Q) Why do I need a new password, I liked my old one!?
A) When we were preparing to switch to the new server, we were able to copy the user names, but not the encrypted passwords.

Q) Ok, so can I change my password?
A) Yes!  And it's easier than ever!  In your web browser (i.e. Netscape, Internet Explorer (IE), AOL, etc.), type the following address in the location box: webmail.amphi.com (Please note the lack of the www's).

Q)  Um, what's this "security certificate" thing?
A) The web page on which the mail system lives on is secure.  This is a good thing.  It means that you can read your mail without fear of others snooping in.  But in order for your browser to ensure the security, it needs some information from the mail server.  Just follow the instructions on your screen.  It will provide a link to get the correct certificate.

Q) Ok, I got the security certificate, now it wants me to log on.  I enter the password that I want, and it tells me I've entered an incorrect password?
A) You're close!  But at this point, you need to enter your user name, which is your email address without the @amphi.com. ( i.e. jdavis) and the ugly new password we assigned to you.

Q) Now that I am logged in, what do I do?
A) Now you can do any number of things.  You can read your mail and send replies and delete SPAM.  You can also change your password.  To change your password, look to the top of the page and you will see three little icons.  The middle one, if you "hover" your mouse over it, will say, "Options."  Click on that one.  The first tab will allow you to change your password.  Just enter your ugly password in the top box, and type the password you want in the next two.  Hit save, and you are done. (NOTE:  It may take a few minutes after you change your password for it to take effect.)

Q)  You said I could read and reply to email from this page too?
A) Oh, yeah. Each email is a hyperlink that, if you click on it, it will open and allow you to read it.  There are buttons for you to click on to reply or delete.  There are other things you can do from this web page that are out of the scope of this FAQ.

Q) So, can I check my email from home, or somewhere else using "Pine" like before?
A) No.  The only way to check your email from any other computer than your computer in your office/classroom, is to use the web page webmail.amphi.com

Q) Do I have to use the web page to check my mail from now on?
A) No.  The only time you should ever need to use the web page is if you are changing your password, or you are sitting at another computer, either at home or elsewhere.

Q) My last name is longer than seven characters, does this mean my email address will change?
A) Not yet.  We do have plans to move everyone over to the new standard; we just don't have a time set aside yet.  Continue to use your current email address until you hear otherwise.  Just be aware that all new employees to the district will be created with first initial and full last name.

Q) When I try to send mail, it tells me I need to enter a user name somewhere?
A) Without going into too many gruesome details, the new server is following rules that the old server "let slide."  To fix this, in Netscape, click on "Edit" then "Preferences."  In the window that should pop up, look on the left side and find "Mail and Newsgroups".  If you see is a "+", click on it to expand it.  Look below "Mail and Newsgroups" for "Mail Servers," and click on it.  On the right side, towards the middle, you will see two boxes that you can type in.  One is "Outgoing mail (SMTP) mail server" and the other is "Outgoing mail server user name."  In the top box, make sure it says, "mail.amphi.com" and the bottom box should have your email user name, i.e. jdavis.

Q) When I am sending email from Netscape or Outlook, I am using a group from my address book that I have used before, and now I am being told that there is a problem and it will not send.  What changed?
A) This could be caused by a few different issues:
When we set up the new server, we took the list of users from the old email server, and the names from the District directory.  We compared the two lists, and working with the assumption that the directory was more accurate, we made a list that we took to several different departments to verify if the person still worked in the District.  If they were marked as not working here anymore, then the user was not brought over.

When the list was made from the old server and directory, we also did a check to make sure we didn't have two people with the same user name, such as Jack Davis and Jim Davis (both would show up as jdavis).  Because of time, we took the first person and gave them the standard name, and the second person the secondary name (in this case, Jim Davis would become jidavis).  Well. Just like in this example, I have had the account jdavis for over 5 years. As I have been made aware of these "goofs", I have been fixing them.

If you have added a new user to your list, you need to be made aware of our new naming standards.  We are now using the first initial and the full last name for all new employees.

In all these cases, the only thing you can do is to go through your address book and make sure that any old names are removed and new names are typed correctly.  In some cases, this may mean that you will have to try and send mail to each user until you get an error.

Q) When I try and get my mail, it tells me it can't find some server called sun1.something.amphi.somethingelse..
A) sun1.wetmore.amphi.com has been laid to rest (some years back).  Follow the instructions from the answer to the user name question.  In addition, towards the top, on the right side, is a button called "Edit."  Click on it.  This should give you another window with three boxes for you type in.  The top box needs to say "mail.amphi.com."  The middle box should have "POP3 Server" selected, and the bottom box needs to have your user name, i.e. jdavis.

Some people have the GroupWise Client installed and can use that to check the Address Book.  Most, however, will need to use the web site.  All users, from school, home or anywhere with Internet and web access, can use the web site.

To check using the GroupWise web page:
In Netscape or Internet Explorer, or AOL, or however you access the web (from school or home): Enter the following address: webmail.amphi.com in your location or address field.
Using your "user name," which is your email address without the '@amphi.com' (EX: jdavis) and password, log into the server.
The third icon down on the left side of the page should look like an old style "roll-a-dex." Click on it.
This will bring up the Address Book.

On the second row, the third box should be blank, with the cursor blinking, waiting for you to type.  Type your last name and press the [Enter] (or [Return]) key on your keyboard.
The left box will show all the matches, the middle box will show the information about that user.  Click on your name found in the left hand box and check the information in the middle box.

