TECHNOLOGY PLAN

Carney-Nadeau Public Schools

July 1, 2006—June 30, 2009

TECHNOLOGY PLAN SUMMARY SHEET

District: Carney-Nadeau Public School

District Code: 55-010

Address: N151 U.S. Highway 41, P.O. Box 68, Carney, Michigan 49812

Contact: Steve Martin, Superintendent

Steve Martin, Principal

Phone: (906)639-2000

Fax: (906) 639-2176 E-Mail: smartin@cnps.k12.mi.us

Years Covered by this plan: July 1, 2006 to June 30, 2009

Date of next state review (3 years from start date) 2009

Intermediate School District: Menominee County ISD

URL for Technology Plan: http://www.cnps.k12.mi.us/

Table of Contents Page:

Description of District 3

Vision and Goals 4

Technology Planning Team 6

I. Curriculum 7

II. Professional Development 14

III. Infrastructure/Tech Support/Hardware/Software 15

IV. Funding & Budget 17

V. Monitoring & Evaluation 17

Computer & Internet Contract: Acceptable Use Policy 18

Carney Nadeau Public Schools

District Profile[mw1]

Carney Nadeau Schools

• 151 U.S. Highway 41, Carney, Michigan
• 259 students K-12
• 56% economically disadvantaged percentage
• 96% Caucasian, 4% Native American
• Rural, sparsely populated very small public school district

School Buildings

Carney-Nadeau Public School is housed in one building and is comprised of the following:

· Carney-Nadeau Elementary: 10 classrooms, 9 full-time teachers, 150 students K-6

· Carney-Nadeau High School, 10 classrooms, 9 full time & 1 part time teachers, 109 students 7-12

District Mission Statement

The Carney-Nadeau Public School is committed to excellence for all students. We believe that the school must provide a safe and orderly environment in which learning can occur. Through the partnership of school and community, we will form a positive attitude toward education. We will strive to educate all students and to instill the basic and the technological skills that lead to intellectual, social, emotional, physical, and cultural development.

Carney Nadeau Public Schools

VISION AND GOALS

District technology vision/mission statement:

Our vision at Carney-Nadeau Public School is to allow all students to acquire the necessary technological skills to allow them to maximize their educational experience while in school. Our mission is to give them the necessary skills to enter the job force or to go on for further schooling or training. We hope to enrich the lives of students, faculty, staff and community members through our technology plan.

How the technology plan ties in with the district mission and school improvement plan:

The technology plan is designed to support the school improvement plan and provide for the technology necessary to ensure the goals of the school improvement plan can be met. For example, one of our school improvement goals is to increase student achievement. We believe that providing wireless technology to students will facilitate independent learning and increase student achievement.

Major goals of the technology plan:

The District’s intent is to highly integrate technology into teaching and learning to facilitate increased student achievement. Some of our strategies include the following:

· Teaching staff will continue to undertake training to help them become more informed and effective educators through the use of up-to-date technology.

· Teaching staff will continue to encourage and facilitate student-directed learning through technology.

· Teaching staff will utilize problem-based learning teaching techniques, using technology to solve real life problems using real world data with an authentic outcome for a real-world audience.

· We will utilize technology to facilitate and improve communication via e-mail and web-based sites, etc. between all persons involved in our school, other schools and our community.

How the technology goals address the objectives of the School Improvement Plan:

• The goals of the technology plan will support the objectives of the school improvement plan by allowing virtual tours of museums, accessing original documents and communicating with students and instructors in distant sites to increase student achievement in Social Studies. Additionally, the technology plan addresses the school improvement goal of improving communication by providing the hardware, software, and training to allow electronic communication with students, parents, staff and the community at large.

DISTRICT TECHNOLOGY PLANNING TEAM

Name	Position
· Steve Martin	Superintendent/Principal
· Randolph Severinsen	High School Social Studies Teacher.
· Dale Harris	High School English Teacher.
· Pauline Poupore	Fourth Grade Teacher.

I. Curriculum

A. Curriculum Integration

1. Technology standards and benchmarks are to be integrated into existing

content standards and applied to established district curricular content.

2. Technology skills continue to be integrated in curricular areas throughout

students’ K-12 experience.

3. Grade level teachers will plan where to integrate standards and benchmarks.

4. Technology integration will result in an increase of student achievement.

5. We will utilize available audio-visual technology, objective-based mastery learning, and problem-based learning to integrate technology into our curricula by 2010.

