests. Timeline: Immediate purchase and implementation of program (School year 2005-2006). Participants: Christine Mui is the key person assigned to this project. She is the Library Media Specialist at Felix Festa Middle School. Her resume is included in the Appendix. Evaluation: • • • •

A log, which will outline the classes utilizing the resources, will be kept in the library. Feedback from teachers Feedback from library staff Culminating student and teacher projects.

Clarkstown Central School District Multimedia Center, Technology & Curricula

Page 4

PART II: TECHNOLOGY & CURRICULA Goals and objectives: We request funding for software and computer equipment to establish a digital design course (Introduction to Web Production) as a career and technical-education elective in our high schools and an improved technology and information literacy curriculum in our elementary and middle schools. Students in our program will apply technology and information literacy skills using interactive media software. Introduction to Web Production will provide students with the fundamentals of web production and design. Through hands-on instruction, students will incorporate audio, video, animation, graphics and text into web-based projects. Students will create, post and update their own websites based on individual initiatives and school projects. Students will be exposed to industry-standard software, essential for creating professional quality web pages: Photoshop, Sound Forge, Dreamweaver, Flash and HTML coding. Students will gain critical work and information literacy skills: project-management, web-design and technical abilities, plus research and communication proficiencies. Students will develop these key skills in a spiral from the elementary level on up, as each project adds more challenging skills onto the foundation proficiencies. This project will utilize the Macromedia Digital Design Curriculum: Developed from the U.S. Dept. of Education Career Cluster Initiative for Career and Technical Education that was piloted in Washington State to teach professional web design fundamentals to high school students. (http://www.macromedia.com/resources/education/curriculum/digitaldesign/casestudy.html)

We will expand and improve that curriculum to include instruction of digital design and research skills to the elementary and middle school level. Our goal is to provide our students with cutting edge technology that will enable them to develop information literacy and technological skills that will be useful in the workplace of the future. By the time students reach the high school level they will achieve a professional competence that will allow them to either enter directly into the work place or higher education.

Clarkstown Central School District Multimedia Center, Technology & Curricula

Page 5

Activities Designed to Meet Goals and Objectives We will incorporate the activities, goals and objectives of The Digital Design course offered as a career and technical education elective in Washington State (www.k12.wa.us/careerteched/it/digitaldesign/), to our existing curriculum to further enhance our program. Activities: ELEMENTARY LEVEL (GRADES 3-5) On the elementary level students will • Identify misuse of Internet. • Identify the consequences surrounding inappropriate behavior and use of the Internet in their school and district. • Understand the basics of web graphics and Copyright • Copy and save images and graphics from the Internet using appropriate citation and safeguards for copyright. • Use a digital camera to capture and save images. • Understand the basics of web page design. • Contribute to a web page template using Macromedia Contribute 3. • Investigate the use of design principles: composition, balance, unity, contrast, emphasis, line, and color in logos.

MIDDLE SCHOOL LEVEL (GRADES 6-8) On the middle school level students will • Identify misuse of Internet. • Identify the consequences surrounding inappropriate behavior and use of the Internet in their school and district. • Understand the basics of web graphics and Copyright. • Copy and save images and graphics from the Internet using appropriate citation and safeguards for copyright. • Use a variety of multimedia equipment to capture and save images. • Use their understanding of the basics of web page design to develop their own web pages. • Investigate the use of design principles: composition, balance, unity, contrast, emphasis, line, and color in logos.