To check using the GroupWise Client:

1. Click on the Address Book icon (or click on "Tools" then "Address Book").
2. Select the "Novell GroupWise Address Book" tab (should be the first on the left).
3. The first three boxes should have a "white box" and a "gray box" with the same name.  Use the right mouse button to click on the "gray" "Last Name" box.
4. Select "Sort on 'Last Name' First" by using the left mouse button.
5. In the "white" "Last name" box, type your last name. It should now find all the people with your last name.
6. Find yourself from that list and click just once with the left mouse button.
7. At the bottom of the Address Book, click on the button labeled, "Information."

• The Repair Technicians are working on the "Computer Refresh Program." They are replacing the oldest HP computers we have in the District. Each school will be contacted regarding the installation schedule.   As soon as we complete this installation, we will purchase another batch of computers and begin replacing the next group of old computers.
• The School Facilities Board (SFB) had originally planned on recabling all computer drops in the district during the summer.  The project didn't go as planned - and as a result, the project was stopped.  Now that the politicians have hopefully resolved the funding issues, they'll begin to start the cabling project again.  Only 4 sites were cabled this summer; AHS, Copper Creek, Holaway and Wetmore.  Hopefully, the remaining schools will be completed during the course of this year.
• The speed of the Internet will soon be much faster.  The network staff has been working with Qwest and the SFB to obtain the necessary equipment to increase our bandwidth to the Internet.  You should see the SPEEDY results before the end of August.
• Ironwood Ridge High School was recabled this summer.  Once again, the network staff worked very hard to ensure that the project was completed before the start of school and that it was done to our specifications.  I appreciate all their hard work and the patience of the IRHS staff while this work was being done!
• The most exciting change that was done this summer was to change our email system to GroupWise.  While users can continue using Netscape and notice no differences, others may choose to use the GroupWise email client.  GroupWise has many exciting features that you may want to explore such as calendaring and scheduling.  I especially enjoy being able to check my Amphi email from home using the Web interface at webmail.amphi.com.  Look for other articles in Tech Talk describing some of the other features of this email package.

Once you have it installed, you may want to check out some of the educational content on the web that you can view using QuickTime.  A good starting point is to view a few of the educational resources listed on Apple's web site at www.apple.com/quicktime/whatson/education/index.html.  Several of the links allow you to utilize QuickTime VR (for Virtual Reality) to see a full 360 view of objects.   My favorite is a full panoramic view of Baltimore's fire of 1904.

Those with Macintosh computers that use iMovie to film, edit, and create their own movies may also save them as QuickTime files.  This allows you to easily put them on the web yourself, or email them to students, family, or friends.  I have created a web site that contains over a dozen such QuickTime movies for my family.  Because QuickTime can be used on Windows and Macintosh computers, my family can view my movies regardless of the computer they have access to.

If you have not taken a look at what QuickTime has to offer, I recommend that you surf on over to Apple's web site to check it out.

The 2002 Ed Tech Grant, formerly known as the Technology Literacy Challenge Fund (TLCF) grant, is intended to help teachers integrate technology and the Internet into the curriculum.  The participants will have to complete 45 hours of professional development, complete lesson plans, and conduct two Net Buddy Nights. The 45 hours of professional development can be used for recertification credit.

The grant has two components that participants can sign up for listed below.

The Global Classroom Collaborative will be involved in staff development and lesson planning and creation that helps them become more familiar with technology and to find effective and innovative ways for their students to use the Internet. After successfully completing the requirements these participants will receive a digital camera, a scanner, and a $500 stipend.

The Integrated Curriculum Collaborative participants should have a fairly strong foundation with regards to integrating technology into their curriculum and will be involved in staff development and lesson planning and creation that incorporates higher-level thinking and the state standards. After completing the requirements these participants will receive a computer with a CD-ROM RW for your classroom and a $500 stipend.

Any Amphitheater teacher can apply for either group but people applying for The Integrated Curriculum Collaborative will have to demonstrate what they have previously done in regards to integrating technology into the curriculum and writing lesson plans.

Contact Patti Greenleaf at 5218 or Peggy Steffens at 5213 for an application or informational pamphlet.  The application can also be found at www.amphi.com/~tlcf/general.htm and clicking on Ed Tech 2002-03 Application.

Please submit completed applications to Patti Greenleaf in the Technology Department by August 28, 2002.

The free educational programs include:

Fling It:  a program that allows you to take any page on the web and put it on your handheld device and use it later without being connected to the web.

FreeWrite: a word processor program that features a 109,000 word spellchecker and support for over 25 pages of text.

PicoMap: a web-mapping tool that allows students to create, share, and explore concept maps.

Cooties: a simulation program that teaches the issue of how disease is transferred in a population.

HandySheets: a program that allows users to create worksheets, quizzes, and surveys from a website and then download them onto the handheld device.

Sketchy: an animation tool featuring geometric objects, many pen options, and an easy-to-use interface.

Go 'n Tell: a program that allows you to create a visual scrapbook when used with a Kodak Palmpix camera.

Bubble Blaster: a program that provides practice drill exercises for students.

Book Adventure is a non-profit organization that created a web-based program to motivate students to read and deal with the staggering percentage of students reading below grade level. Research has shown that providing extrinsic incentives can build a love of reading that lasts a lifetime. Book Adventure is intended to encourage students to read more often, for longer periods of time, and with greater understanding.  The ultimate goal of the program is to assist students to read independently.

There are many types of disabilities that can create difficulties for a person trying to utilize a web page.  Here is a summary of those types of disabilities, why problems arise, and what can be done to avoid such problems.