6. Grade level teachers will be given time to incorporate technology standards into the existing curriculum maps that apply to all grade levels. This process is described in the Professional Development portion of the CNPS technology plan.

7. Increased student achievement will be obtained with the development of

Problem-solving strategies that incorporate higher order thinking skills.

The following steps will be used to incorporate technology standards into the student’s K-12 educational experience:

B. Student Achievement

1. Teachers will use research-based strategies that integrate technology into curricula and instruction to improve student academic achievement, according to the following grade level timeline:

Early Elementary E5 – Grade 2

By the end of the 2008-2009 school year, we expect:

The student will create a product that demonstrates basic use of input and communication of information using graphic organizers of presentation software.

Examples: Take simple, one-digit math problems, input information into KidPix2 and present a simple presentation on how to do addition. Create a Kidspiration graphic organizer that presents the clothing needed for each of the four seasons.

The student will demonstrate basic understanding of keyboard functions and simple mouse usage.

Examples: Use a mouse to properly click and choose Web sites from a hot list to search for information on famous inventors. Create a rebus story on Clicker 4 explaining about the different people that make up the student’s neighborhood.

The student will use information to organize and create a document explaining curricular content using word processing software.

Examples: Use information from a read aloud book on the life cycle of a frog to create a Word document that explains the process. Use Clicker4 software to write a simple story that tells about the student’s most favorite vacation ever.

The student will obtain information, organize and create original text using publishing software.

Examples: Examine the characteristics of good citizenship and create a rebus story presenting the ways one can be a good citizen. Use Clicker4 to create an illustrated story of the path taken by the Iditarod participants.

The student will use print and non-print resources to get information to create and present a project to class using multimedia presentation software.

Examples: Use library resources to obtain information, create and present a PowerPoint slide show of words that begin with each of the different letter sounds. Use KidPix2 to create an interactive flowchart that illustrates different multiplication fact families.

The student will demonstrate, to an observer, simple uses of research tools to begin the development of gathering information.

Examples: Student reviews Web sites for information on different shapes and uses of shapes using a Hot List created by the teacher. Use Google searches to find information on the different aspects of the water cycle.

Upper Elementary Grade 3 – 5

By the end of the 2008-2009 school year, we expect:

The student will create a product that demonstrates introductory or beginning use of retrieval, input, organization, communication, and evaluation of information using applications such as graphic organizers and presentation software.

Examples: Use the Internet or Encarta to learn the safety precautions for severe weather and create a PowerPoint to present them to class. Read fiction stories from Electric Library and use Inspiration to create visual flow charts of story elements.

The student will practice and reinforce standard usage of home keys and use of mouse.

Examples: Demonstrate for evaluation the standard use of home keys while typing information for social studies research report using PowerPoint. Use mouse to highlight and manipulate text in a book report on Word while editing and revising.

The student will find information, organize and create text to produce a document explaining curricular content using word processing software.

Examples: Use print and non-print resource materials to produce a Word document that explains the process of photosynthesis. Research information on natural disasters that have plagued Michigan and create a Wordpad document that describes what it would be like to live through one.

The student will obtain information, organize, write and create original text to final copy using publishing software.

Examples: Use different media resources to retrieve, create and publish a brochure using Microsoft Publisher that demonstrates and explains the different phases of matter. Students interview classmates, parents, teachers and administrators to produce a final copy monthly newsletter using KidPix Studio Deluxe.

The student will retrieve, organize, create and communicate a project to the class using multimedia presentation software.

Examples: Use print and non-print resources to obtain information, organize and present a pictorial timeline of important historical figures in Michigan history using TimeLiner. Create and present a PowerPoint slide show detailing the differences between grade levels at a parent open house.

The student will demonstrate to an observer effective usage of research tools (Yahooligans, Encarta, etc.) to aid in development of information gathering skills.

Examples: Practice and display the use of search techniques on Yahooligans to gather information on how sound travels through different substances. Use Encarta software to examine and find information on Father Marquette and his importance of the introduction to Christianity to Native Americans of Michigan.

The student will use standard computer accessories to enhance presentations and products.

Examples: Demonstrate the ability to take digital pictures of the different organisms in the schoolyard and download files into an Inspiration document to create a food web.