Clarkstown Central School District Multimedia Center, Technology & Curricula

Page 6

HIGH SCHOOL LEVEL (GRADE 9-12 ELECTIVE) Title: IT Web Design & Management (Digital Design) 1 & 2 Length: Two semesters Course Summary: Introduction to Web Production will provide students with the fundamentals of web production and design. Through hands-on instruction, students will incorporate audio, video, animation, graphics and text into web-based projects. Students will create, post and update their own websites based on individual initiatives and school projects. Students will be exposed to software essential for creating professional quality web pages: Photoshop, Sound Forge, Dreamweaver, Flash and HTML coding. Student Outcomes – Digital Design 1 Students will be able to/demonstrate: Unit 1: Introduction to the Internet • • • • •

Identify legal implications for misuse of Internet. Identify the consequences surrounding inappropriate behavior and use of the Internet in their school and district. Create an Acceptable Use Policy specific to the needs of their classroom/school. Differentiate website views from Netscape and Internet Explorer. Identify the different parts of a browser.

Unit 2: Graphic Design Using Macromedia Fireworks MX 2.1 Introduction to Graphics and Copyright • Understand the basics of web graphics, including: o GIF, JPEG and PNG formats o How graphics are viewed o How graphics are created • Copy and save images and graphics from the Internet using appropriate citation and safeguards for copyright. • Use copyright terms correctly. 2.2 Introduction to Scanning • Create scanned black-and-white images and color images. • Modify file type, resolution, and image size. 2.3 Using a Digital Camera • Use a digital camera to capture and save images. 2.4 Optimizing Graphics for the Web • Optimize images as GIF and JPEG files.

Clarkstown Central School District Multimedia Center, Technology & Curricula

Page 7

• •

Create the smallest possible image file size while maintaining desired image quality. Save and export image files.

2.5 Making a Nameplate • Use graphics tools and effects in Macromedia Fireworks MX. • Explain and document a process. 2.6 Planning a Logo • Investigate the use of design principles: composition, balance, unity, contrast, emphasis, line, and color in logos. • Create a storyboard using graphic design principles. 2.7 Building a Logo • Develop a digital logo based on a storyboard. 2.8 Logo Review and Re-design • Identify aspects of redesign and its importance in web design. • Reflect on their digital image and identify what to improve. • Story board the re-design of their logo image. • Modify an existing image. 2.9 Planning a Virtual Business Card • Analyze business card uses of graphic design principles including rule of thirds, proximity, pattern, background color, shape and typography. • Create a storyboard of an online business card. 2.10 Building a Virtual Business Card • Use their design storyboard to build an online business card. 2.11 Virtual Business Card Review and Re-design • Explain goals and identify design requirements to a peer. • Review a peer’s work, based on design principles, goals, and audience. • Redesign a project based on a peer review. 2.12 Naming Conventions • Name files and directories with names that follow standard file naming conventions. Unit 3: Electronic Portfolios and Macromedia Dreamweaver MX 3.1 Introduction to Dreamweaver MX • Identify the panels and work area used in Dreamweaver MX. • Set up a local site and root folder.

Clarkstown Central School District Multimedia Center, Technology & Curricula

Page 8

3.2 Analyzing Websites • Examine elements of consistency, visual layout, and color use in evaluating web site design practices. • Investigate content validity of a variety of web sites. 3.3 Planning a Portfolio • Describe the goals and uses of a portfolio. • Identify the purpose and audience for an electronic portfolio. • Select and organize content for an electronic portfolio • Plan and create a flowchart or site map for a portfolio. 3.4 Managing Files • Identify a rationale for good file organization. • Understand the concepts of file organization and structure. • Identify methods of file and folder structure. • Provide peers with understandable file structure. 3.5 Planning the Home Page • Plan and create a detailed story board for the home page of a portfolio. • Incorporate principles of good user interface in creating a home page. 3.6 Creating a Page Banner • Create a storyboard for a page banner. • Apply design principles to create the page banner including balance, rule of thirds, contrast readability, texture, and consistency. • Build a page banner following a storyboard. 3.7 Creating a Home Page • Build a web page in Macromedia Dreamweaver MX based on their storyboard design. • Apply use interface design principles and concepts. 3.8 Creating Content Pages • Identify consistent elements in web page design. • Create a consistent layout for pages. • Insert previously created text into a web page. 3.9 Linking Pages • Construct a text navigation bar for a website. • Link all content pages to the homepage in the website. 3.10 Examining Usability and Accessibility • Identify navigation techniques and effectiveness (usability). • Identify web site elements that promote accessibility, such as alternate text tags for images and separate text links. Clarkstown Central School District Multimedia Center, Technology & Curricula

Page 9

•

Identify features of a web site that can increase or decrease usability.