Blindness - Blind people often use screen readers that read the contents of a web page out loud.  One of the problems blind people often encounter is that screen readers can only read text-not images or animations.  By assigning a description to an image through the use of alternative text (alt tags), one can ensure that blind people are still able to understand the meaning conveyed by an image or animation.  It is also important not to use color to convey meaning and to label tables and frames as completely as possible.

Low Vision - People who have limited vision can use screen enlargers to view web pages.  Problems arise here because tables set to a precise size can appear abnormally large and require extensive scrolling to read. Text within graphics also looks pixilated and is very difficult to interpret.  To avoid these problems it is best to base table widths on percentages instead of pixels and to eliminate the use of text within graphics.  It is also a good idea to try limiting the amount of side-to-side scrolling required.

Color-blindness - While people who are color-blind generally do not need special assistive devices in order to view web pages, they can also run into problems. Reds and greens are often indistinguishable and other colors may be as well.  By making sure that there is sufficient contrast on the page and that it can be read normally by printing it on a black and white printer, one can ensure accessibility to the color-blind.

Hearing - While people with hearing problems may not have trouble visually interpreting a web page, it is still very important to keep them in mind when using audio or video clips on a web page.  If you must use audio clips, it is important to provide transcripts.  In the case of video clips it is best to provide synchronous captioning.

Motor Impairments - The most common problem people with motor impairments have is that they cannot physically use the mouse and, in some cases, the keyboard.  While people with this kind of disability may not be able to use the mouse, they can still use the tab key on the keyboard to scroll from link to link.  Thus, it is necessary to make all functions available from the keyboard.  This also applies in the case of voice-activated software that generally cannot replicate mouse movement, but can use the keyboard.

Cognitive Impairments - Individuals with cognitive impairments often become confused when trying to view web pages with complex layouts and inconsistent navigation schemes.  To avoid this make the layout as simple as possible and navigation schemes consistent.  Those with cognitive impairments may also struggle with focusing on or understanding long sections of text.  Try to group text under logical headings and supplement it with illustrations or other media.

Seizure Disorders - People with seizure disorders may be induced into a seizure when they encounter web graphics that flicker at a rate of 2 Hz to 55 Hz (this is frequently used in banner ads).  The best way to prevent problems for a user with a seizure disorder is to avoid using flickering or quickly flashing graphics.

Although this may all sound a little overwhelming, there is a wealth of Internet resources to help in both the understanding of what accessibility is all about and how to make web pages more accessible.

Web Accessibility in Mind (WebAIM) is an excellent overview site about everything pertaining to accessibility.  The site gives full descriptions of each type of disability that can affect usage of web pages and what kinds of problems people with each disability encounter.  Within these descriptions, simulations of disabilities are given so that people without a certain disability can truly understand how it might affect usage of a non-accessible web page.  WebAIM also summarizes the laws and guidelines currently in place regarding web accessibility.  There is even a full how-to section with tutorials, workshops and courses about making a page accessible.

The Web Accessibility Initiative is a division of the World Wide Web Consortium, which is the international organization that sets web standards.  They are responsible for many of the web accessibility guidelines and resources currently in place.  Their site lists these guidelines and provides checklists and techniques for creating web pages that are as accessible as possible.

Bobby is web accessibility evaluation software that checks web pages for accessibility errors and provides suggestions on how to fix them.  This is a very good utility to help you with making an accessible web page.  There is a free version that is available online and there is also a version available for purchase and download.

Accessible Web Authoring Resources and Education Center (AWARE) is an extremely complete authoring resource site that is geared specifically toward helping web authors learn how to create accessible web pages.  It boasts a large number of courses anywhere from the most basic web page elements to the most complex.

Even with all of these resources, creating an accessible web site is not something one can master overnight.  I have spent a lot of time just trying to learn exactly what accessibility encompasses and how our District web pages can be best designed so that people with any type of disability can fully utilize them.  Even after all of this research I still find that making an accessible page can be frustrating at times.  In my own experiences, there have been a couple of times when I will finally get one accessibility problem fixed only to find that I have created another in the process.  It can take some time and effort to ensure that a web page or site is completely accessible, and there is no "quick fix" solution.

Although this has been discouraging at times, once I am able to create a page that is error-free, I can look back with pride at what I have done.  Soon, people with the disabilities I have described can access information about our District with the same amount of ease as those without.  The time and work that I have put into learning about accessibility and implementing it in the case of our web site has been rewarded in the knowledge that I have helped people with any range of disabilities avoid the frustrations commonly encountered with inaccessible web pages.

There are many ThinkQuest programs.  ThinkQuest USA is program for students from grades 3 through 12.  There is a division for grades 3-5, 6-8, and 9-12. The teachers and students form teams around a project of their choosing and they create an educational website. ThinkQuest teaches technology, research and collaboration skills. The students use higher-level thinking, research and creativity skills to create a website that other children will use.  This is a great activity for a class or a club.  You should look at the amazing projects that students have created in the past and get some ideas for what you might do at www.thinkquest.org/.

Alphabet Action  - displays the letters of the alphabet and students can click on a letter and see it, hear it, and see a word that begins with the selected letter.

Teach R Kids Math - a collection of online interactive math problems on elementary math topics such as addition, subtraction, multiplication, division, money, rounding, fractions, decimals, patterns, and more.

Deserts: Geology and Resources Biome - the USGS provides information about desert features, how they form, mineral resources in deserts, types of deserts, and more.

Stories by Hiyah.com- a collection of fairy tales and fables read aloud to students.

ABC Mommy and Me - an alphabet recognition program that displays the letter in uppercase and lowercase and if the student clicks on the letter it will say the letter.