Use a scanner to scan family pictures or other historical documents to produce a pictorial family tree using TimeLiner.

Middle School Grade 6-Grade 8

By the end of the 2008-2009 school year, we expect:

The student will create information products that demonstrate retrieval, input,

organization, manipulation, evaluation and communication of information using

applications such as graphic organizers or presentation software. Information

will be in multiple formats (voice, data, video, still graphics, etc.)

Examples: Use the Internet, Electric Library and/or Encarta to learn the physical

characteristics, reproduction, defense mechanisms and feeding habits of a

nonvertebrate and create a PowerPoint to present them in the student’s own

words. Use print reference materials such as World Book and library books to study government in ancient Greece, Rome, or Egypt and create a flow chart in

Inspiration or Paint that portrays the structure of government.

The student will consistently demonstrate to an observing teacher standard

keyboarding on the QWERTY keyboard and use of the mouse to navigate the Windows screen.

Examples: Practice and display for evaluation the use of Power Type Light lessons and tests in English class prior to writing a review of a piece of literature in the textbook. Use the mouse to highlight, copy, and paste a passage from Encarta or Electric Library into a Word document defining fractals, tessellation, or another mathematical term.

The student will find and use recorded information and create original text to

produce a Word or WordPad document explaining concepts included in the

evaluated curriculum.

Examples: Use the textbook, library books, magazines, newspapers, and vertical file items to produce a Word or Wordpad document explaining the raw source, physical characteristics, health risks and social implications of a controlled substance. After examining a biography of a famous historical figure, create a Word or WordPad document describing a day in the life of the person or his/her fictional friend/associate.

The student will plan and design a document in the form of a printed publication, create original text, and use a desktop publishing program such as Publisher or the Publications functions in Word to produce a copy of an informative newsletter, book, flyer, brochure or other print document reflecting mastery of an instructional standard or benchmark.

Examples:

In Microsoft Word, create a tri-fold brochure promoting a western European country for travel, using information gathered from Encarta, the CIA World Fact

Book and the Internet, including historical sites, interesting landforms, major mountain ranges or rivers, major cities, and other important facts for understanding the country and convincing others to visit there. Create a flyer explaining an invention that they have made to demonstrate the function of electricity or an electromagnet. Plan and execute it using the

publishing wizard in Microsoft Word.

The student will plan and design a multimedia presentation, write original text, and use PowerPoint to display a process to improve a product, system, or environment covered in the core curriculum.

Examples: Students will devise a process to compare two characters in the fiction book Freak the Mighty and create a series of PowerPoint slides presenting the

comparison. Students research the way of life in Ancient Greece, and then compare homes, food, storage, heating, clothing, schooling, games or entertainment from that era with their own and create a PowerPoint that shows the improvement in the environment today.

The student will use electronic research tools to transfer technological knowledge to life roles, process information, and gain an understanding of

legal and ethical standards for use of technology.

Examples: Find and access appropriate campfire recipes in Encarta, Electric Library or on the Internet to use in Outdoor Education class. Use a search engine in Internet Explorer to find information about copyright that explains how pictures found online can be legally used in a PowerPoint on famous people born in France or Spain for foreign language classes.

The student will use external computer accessories in the process of applying technical knowledge and skills to life roles, using information, practicing a systematic approach to problem solving, and behaving legally and ethically in technology use.

Examples:

Produce a display showing how technology improves shopping by taking digital photos of students using a bar code scanner on upc labels, or comparing unit prices on store shelves for personal economics class. Use the computer scanner to add images from books on the Commonwealth of Independent States to papers explaining the differences between communist and democratic government.

The student will use database and spreadsheet software to process information

and apply technological knowledge and skills to their roles as family member,

citizen, worker, consumer, and lifelong learner.

Examples: To understand the role of public opinion in government, students will survey their classmates about a current public issue (i.e. if the U.S. should be

involved in fights between other countries) and create a spreadsheet or graph

in Excel showing the proportions of students who answer in any of several ways.

Create a database in Access showing what proportions of peanut oil are

contained in various foods for health class.

The student will study modules in the modular technology classroom to apply technologies to critical thinking, creative expression, and decision-making skills and to evaluate technology impact and forecast alternative technology uses and consequences in the process of making informed decisions.

Examples: Students will use the video camera module and create a video that examines how students might feel differently about students who are shown breaking rules, similar to the issue of showing court trials on television.