3.11 Making a Graphical Navigation Bar • Create a simple three-state button. • Create a navigation bar with multiple buttons. • Export the navigation bar as an HTML page with a folder of supporting images. 3.12 Quality Assurance – Part 1: Technical Testing • Create a detailed checklist for technical testing of a website. • Test the technical operation of their site by checking links, consistency of layout structures, spelling and compatibility with different browsers. 3.13 Quality Assurance – Part 2: User Testing • Plan a user test. • Conduct a user test through observations and questioning. • Evaluate a home page by applying a user test. • Implement a home page redesign based on the user test. 3.14 HTML Basics (Optional) • Write basic HTML tags • Create a web page by writing HTML code. • Identify HTML tags and structures, using the Code view in Macromedia Dreamweaver MX. Unit 4: Web Photo Album 4.1 Planning the Web Photo Album • Define a project plan • Create a directory structure for a web photo album. 4.2 Building the Web Photo Album • Use the Create Web Photo Album command in Macromedia Dreamweaver. • Label and link web pages images • Add alternative text (ALT tags) to web images. 4.3 Adding the Photo Album to the Portfolio • Students integrate their web photo album into their electronic portfolios. • Students conduct a technical test of their web photo albums Unit 5: Interactivity Design with Macromedia Fireworks MX 5.1 Introducing Visual Information Design • Identify a variety of methods and reasons for organizing and displaying information. • View and analyze visual information design on the web. Clarkstown Central School District Multimedia Center, Technology & Curricula

Page 10

•

Create a presentation and report on visual information.

5.2 Planning an Interactive Image in Macromedia Fireworks MX • Understand the uses of frames, layers, and behaviors in Macromedia Fireworks. • Plan an interactive image. • Produce an interactive image storyboard. 5.3 Building an Interactive Image • Use storyboards to create an interactive image. • Create simple and disjoint rollover images. • Link image slices to other web pages. • Export an interactive image from Macromedia Fireworks MX as an HTML document. 5.4 Adding the Interactive Image to the Portfolio • Integrate in interactive image web page into a website. • Test an interactive image web page. Unit 6: Review Workshop • • •

Provide peer feedback through review workshop. Review electronic portfolios, analyzing both design and content. Present revised portfolios to the class.

Student Outcomes – Digital Design 2 Unit 7: Building a Basic Client Web Site 7.1 Defining a Client Website Project • Examine the scope of a project. • Explore the phases of website production. • Interview clients to identify the following elements: • Goals and audience • Design requirements • Main content • Technical (delivery) requirements • Write a brief design document incorporating information from client. 7.2 Planning a Client Project • Understand a client’s needs and requirements. • Define a project plan for a client website project. 7.3 Structuring a Client Website • Build a site map for a client site. Clarkstown Central School District Multimedia Center, Technology & Curricula

Page 11

• •

Present a site map to a client. Create screen views of the home page and a sample content page for a client site.