NASA Kids - provides information aimed at students about space, astronauts, earth, rockets, airplanes, and more.

Inventors Index  - provides information about inventors.  Students click on the letter of the alphabet to get a list of inventors with last names that begin with that letter. You can also search by inventions.

Glencoe Online Study Tools - provides online study tools for Glencoe math textbooks and standardized test preparation for mathematics applications, pre-algebra, algebra, geometry and pre-calculus.

ArcyTech Educational Java Problems - provides outstanding interactive math manipulative activities for students.

Multiplication.Com  - provides multiplication activities, handouts, strategies, flash cards, and more.

Number Patterns Fun with Curves & Topology - provides links to activities that deal with prime numbers, magic squares, modular arithmetic, the Golden ratio, Fibonacci numbers, binary numbers, Pascal's triangles, the conics, Moir patterns, line designs & curve stitching, cycloids, spirograph and more.

POPMathematics - a collection of items about math that make math exciting.

You can make a backup to:
The hard drive
A floppy disk
The Server-However, it is not recommended for you to save your actual grade book file to the server.

An important thing to keep in mind when making backups is what are you going to name it. If you say yes you want to make a backup the default filename is Copy of filename.egp. I would suggest that you do not use this name because every time you make a backup it will overwrite your existing backup. I would suggest instead that you give it a name with the date that you made the backup (i.e. grades7-31 for the grade book you saved on July 31st and grades 8-12 for the grades you saved on August 12) this way if one of your backups becomes corrupt you could access a prior date's backup.

You will also want to  make a hardcopy backup of your grade book quite often. Go to the Print Reports section, click on the Charts tab and print out at least the Score Chart. You might also want to print the attendance chart if you think you will need it.

"But what was wrong with the old system?"  you might ask.  Well, the old system was not the most secure solution.  Whenever someone checked their mail from home they could only do so with a POP connection through Netscape Messenger or Outlook Express.  POP connections send passwords as plain text.  This is a bad thing.  Anyone between your computer and the server then has a password to an account on the system.  The new web interface changes that by encrypting that information.  If you have not seen it try going to webmail.amphi.com.

Ok, you changed your password and everything works.  You might be tempted to think that it is just like the same old system only now you can check email through the web.  Not quite.  There are so many more possibilities with the new system the mind boggles.  The new system is called GroupWise.  It has features that are designed to aid communication and collaboration in ways that could have a dramatic change in the way we use email.

The future is loaded with possibilities.  Imagine being able to see and schedule lab availability through your email.  What if you could access your calendar from anywhere on campus or on the Internet and schedule appointments with people throughout the District?  You can send email to someone in the District and check to see if they opened it or not.  Have you ever sent a letter to someone in the District and then wished that you could pull it back?  You can with the new system.  How would you like to have an address book that included everyone in the District?  GroupWise has that functionality.

Rome was not built in a day.  It is very difficult to switch to a system packed with new features in a short period of time.  This will take some getting used to.  Right now everyone can access the new features through the web interface at webmail.amphi.com.  However, there is also a PC client for GroupWise that will appear as each school starts to adopt the new system.  It is faster and easier to use.  It will take a while before everyone can take full advantage of the new system.  We are in the midst of testing some sites and departments as to how to make the best use of this program.  We can then take these models to other sites and share what worked best and what potholes to avoid.  We will also be offering classes on the GroupWise calendar and email programs this fall. Look for more articles in this and future issues of Tech Talk on GroupWise.  Until then, happy emailing!

Many of our classes focused on information that teachers could take back and utilize in their classes.  Some of the topics covered were how to incorporate spreadsheets into their curriculum, make educational web pages, use laserdiscs, make web lessons using TrackStar and Filamentality, and how to create Newsletters and other Word documents.  Teachers were excited about all the hands-on activities they were able to make to take back to their classes.

The winners of the scanners that we gaveaway this summer were David Rakowitz and Marion Ritzel. David is a teacher at Cross Middle School and attended 21 classes this summer. Marion teaches at Coronado Middle School and attended 20 classes this summer. David and Marion are both fairly new users to technology and took not only classes to learn more about technology but also took classes to get ideas about incorporating it into their curriculum. Congratulations David and Marion!

The fall schedule should be online August 19th and in your mailboxes sometime that week.  Look for the old standard classes to be offered and some exciting new choices like The Invisible Web and Searching, How to Get the Most out of the Career Ladder Web Site and Going to Outer Space with NASA.  We will be offering quite a few GroupWise email and calendaring classes to support the new email communication package we have in the District.

The best way to register for classes is through our online site at techreg.amphi.com/ after August 19th.  If you haven't registered for classes recently and have forgotten your ID#, give Nicole a call at 5215. To register for classes, click on the Register link and click either Registrant or New Registrant so that you have an opportunity to update your information like phone number, etc.

The SIS Group is committed to offering better SASIxp support, and by utilizing HEAT, we think that issues large or small can be tracked and resolved more quickly and efficiently. As our HEAT database grows, many SASIxp calls, which are repetitive, will be answered more accurately, consistently and thoroughly, through our shared, ever expanding HEAT knowledgebase.

We also offer a new GroupWise email address for district SASIxp support: SASIXPHELP@AMPHI.COM. This address is to be used to collect your emails regarding SASIxp support, as well as distribute notices, instructions and other important information to district SASIxp users. This email address will be the primary source for SAIS related bulletins and weekly enrollment transaction reports submitted by the SIS Office to Arizona Department of Education (ADE).

And speaking of SAIS.many more SASIxp/SAIS patches are being anticipated by NCS throughout the fall semester. These will be mandatory supplemental upgrades affecting mainly the SAIS AZ Supplemental Reporting atoms, and will also begin installing the SAIS AZ Special Needs reporting atoms into SASIxp.