Students will use the biotechnology module to examine the ethics of use of

those techniques to alter the human population.

High School Grade 9-12

By the end of the 2008-2009 school year, we expect:

The student will create information products that demonstrate retrieval, input, organization, manipulation, evaluation and communication of information using applications such as graphic organizers or presentation software. Information will be in multiple formats (voice, data, video, still graphics, etc.)

Example: Use the Internet, Electronic Library and/or Encarta to gather information and identify impact of loss of habitat on endangered species.

The student will consistently demonstrate to an observing teacher standard keyboarding on the QWERTY keyboard and use of the mouse to navigate the Windows screen.

Examples: Students will use mouse to highlight, copy, and paste a passage form Encarta or Electronic Library in a Word document using proper citations. Formal keyboarding classes will be offered as an elective.

The student will find and use recorded information and create original text to produce a Word document explaining concepts included in the evaluated curriculum.

Example: Use textbooks, library books, magazines, newspapers, and Internet resources to produce a research paper using Microsoft Word.

The student will plan and design a document in the form of a printed publication, create original text, and use a desktop publishing program such as Publisher or the Publications functions in Word to produce a copy of an informative newsletter, book, flyer, brochure or other print document reflecting mastery of an instructional standard or benchmark.

Example: The student will create original brochure or newsletter for distribution to parents, teachers, or fellow classmates.

Students will use desktop publishing to design and create cover letters for research papers and other reports.

The student will plan and design a multimedia presentation, write original text, and/or use PowerPoint to display a process to improve a product, system, or environment covered in the core curriculum. Students will learn to use digital video editing equipment to record presentations and other projects.

Examples: Students will create short informational public service advertisements or school announcements for distribution to school population.

Students will create PowerPoint presentations to enhance oral reports.

The student will use electronic research tools to transfer technological knowledge to life roles, process information, and gain an understanding of legal and ethical standards for use of technology.

Example: Students will gather and evaluate information from the World Wide Web, online libraries, and databases to demonstrate knowledge assessed in curriculum.

The student will use external computer accessories in the process of applying technical knowledge and skills to life roles, using information, practicing a systematic approach to problem solving, and behaving legally and ethically in technology use.

Example: Students will collect, share, and analyze data on water samples gathered from a local watershed using a PDA.

The student will use database and spreadsheet software to process information and apply technological knowledge and skills to their roles as family member, citizen, worker, consumer, and lifelong learner.

Example: Students will gather, evaluate, and disseminate action research using Microsoft Access or Excel to organize and calculate data.

The student will study modules in the modular technology classroom to apply technologies to critical thinking, creative expression, and decision-making skills and to evaluate technology impact and forecast alternative technology uses and consequences in the process of making informed decisions.

Example: Students will evaluate various career possibilities using various modules intended to demonstrate related job skills and responsibilities.

The student will learn various methods of creating and posting interactive web pages using object-based programs as well as HTML and JAVA code, while exercising legal and ethical practices.

Example: Students will create a personal website including portfolio work and resume’.

Students will receive both formal and informal training in order to trouble-shoot their own problems as they occur, provide the best care of district equipment, and assist other students and staff with technical issues.

Example: Students in the Student Technology Assistant program will provide ongoing support of district equipment, as well as assist classmates and teachers with various technical support.

The student will use Computer-Aided Design equipment, expanding on the skills applied during traditional drafting instruction.

Example: Students will create 3D scale models of items to be made in the industrial arts program.

The student will become proficient in various programming languages in order to become familiar with the necessary logic, formulas, syntax, and critical thinking required to complete a working computer software program.

Example: Students will create programs using BASIC, Visual Basic, C++, or other supported programming

C. Technology Delivery

Accelerated Math and Accelerated Reader are objective-based learning strategies which will continue to be used.

Internet usage and online classes will be implemented throughout the curriculum.

Virtual High School and Distance Learning courses will be added to the district’s course offerings.

The district will implement a Fourth Grade keyboarding course.

Video-Streaming—used where sufficient network bandwidth allows, video-streaming resources such as DigitalCurriculum.com will be used to enhance existing curricular areas at all grade levels. The Video-On-Demand service provided by Digital Curriculum.com satisfies all four reform principals designated by the "No Child Left Behind Legislation".