7.4 Designing a Client Website • Apply design principles when creating visual designs. • Create design comps of a home page and a sample content page to show different looks. • As a team, select the best design comps to present to a client. 7.5 Reviewing and Revising to Client Specifications • Present design comps to a client. • Use active listening skills during client review. • Revise design comps and present comps to a client. • Create production storyboards for a client website. 7.6 Building a Client Website • Work collaboratively to build a client website. • Use templates and libraries to build consistent web pages. 7.7 Testing a Client Website • Conduct a user test on a client website. • Conduct a technical test on a client website and compile a bug list. • Compile the results of user testing and technical testing of a client website, make necessary revisions, and add the client site to an electronic portfolio. 7.8 Launching a Client Website • Create a basic marketing plan for a client website. • Present a website and marketing plan to a client. Unit 8: Redesigning a Client Website 8.1 Defining Client Redesign Needs • Evaluate how the design of a client website meets the client’s goals and audience. • Evaluate the navigation, consistency, visual layout, and use of color in a client website design. • Analyze similar sites and site structures to compare and contrast the effectiveness of navigation, consistency, visual layout, and use of color. 8.2 Writing a Design Document • Write a design document for a client website that includes the following elements: • An analysis of the design of the website • A site map • Page-layout solutions (design comps) with font and color samples • Visual layouts • A navigation solution Clarkstown Central School District Multimedia Center, Technology & Curricula

Page 12

8.3 Reviewing and Revising with Clients • Present a design document to a client. • Respond constructively to client feedback. • Make necessary changes to a design document, based on client feedback. 8.4 Building Components of a Redesigned Client Site • Build a web page layout based on a design document. • Design a Dreamweaver document as a Dreamweaver template, using Cascading Style Sheets. • Create various technical features, as required: • calendars • forms • image maps • rollover images • tables from imported spreadsheets • pop-up menus • preparation of photographs • animated images 8.5 Evaluating and Presenting a Redesigned Site • Evaluate the redesigned features of a client website based on the redesign goals and target audience. • Implement changes to make a client site usable and accessible. • Present a final site redesign to a client. Unit 9: Enhancing User Experience on the Web 9.1 Introducing Macromedia Flash MX • Identify parts of the Macromedia Flash MX workspace: Timeline, frames, layers, Stage, scenes, tools, panels, and the Property inspector. • Define symbols, instances, and libraries in Macromedia Flash MX. • Create a simple animated movie that incorporates motion and shape tweens, sound, and button symbols. 9.2 Examining Macromedia Flash on the Web • Identify the use of technical elements such as tweens, images, text animations, script elements, and sound in Macromedia Flash MX movies and ads on the web. 9.3 Creative Effects and Film Techniques with Macromedia Flash MX • Examine online examples for Macromedia Flash effects. • Work with Custom Colors and Gradients in Macromedia Flash MX • Develop transition effects built through motion, shape, and text tweening in preparation for enhancing a narrative. • Build filmmaking effects involving advanced motion and shape tweens. Clarkstown Central School District Multimedia Center, Technology & Curricula

Page 13

•

Identify how Macromedia Flash MX is used to tell narratives online.

9.4 Creating a Script and Storyboard for a Digital Narrative • Design a narrative to effectively communicate a message for a portion of a website. • Write a script for a digital narrative. • Peer-critique narrative scripts, considering audience, time frame, and client needs. • Create an animation storyboard. • Develop techniques for an effective animation storyboard 9.5 Building a Digital Narrative Project • Improve written communication through development of partner animation storyboards. • Import optimized images and self-recorded audio into Macromedia Flash MX. • Build digital narrative project. 9.6 Reviewing and Redesigning a Digital Narrative Project • Conduct a peer review of the digital narrative project. • Incorporate peer-suggested changes into digital narrative project. • Publish digital narrative project as an HTML document. We will equip each library media center at the elementary level and multimedia lab at the secondary level with a projector and interactive whiteboard to be used as the teacher demo station. Timeline: We will purchase the software and hardware in the summer months to install and setup for the opening of the school year 2005-2006. Please refer to the K-8 chart in the evaluation portion to see when various skills will be introduced. The Digital Media class in the high school is scheduled to begin in September 2005. Participants: The district has established a plan for technology integration at each grade level and has an assigned “tech liaison” at each building location (see diagram below). At each grade level, we will assign a “key person” (*indicated in red font) who will oversee the implementation of the projects we described above.