Period Attendance Schools:

1. Make Sure your Bell Schedule(s) accurately define the amount of periods in a day, and the time that periods actually last.
2. Check your Attendance Setup calendar for accuracy i.e. start and stop days, holidays, what bell schedule actually applies for that day, etc.
3. Check all Sections to ensure that the "Exclude From Attendance" field is checked properly. A selection of  "Y" in this field will exclude this Section from attendance for any student attending this class. Also, check the "Meeting Days" page to be certain the correct days have been selected.
4. See that students are attending a minimum of four classes per day when possible. Five classes are preferable.
5. When possible, replace dropped classes with new ones immediately.
6. Check the start date for classes in the Classes and Sections Atoms for accuracy. If this date is not accurate, there could be gray areas for that Student in attendance.
7. Check your Rotation Definition Atom for accuracy. The rotation day's page should define the days in the rotation cycle by naming them and assigning a schedule code to the name. The rotation periods page is where periods attended for a given rotation day are defined.
8. In the Enrollment Atom, the ADA field should be set to "Y" and the effective date for the enrollment transaction should be accurate. If there is an incorrect date for the enrollment transaction, it will show up in attendance as a gray "NE" (not enrolled).

1. Check your Attendance Setup calendar for accuracy i.e. start and stop days, holidays, etc.
2. In the Enrollment Atom, the ADA field should be set to "Y" and the effective date for the enrollment transaction should be accurate. If there is an incorrect date for the enrollment transaction, it will show up in attendance as a gray "NE" (not enrolled).

Detention
Students can be assigned detention without prior notification to the responsible person if the detention occurs during regular school hours.  If the detention is assigned any time other than regular school hours the school must notify the person responsible for the student and must give at least a 24 hour prior notice, so that arrangements can be made for the student's transportation and/or after-school care, if needed.  Only the person responsible for the student may waive the 24-hour notice.

Time-Out
When a student is put in time-out, he/she is removed from the classroom or from other school activities for a period not to exceed three hours.  During time-out, the student is put in a supervised area such as the principal's office, in-school suspension programs, or responsibility rooms.

In-School Suspension
In-school suspension was set up as an alternative to suspension. When a student is put into in-school suspension, usually it is for a half or full day.  In-school suspension provides tutorial and guidance services.

The new refresh computers are rolling out with Windows 2000, which is a whole different ball game! The security on these machines far surpasses Windows 95 or Windows 98, which makes installation slightly more time consuming.  However, we are spending more time than necessary on each installation backing up user files and email. To make the process faster we are asking for cooperation from the user and technology specialists at each site. We will be notifying each site one week in advance in order to prepare for the installations. Your technology specialist will then notify you if your computer is to be replaced.  Here are several things that you can do to prepare for your installation.

Do not unbox your computer if it arrives.  We will be coming to image these machines, setup the BIOS, and install the correct Novell Client and Norton Anti-Virus software.

Make sure all necessary files are saved to the server.  Now would be a good time to delete unnecessary files.  Files include Word docs, Excel spreadsheets, PowerPoint presentations, and picture files.  Do not save executables files to the server.

Email Saved folders should be cleared out and Trash and Temp folders emptied.  Disk Cache and Memory Cache should be cleared and all unnecessary mail deleted.  If all mail is cleared and there are no mail files you need saved, please save your address book and bookmarks (if needed) and post a note on the computer that you do not need mail saved, this will save us about 30 minutes on the installation time.

If you have more then one computer in your classroom please put a note on the computer that is being replaced.  Keep in mind only HP Desktop models are being replaced.

Remove all post-it notes, papers, pictures, etc. that you may have taped to your monitor.  Clear all personal and miscellaneous items on/around the computer case. Remove all floppy disks and CD's from your computer.

Make sure your technology specialist has your Novell password and your user name (make sure they have the correct spelling).  We do not need any email passwords in order to move or install mail.  We do however need the Novell password in order to set up your profile on Windows 2000.

Prepare for a slight disruption of your classroom. We will be in and out of the designated rooms to deliver, unpack, install and move old computers out.  If you receive notification that we are coming and have a day or time that is not convenient for us to be in your room please have your Technology Specialist inform us.

Titles are:
CDR 210  Heat Absorption
I.M. Richman nearly fainted during the outdoor trivia contest. Could his dark shirt have caused him to overheat in the hot sun? Students test light and dark materials to find out that light-colored clothes really do keep you cooler in the sun.

CDR 211  Pendulums
Does adding more weight to a pendulum change how fast it swings? If it does, then maybe Tina Turnstiles did cheat to win the annual Sciville Ski Race. Students test two variables, weight and string length, to learn how pendulums work.

CDR 212  Rockets
Will the rocket Jane Plain built for J.C. Cramwood really work in space? You've got to learn something about the way rockets work to find out the answer. Students build balloon rockets to discover that an action in one direction leads to a reaction in the opposite direction.

CDR 213  Magnets
Can metal temporarily be turned into a magnet? How did jokester Sparky Knottquite get Penny Nichol's metal wind chimes to stick together? Using magnets and a variety of different materials, students find out how some metals can be temporarily turned into magnets.

CDR 214  Friction
Could a piece of wood rubbing against Gabriella Martinaz's cake spinner cause her cake to burn? If not, Carl, the handyman, could be in big trouble. Students rub different items together to learn about friction and heat.