Virtual Field Trips—individual classrooms will utilize opportunities to explore educational topics electronically. Virtual field trips will be created in which students visit a variety of websites that relate to the current topic being studied.

Each teacher of each course that provides the required credits of the Michigan Merit Curriculum has integrated an online experience into that course.

D. Parental Communications & Community Relations

The district will improve its web site to facilitate communication by parents with teachers.

The newsletter, which includes information on important events including Parent-Teacher conferences, PTO meetings etc. currently published in the local paper will also be posted on the school web site.

This technology plan will also be posted in this web site, including information on how it will be used with their students.

The school’s Annual Report, including the technology plan, will be made available to the public.

Parents and other community members will be asked for their involvement, contribution to the planning stages, the implementation, and ongoing assessment of the technology plan.

E. Collaboration

Carney-Nadeau currently does not offer programs for adult literacy.

II. Professional Development

F. Professional Development

The technological abilities of our teaching staff are in a state of continuous improvement. It has improved greatly within the last eight years, as outlined in the two former district technology plan. Carney-Nadeau Public Schools will continue to provide:

· Direct staff technology training on available on line resources that align with state standards and benchmarks and include lesson plans to address them. In-house training. Examples include New York Times, Michigan Teacher Network and others.

· Direct staff technology training via the ISD on line resources that align with state standards and benchmarks and include lesson plans to address them.

· Direct staff technology training as offered throughout the Upper Peninsula on line resources that align with state standards and benchmarks and include lesson plans to address them.

· Staff is maintaining a log for the Principal on their professional development hours.

A. Supporting Resources

The plan includes a variety of basic supporting resources such as the following:

· A section of the school library will be devoted to technology, providing resources to both students and the community.

• The district will continue to utilize the support services of Teck Solutions to ensure the technologies remain in working order.
• The software the district uses will continue to be updated to keep pace with contemporary developments.
• The district will continue to maintain an informational school web site which is updated daily, weekly and monthly.
• The district provides access to REMC, and United Streaming Internet video streaming.
• The district will obtain video conferencing services that will be used to support learning and operational goals, including virtual field trips.
• Online classes are offered to students through various colleges.

III. Infrastructure, Hardware, Technical Support and Software

H. Infrastructure, Needs/Technical Specification, and Design

The current available infrastructure includes the following:

· Internet delivered via the network is a T-1 connection provided by MERIT over copper wire to the district.

· Elementary Lab consisting of 16 computers of approximately 3 years old.

· A Tech-Ed lab consisting of 20 computers approximately 2 years old.

· A five-year old wireless lab supporting 30 laptop computers.

· All classrooms have at least one computer and one ink jet printer.

· Telephone system was updated in 1999 with extensions in administrative offices and a few other locations, but not in the classrooms.

· Five data projectors.

· Each classroom has a “Carney Cable TV” connection and a tv with vcr/dvd player.

· Six scanners are available to support Accelerated Math, all of which need to be replaced.

· A Network Konica copy machine made accessible to all classrooms, along with three networked laser printers.

· Applying for a Menominee County Schools Internet Consortium to increase our broadband width for the same cost enabling students to have ITV capabilities.

I. Increase Access

The following infrastructure items need to be acquired:

Timeline/Estimated Cost	Item
· $14,000/year	Broadband Internet Access T-1 line
· As funding becomes available-$25,000	Upgraded phone system; phones in all classrooms.
· As funding becomes available-$7,200/year	Ongoing computer replacement timeline (4-6 computers/year).
· As funding becomes available-$10,000	Software upgrades
· As funding becomes available-$5,000/year	Computer licensing and annual upgrades (Novell, SmartNet, Veritas Backup Exec)
· As funding becomes available-$6,000	Upgraded printers
· As funding becomes available-$2,400	Permanently-mounted computer data projectors

· As funding becomes available-3 per year at $6,000	Additional Data Projectors
· As funding becomes available-$6,000	Satellite receiving system
· As funding becomes available-$4,000	5 Accelerated Math Scanners
· $11,000 over the course of 2 years	Network Servers
· As funding becomes available-$1,000/year	Assistive technologies for students with special needs as they are identified.

Total Cost over course of plan implementation: $97,600

The above strategies will increase access to technology for all students and all teachers. When new hardware and software are acquired , compatibility with current hardware and software will be considered. Successful vendors will be required to provide written verification that upgraded hardware and software or new hardware and software will be interoperable with our current hardware and software, or will provide the specifications of needed software to ensure interoperability.