CLARKS TOWN CENTRAL SCHOOL DISTRICT INSTRUCTIONAL TECHNOLOGY PROGRAM Mi Jung An, Director of Technology

Laurel Plains: LMS- Joann Martin TA- Helen Cumba

Congers: LMS- Holly Dickerson TA- Maura Snyder

Link: LMS- Dorothea Johnson TA- Deborah Shandell

New City: LMS- Paula Litgow TA- Jodi Ballard

Strawtown: LMS- Lourdes Torres TA- Grace Pineiro

ELEMENTARY SCHOOLS Library Media Specialist & Tech TA Partnership FOCUS : Information Literacy Research using the Big6 Model Basic Computer Tech Skills

Bardonia: Lakewood: Tor: Clarkstown Central School District LMS-Little LMS- Mike Frerichs LMS- Pat Seeger Kristen Ward TA- ToniCenter, Piscitelli TA- Sandra Cardona & Curricula TA- Denise Farro Multimedia Technology

West Nyack: LMS- Florence O'Brien TA- Marlene Nocerino

FFMS (A-wing): Joe Malgieri

Birchwood: LMS- Helene Katz TA- Gil Dimari

Woodglen: LMS- Anne Bryant TA- Susan Kohenak

FFMS (D-wing): Greg Montague

FFMS (C-wing): Robert Calotta

SECONDARY SCHOOLS Tech Facilitators & Content Teacher Partnership FOCUS : Tech Integration through Push-In Digital Media (basic skills, productivity, communication, research, problem solving)

North High School: Justin Brown

South High School: Justin Brown

Page 14

Grade Level

Name

Title

Elementary School Middle School High School Central

Mike Frerichs Gregory Montague Justin Brown Mi Jung An

Library Media Specialist Computer Technology Facilitator Computer Technology Facilitator Director of Technology

% time devoted 20% 20% 20% 20%

Evaluation: K-8 Program (Key: I=Introduction, P=Practice, M=Mastery) Students will be able to: Identify misuse of Internet. Identify the consequences surrounding inappropriate behavior and use of the Internet in their school and district. Understand the basics of web graphics and Copyright Copy and save images and graphics from the Internet using appropriate citation and safeguards for copyright. Use a variety of multimedia equipment to capture and save images. Understand the basics of web page design. Contribute to a web page template using Macromedia Contribute 3. Use their understanding of the basics of web page design to develop their own web pages Investigate the use of design principles: composition, balance, unity, contrast, emphasis, line, and color in logos.

3rd I

4th P

5th P

6th P

7th M

8th M

I I

I I

P P

P P

M P

M M

I

I

P

P

P

M

I I

I P

P P

P P

P M

M M

I

P

M

-

-

-

I

I

P

P

P

P

I

I

P

P

P

P

Secondary (9-12): Since this is a formal class for our high school students, we will use 2 methods to evaluate the success of this class. First we will evaluate the class based on the student web work produced at the completion of this course. We would grade their work based on the 9 units of study. Secondly, we will evaluate the course based on the results of students’ evaluation of the class.

Clarkstown Central School District Multimedia Center, Technology & Curricula

Page 15

U.S. DEPARTMENT OF EDUCATION BUDGET INFORMATION NON-CONSTRUCTION PROGRAMS

Name of Institution/Organization CLARKSTOWN CENTRAL SCHOOL DISTRICT

OMB Control Number: 18900004 Expiration Date: 10-31-2007 Applicants requesting funding for only one year should complete the column under "Project Year 1." Applicants requesting funding for multiyear grants should complete all applicable columns. Please read all instructions before completing form.