CDR 215  Flight
If J.C. Cramwood knew something about air pressure and flight, maybe he would not have crashed while using Jack Jenkin's personal wings - or maybe it was sabotage. Students do a variety of amazing experiments to see how speeding up the air reduces air pressure.

The Tech Coaches are:
AHS - Bill Pike
Alternative - Jennifer Callahan
AMS - Jeannie Wager
CDO - To Be Selected
Copper Creek - Mary Damiani
Coronado - Liesl Mitchell and Anne Booth
Cross - Laurie Celaya
Donaldson - Jennifer Jones
Harelson - Susie Gilbertson
Holaway - Tamra Ross
Ironwood Ridge - Teresa Irwin
Keeling - Karen Gutierrez
La Cima - Cynthia Rolewski
Mesa Verde - Katrina Lantz
Nash - JoLynn McNeil
Painted Sky - Robert Walling
Prince - Irene Barrantes and Stacey Gist
Rio Vista - Marcie Young
Walker - Karyn Vick
Wilson K-8 - Jan Horetski
Career Ladder - Rosemary Beck

Technology Specialists
All schools also have a Technology Specialist. The primary responsibility of the Tech Specialist is to set up and maintain the technology at the school site. They maintain all instructional network accounts.  They coordinate all repairs; if your equipment isn't working they will try and solve the problem and if they can't, they are responsible for calling it in to be repaired. They can assist teachers in planning activities in the computer lab; however, the teacher is responsible for instruction in the computer lab.

The Tech Specialists are:
AHS - Philip Boucher
AMS - Karen Rutynowski and Marty Baldenegro
CDO - Bill Maginnis
Copper Creek - Angela Neibel
Coronado K-8 - Gary Lerch
Cross - Warren Weinstein
Donaldson - Clive Probert
Harelson - Maureen Hrabar
Holaway - Diane Page
Ironwood Ridge - Randy Boren
Keeling - Deborah Caponigro
La Cima - Chris Cox
Mesa Verde - Yvonne Johnson
Nash - Stephanie Quimby-Greene
Painted Sky - Bev Wright
Prince - Michelle McCallum
Rio Vista - Deborah Caponigro
Walker - Diane Page
Wilson K-8 -Mike Alvarez and Ted Cox

Titles are:
V 965  An Emerging Technology Classroom follows up an earlier segment from "This Old Schoolhouse," to show a team-taught classroom go through the steps of goal setting, planning, and acquisition of new technology. Learn what new areas are expanding and readily available to you. This story can be used as a guide for any class or school that is ready to implement technology into its lessons.

V 966  Applying Technology to Applied Learning demonstrates how teachers are using technology to prepare K-12 students to be productive and competent members of today's work force by providing meaningful opportunities that apply classroom knowledge to the outside world. Includes conversations on student presentations using technology, as well as linking with other schools on applied learning projects.

V 967  Inside the Internet focuses on how to use the Internet as a learning tool. This program shows how to use the World Wide Web in the classroom and discusses the different types of Internet connections.

V 968  Resource-Based Learning demonstrates how teachers and media specialists work together using Big 6 Strategies - task definition, information-seeking strategies, location and access, information use, synthesis and evaluation. Helps teachers combine traditional and new electronic resources in education.

V 969  Standards and Assessments focuses on using technology to track the learning and growth of students, and helps them in the educational process. Learn about the K-W-L chart, and its application in the classroom. Emphasis is placed on what the students can do for themselves.

V 970  Technology and the Arts: looks at the important plays in the visual and performing arts and highlights ways in which technology can link the arts to core subject areas. Learn about easy-to-use software that will inspire creativity in all students, and how the mediums of art and technology blend.

V 971  Technology and the School to Work Transition focuses on how technology can be instrumental in linking students, teachers and projects across the curriculum. Shows what's being done to prepare students to successfully transition from school to work, and demonstrates how workplace skills can be developed even at the elementary level. Software and Internet information is also explored as well as how Service Learning projects can create dynamic community connections.

V 972  Technology and the Writing Process demonstrates how technology supports the development of writing skills. Let your students use electronic stationary, publish a class book, and discuss writing techniques over the Internet.

V 973  Technology Supporting Math and Science highlights the ways in which technology can be a powerful tool in the math and science curriculum. Displays the wide variety of math software available for students, shows how students can integrate into the classroom the real techniques of scientists and mathematicians, and presents various Internet sites that specialize in math and science.

You can checkout any of these CD-ROMs and videos from the Media Center by filling out the media order forms available at your school or calling Claudio at 6214, or email caraya@amphi.com.

Problem - I can't access my voicemail.
Possible Solution: Usually the password for the voicemail box is the same as the extension number, so that should be tried first. If the password is unknown, contact the phone administrator for the password to be reset back to the extension.  When a password is entered wrong five times in a row the Meridian voicemail system will disable the mailbox. In this case contact the phone administrator to reset the mailbox.

Problem - I can't call a certain extension and it gives me a "quick busy" signal.
Possible Solutions: If possible, check to make sure the extension you are calling is properly forwarded.  Phones that are accidentally forwarded to a nonexistent number will produce this "quick busy" when they are called.  If possible, try to contact someone in the vicinity of the questionable phone to see if it is unplugged or disabled.  Then inform the phone administrator of the suspect phone.

Problem - My phone is forwarded and I do not get any messages.
Possible Solution: The phone will remember the last number to which you forwarded. By simply pressing the forward button twice you will forward your phone to the last typed numbers in the forwarding feature.  But sometimes nonexistent numbers are accidentally typed in, so you must check to make sure your phone is properly forwarded.  To do this, turn off forwarding by pressing the "Forward button" once (the solid black triangle to the left of the forward button will disappear). The forwarding feature is now disengaged.  Then press the forward button once again (you will then see a blinking black arrow to the left of the "Forward button"). Type 5100 (voice mail number) or any number you want your extension to go to.  Then press the forward button again (you will see the black triangle become solid). This will reengage the forwarding feature. Doing these steps every time you want to forward your phone will ensure that your phone calls are going to the proper place.