IV. Funding and Budget

J. Budget and Timetable

1. Timeline and budget covering the acquisition, implementation, interoperability provisions, maintenance and professional development related to the use of technology to improve student academic achievement.

See Section I chart above.

2. In addition $10,000 per year will be budgeted for purchased technical services to keep our current systems operational.

3. In addition $5,000 will be budgeted for new and updated software each year of this plan.

K. Coordination of Resources

Yearly budgets include expenditures for technology maintenance, new and updated software, training and service. In addition, one-time hardware updates will be implemented by 2009.

Budget line items include the above updates along with monies from Federal resources for Innovative Programs (Title IIA and Title VI) and outside funding; i.e. grants and donations. There is also a continual process of seeking state, federal and local grants, which have in the past, have been essential for our current infrastructure. Some of these include the: Technology Literacy Challenge Grant, Cycles 4 and 5; 2001-02 School Renovation, Idea, and Technology Grant; 2001 and 2002 Gold Apple Awards.

.

V. Monitoring and Evaluation

L. Evaluation

The committee will convene quarterly to share anecdotal reports and remarks on the effectiveness of integrating technology into curricula and instruction, increasing the ability of teachers to teach, and enabling students to reach challenging State academic standards.

· Adjustments to the plan’s implementation will be made based on these meetings.

· The committee will evaluate the extent to which the goals have been met, as well as any unexpected outcomes.

· The committee will develop a corrective plan for unmet goals.

· Progress will be measured using a physical accounting as items are acquired.

· Adequate yearly progress will be measured using:

MEAP tests

Michigan Technology content standards

Michigan Framework technology benchmarks

M. Acceptable Use Policy

The Carney-Nadeau Acceptable Use Policy for students and staff is included in this document, which is on-line via the school web site. A sub-committee of the Technology Use Committee will review and update the existing policy annually.

Carney-Nadeau Public School has a contract with ‘Bess’ to provide filtering of internet content to insure students are not exposed to inappropriate materials on the internet.

Strategies are in place to monitor the district’s Acceptable Use Plan for staff and student use of the technologies.

Carney-Nadeau Public School

Computer & Internet Contract

Acceptable Use Policy

Use of the Internet provides great educational benefits to students. Access to the Internet is given as a privilege to students who agree to act in a considerate and responsible manner. Unfortunately, however, some material accessible via the Internet may contain items that are illegal, defamatory, or potentially offensive to some people. By way of setting up some guidelines to enforce responsible use of the Internet, please see the following rules. We require that students and parents or guardians read, accept, and sign the following rules for acceptable on-line behavior.

1. Students are responsible for good behavior on the Internet just as they are in school. General school rules for behavior and communications apply.

2. Network storage areas may be treated like school lockers. Network administrators may review files and communications to maintain system integrity and ensure that user s are using the system responsibly. Users should not expect that files would always be private.

3. Students are to keep computer equipment in good condition and handle all components respectfully.

4. The following specifics must be followed:

a. There is to be no damage to computers, computer systems, hardware, software, system files or computer networks.

b. No excessive noise.

c. No downloading of games or music.

d. No e-mail during class time.

e. No games during class time.

f. No chat rooms.

g. No sending or displaying offensive messages or pictures.

h. No using obscene language.

i. No harassing, insulting, or attacking others.

j. No violating copyright laws.

k. No using of another’s password.

l. No trespassing in another’s folders, work or files.

m. No sharing files to improve a grade.

n. No employing the network for commercial purposes.

o. No intentionally wasting of limited resources, including through the use of “chain letters” and messages broadcasted to mailing lists. No broadcasting messages.

p. Do not reveal personal address or phone numbers of yourself or another person to unknown persons on the Internet.

5. Violations will result in a loss of access along with the possibility of other disciplinary or legal action.

Carney-Nadeau Public School has a contract with N2H2 (Internet Content Filtering) with a Pix Firewall to provide filtering of internet content to insure students are not exposed to inappropriate materials on the internet.

Although we employ this service as a means of assuring compliance with the Child Internet Protection Act, Carney-Nadeau Public School recognizes that adults in charge, i.e., teachers and paraprofessionals, have an obligation to observe and monitor student use of the Internet.

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[mw1]Is 51% poverty or free and reduced lunch?