SECTION A - BUDGET SUMMARY U.S. DEPARTMENT OF EDUCATION FUNDS

Budget Categories

Project Year 1 (a)

Project Year 2 (b)

Project Year 3 (c)

Project Year 4 (d)

Project Year 5 (e)

Total (f)

1. Personnel

$ -

$ -

2. Fringe Benefits

$ -

$ -

3. Travel

$ -

$ -

$ 7,600.00

$ 7,600.00

$ 109,227.00

$ 109,227.00

6. Contractual

$ -

$ -

7. Construction

$ -

$ -

8. Other

$ -

$ -

$ 116,270.00

$ 116,270.00

10. Indirect Costs*

$ 2,173.00

$ 2,173.00

11. Training Stipends

$ 5,000.00

$ 5,000.00

$ 124,000.00

$ 124,000.00

4. Equipment 5. Supplies

9. Total Direct Costs (lines 1-8)

12. Total Costs (lines 9-11)

*Indirect Cost Information (To Be Completed by Your Business Office): If you are requesting reimbursement for indirect costs on line 10, please answer the following questions: (1) Do you have an Indirect Cost Rate Agreement approved by the Federal government? ____Yes ____ No (2) If yes, please provide the following information: Period Covered by the Indirect Cost Rate Agreement: From: ___/___/______ To: ___/___/______ (mm/dd/yyyy) Approving Federal agency: ____ ED ____ Other (please specify): __________________________ (3) For Restricted Rate Programs (check one) -- Are you using a restricted indirect cost rate that: ___ Is included in your approved Indirect Cost Rate Agreement? or ___ Complies with 34 CFR 76.564(c)(2)? ED 524

Budget Narrative/Justification (Section C- ED 524) Equipment For FFMS Multimedia Center: ITEM/JUSTIFICATION

COST

Circulation Desk: The circulation desk replaces the current one that is falling apart. Students and staff use the desk to check in/out materials from the library. The circulation desk is where patrons can ask questions and any other need for help. This new desk can accommodate handicapped patrons with a lower counter height and space for a wheel chair.

QTY

$7,600.00

1

EQUIPMENT TOTAL

TOTAL

$7,600.00

$7,600.00

Supplies For FFMS Multimedia Center: ITEM/JUSTIFICATION Student and Staff Resources

COST

QTY

TOTAL

Computers/Monitors: We will provide additional computers in the library to give students more accessibility to computer technology in the library media center.

$800.00

6

$4,800.00

Printers: We will add 3 more printers to the library which accomodates close to 2,100 students during the course of the week. We will be able to place the printers strategically throughout the library for better traffic flow and increased access for all students and faculty.

$225.00

3

$675.00

Computer Tables: The computer and printers will be placed on top of the tables.

$500.00

3

$1,500.00

$1,680.00

10

$16,800.00

Laptop Computers: This would enhance our current set of laptops that is utlized in the library for research and other projects. Print Resources: (Fiction, non-fiction, reference): Print materials for a variety of research projects will be ordered to enhance the library collection. Teachers have requested materials to support their curriculum as well as student interest requests.

$6,000.00

Software: In the effort to provide our students and teachers with online resources that are manageable and relevant, we subsribe to many databases. In addition to the existing databases students use for research, we will add a subscription to Web Feet guide online, which is an electronic system that provides professionally reviewed Web sites for all age groups.

$2,000.00

Teacher Resources: This newly created Teacher Resource Center will encourage the exploration of effective teaching strategies. Staff within the district would be welcome to review literature and resources (i.e. professional journals, texts, and software) that delineate specific current teaching techniques.