Problem - My phone can't dial anywhere.
Possible Solution: Check all the buttons on the keypad.  A stuck button will disable the dialing capability. To stop buttons from sticking clean the keypad by using an alcohol-based cleaning solution (e.g. Windex) with a cotton swab.

Problem - I record my new voice greeting but callers still hear the old voice greeting.
Possible Solution: Make sure all old external, internal and temporary greetings are deleted before a new one is recorded. To do this, log into your mailbox.  Then dial 821 (this is the external greeting).  Press 76 (this is the delete command) this will delete anything that was previously recorded.  Then press 4 (this will back out to the beginning). Now dial 822 (this is the internal greeting). Press 76 to delete.  Then press 4 to go back to the beginning.  Finally, dial 823 (this is the temporary greeting). Press 76 to delete. Then press 4 to go back to the beginning. Now you are ready to record a new greeting. You want to record only an external greeting!  All calls will default to this greeting. To do this, dial 821. Press 5 to record your greeting. Press # to end the recording. Then follow system prompts.

Problem - When I leave a message in another voice mailbox someone else's name and extension plays before my message.
Possible Solution: Make sure the old personal verification is deleted and a new one is recorded. To do this, log into your mailbox. Then dial 89 (this is the personal verification feature). Press 76 to delete the old personal verification.  Press 4 to go back to the beginning. Dial 89 again.  Press 5 to record.  Press # to end the recording. New personal verification is now recorded.

I also took a Pentamation class from Kathy Sheppard that was very informative.  Hopefully, she will be offering this class again soon, as we all learned several great tips, from Fast Path commands (hopping from one screen to another in totally different areas) to making some great reports and queries.  If you are interested in getting on the list for the next Pentamation class, you can call Kathy at 5219 for more information.

In the Web Page classes, we produced our own pages and connected them to the Internet by the end of the week.  There are so many tricks to making really cool and reader-friendly pages.  In the MS Publishers class, we designed several different types of publications.   For those of you who do school newsletters and brochures, this is a great class!  It is fun and easy!  The Internet Safety class will really open up your eyes.  You will never again let your child have a computer in their bedroom!  It's a class that every parent, let alone every teacher, should take.  In the PowerPoint Beyond Basics class, the most interesting thing I learned was how to do  "non-sequential" slides.  The value of this was shown by a couple of games that Patti Greenleaf has made, Who Wants to be a Millionaire and Jeopardy.  The slides bounce around all over the presentation (depending on the answer choice).  Teachers can put in their own questions and answers into the template, and these games can be played in the classroom on the computer.  She also showed us how to create a link on a PowerPoint page to someplace entirely apart from the presentation.  You can link to an Internet site, a Word or Excel document, or just about any place you want.  Again, who knew?  Just about the time you think you're pretty smart and know a lot, all you need to do is take a class.  A whole new world of ideas opens up!

Most likely your Tech Specialist will get the cables switched over to the new jacks in the wall without you even noticing.  This should accommodate the computers that were not connected to the network last year when the site survey was completed.

The first step is for the SASI administrator to create a query and to save it as tab delimited information. The SASI steps would be to set the Query's output as "export" then type in the following query:  ASTU ACLS AMST PermNum LastName FirstName CrsTitle SectionID BY SectionID IF TchNum = XXX  (the XXX is the teacher's Number as shown in the Teacher file and shown in the section for each class that teacher teaches). Save the information to a floppy disk and give it to the teacher or you could email the file to the teacher.

The next step would be for the teacher to convert that file to a tab-delimited file in Excel.  Follow these steps:

• Open Excel.
• Be in a new workbook.
• On the Menu bar, click on File, select Open.
• In the Open Dialog Box, indicate the location of the file, and in the File of Type box in the bottom left, select All Files.
• Double click on the SASI file.
• Select Delimited fields, click Next.
• If the delimiter is different than Tab (if you can see information in the columns in the window, leave it as is) select it, otherwise click Next.
• Indicate data format for each column, if it is a date field make sure you enter the correct date format, click Finish.
• Save the file in Text (Tab delimited) (*.txt) format. Select File, Save As, in the Save As Dialog window where it says "Save as type" select Text (Tab delimited) (*.txt).  Decide the location to save the file to and the filename and click Save.

• Open Easy Grade Pro.
• If it opens into a grade book file, close that file. Don't make a backup of it.
• In the window that appears select Create a New Gradebook.
• Give the grade book a name and save it.
• In the next window that appears select Import Classes.
• Select 'Easy Import' of Students. Click Next.
• Give new class a name and indicate the term.
• Locate the text file that has that class information. Click Open.
• In the next window give a Format Name (can be anything for instance Class Import) and then on the left you will see the information to be imported. In the right column you would indicate the label for the information you want to import but clicking on the triangle and selecting the label for that field. You do not have to use all the information on the left side if you don't want to. Click Next.
• The next window will show you what the information will look like. If correct, click Import Records.
• It will ask you if you want to import again, if you do click Yes or No. (For instance if you want to import another class.)
• This time instead of selecting 'Easy Import' of Students you can select the Other Formats tab and then find the Format Name you gave (i.e. Class Import) Click Next.
• Decide if you want to import to current class or new class.
• Give new class a name and indicate the term.
• Locate the text file that has that class information. Click Open.
• The next window will show you what the information will look like. If correct, click Import Records.
• Continue the process until you have imported all your class lists.