$3,675.00

Special Education Accomodations Wheelchair-accessible desk: The wheelchair accessible mobile workstation can be placed anywhere in the main library or in the classroom area. A designated computer for the workstation gives more comfortable access for a wheelchair-bound person. Scanner: This item is to be used in conjunction with the Kureweil 3000 software to allow teachers the ability to scan in tests and worksheets for easy manipulation. IntelliKeys: Students with any visual, audio, and cognitive handicap can manipulate the IntelliKeys alternative keyboard for a variety of computer programs. SmartBoard: The combination of the projector and interactive whiteboard creates a fully interactive and digital learning environment which would be ideal for a multimedia center. This presentation system allows the teacher to control the presentation computer by touching the screen, capture any notes or work written on the board, mark over the screen while using any application to draw students' attention to important information. Large Print Books/Story-Kits (audio CD for textbooks): Additional resources,

$250.00

1

$250.00

$250.00

1

$250.00

$200.00

1

$200.00

$3,000.00

1

$3,000.00

$300.00

1

$300.00

such as large print books, interactive software and read-aloud literature would service the life skills students. Students would be able to work at their own pace and ability levels. Kureweil 3000 Mac Lab Pak 5: Kurzweil Software Program & Scanner helps students to become more independent in their computer use. The program allows teachers to scan tests and worksheets so that students can type their answers directly onto handouts. Reading passages can have main ideas and vocabulary highlighted and read aloud for students. This program increases multi- sensory teaching and learning.

$500.00

1

$500.00

$1,950.00

1

$1,950.00

$500.00

1

$500.00

Cowriter and Read Aloud: Co:Writer, a word prediction program, adds linguistic word prediction to any word processing or e-mail program. Providing word prediction for struggling writers, Co:Writer assists with explicit vocabulary, spelling, composition and revision supports that build skill and scaffold struggling writers.

CCSD Digital Media Project: ITEM/JUSTIFICATION Software

COST

QTY

TOTAL

Macromedia Studio MX 2004 K-12 Site License: The 3 site licenses of the Macromedia programs will be distributed to our 3 secondary schools. The suite includes: Flash, DreamWeaver, Fireworks, FreeHand, ColdFusion (all industrystandard products for web development). The secondary schools will use the software to provide students with the fundamentals of web production and design. Through hands-on instruction, students will incorporate audio, video, animation, graphics and text into web-based projects. Students will create, post and update their own websites based on individual initiatives and school projects. Students will be exposed to software essential for creating professional quality web pages.

$3,209.00

3

$9,627.00

Macromedia K-6 Site License: The 11 licenses for the K-6 Macromedia suite will go to the 10 elementary schools and 1 special eduation school. The junior license provides some licenses for the Studio MX and includes full license for Contribute, the scaled down version of Dreamweaver. Students will have opportunities to become gain awareness of the web development process. This junior license always contains valuable curriculum resources (i.e. Animal Kingdom Digital Encyclopedia, Digital Narrative Project for Flash, and Town Website Project for DreamWeaver).

$1,350.00

11

$14,850.00

Adobe Creative Suite 1.3 : The Adobe suite includes more digital imaging and publishing tools, such as Photoshop, InDesign, Illustrator, GoLive, and Acrobat. This program will be used in conjunction with the web development programs offered by Macromedia. We will provide 1 full license for each building K-12 through this grant and would provide a lab pack for each secondary schools through the district software budget.

$250.00

14

$3,500.00

$1,160.00

14

$16,240.00

$1,615.00

14

$22,610.00

Hardware NEC VT570 Projector/Interactive Whiteboard : The combination of the projector and interactive whiteboard creates a fully interactive and digital learning environment which would be ideal for the multimedia center we hope to create in each of our schools. This presentation system allows the teacher to control the presentation computer by touching the screen, capture any notes or work written on the board, mark over the screen while using any application to draw students' attention to important information.

SUPPLIES TOTAL

$109,227.00

Training Stipends For Digital Media Project ITEM/JUSTIFICATION This amount will cover the cost of training for the use of the new software and hardware. We have already contacted Macromedia to set up some training options for the “key” people in each building. We will pursue these options: 1Our site purchases come w/ online training. Each Key person would go through the online training and then turn-key. 2- We will pay a Macromedia Training Partner to come in to train us. This could possibly be a higher ed partner. 3- We will send teachers to BOCES for additional training.

COST

$5,000.00

QTY

TOTAL

$5,000.00