Annette Lamb's "A Pigeon Approach to Unit Building" has teachers reflect on lessons they are currently teaching. Is there a way that technology can enrich that lesson or unit? How can we begin or add onto our integration of technology into the curriculum while striving to continue to make our lessons and units more student-centered incorporating higher-level thinking? To find the answer to this "The Pigeon Approach" you would have to follow the steps below:

Step 1: Explore the Options-You would start with your standards, determine a theme, and search for information.

Step 2: Brainstorm Ideas-This is where you would come up with a list of options and possible technology tools.

Step 3: Select Focus-The focus could include content literacy, information literacy, and/or technology literacy.

Step 4: Develop Materials-Identify your strategies, find resources and technology, and create your activities and assessments.

Step 5: Be Realistic-Make sure you keep in mind the balance between the outcome and the time involved.

The underlying message is that no matter your technology skill level there is a multitude of ways to easily integrate technology into your curriculum to enrich student learning. For more information about "A Pigeon Approach" or a wealth of other information visit Annette Lamb's web site at eduscapes.com.

All CTVs should be programmed to receive cable channels in the STD or CATV1 format. If the CTV is programmed for over the air reception, only VHF channels 2-13 will be received.

If your CTV is a SAMSUNG model, there are three articles that can be found in the Technology Tech Talk Archives on the WEB. You can find these articles by going to www.amphi.com/~technology/techtalks/techtalks.htm. or go to the Technology home page at www.amphi.com/~technology/index.html and click on the Tech Talk Archives icon.

For Samsung model TXB2735 click on "Tech Talk for April 01" & then on the article "Programming Your Samsung CTV Update."

For Samsung model TXJ2767 click on  "Tech Talk for April 01" & then on the article "Programming Your Samsung CTV Update."

For Samsung model TXK2767 click on "Tech Talk for August 01" & then on the article "Programming The Samsung TXK2767."

For the programming of other makes, see the owner's manual, if you can find one. Otherwise, you can call Media Services at 6200 and we will be happy to assist you in programming your CTV.

The next section has a few of the free ASSET classes you can sign up for until the end of August. Classes start October 9th.

An Introduction to Curriculum Mapping (15 hours): Curriculum mapping is rooted in real data and connects curricula to the big picture.

Building Critical Thinking skills for Online Research (15 hours): In this module, you will familiarize yourself with information search process models, combine elements from several models to create your own model, and then apply your model to an Internet-based lesson or unit in your classroom.

Children's Authors on the Web: Online Sites that Motivate Students to Write (15 hours): In this module, you will learn about author studies and how they can be enhanced by the use of Internet resources.

Collaborating on the Internet: Keypal Projects that Promote Cultural Awareness (15 hours): The Internet provides a way for students to participate in collaborative exchanges with students in diverse locations to learn about and understand other cultures.

Count On It!: Number Sense for Grades K-5 (15 hours): This module will show effective and exciting ways to use technology, manipulatives, and the Internet to teach number sense to students while meeting national educational standards.

Creating Units to Support Differing Learning Styles (15 hours): Technology can be used to help support instruction for all learners. In this module, you will learn to design a thematic unit with technology-based adaptations that meets the learning needs of a wide range of students.

Enhancing Multicultural Education with Technology (15 hours): Teachers can use technological tools, such as the Internet, to complement the resources available in their communities.

Evaluating and Organizing Internet Resources and Content (15 hours): In this module, participants will be learn how to evaluate the different types of material found on the Internet, and learn how to judge if it is appropriate for use in the classroom.

Math in Everyday Life for Grades K-5 (15 hours): The module will explore ways that teachers can incorporate real-world math into their elementary school classrooms.

Publishing on the Web (15 hours): You will learn the basics of preparing your students and your classroom for building a homepage, and then be asked to create a homepage for yourself.

Putting Technology to Use in the Classroom: Where to Start (15 hours): In this module, teachers will gain a better understanding of some issues surrounding technology integration, such as technology standards and how to distinguish between types of technology.

Scientific Inquiry and Field Work: Discovering with Technology (15 hours): Current technology can empower students to improve their problem solving skills and raise their opportunities for inquiry. In this module, you will design an action plan for an ecosystem fieldtrip, which incorporates current technologies for gathering, analyzing and sharing data.

Searching and Researching on the Internet (15 hours): You will explore and compare a number of different search engines and learn to use them effectively and efficiently.

Shaping Up: Teaching Geometry Using Technology in Grades K-2, 3-5, 6-8 (15 hours):  This module is designed to bring participants up-to-date on the most effective ways to teach geometry.  After presenting the latest recommendations from the NCTM, this module looks at some sample lessons created by math experts.

Teaching with WebQuests (15 hours): This module is designed to bring participants up-to-date on the most effective ways to teach geometry. After presenting the latest recommendations from the NCTM, this module looks at some sample lessons created by experts.

Spreadsheets, Charting and the Classroom: This module is designed to help teachers integrate spreadsheets in the curriculum by experiencing spreadsheet tutorials, assessments, criteria for selecting appropriate graphs, and resource tools on the Internet.

Utilizing Technology in Creating Problem-Based Curriculum (15 hours): When teachers help them to develop problem-solving skills, students have the freedom, confidence, skills, and imagination to develop and structure their own learning experiences.

Computer Basics: Short Course (20 hours): This beginner class covers the parts of a computer system and their functions. You'll learn valuable terminology that will have you speaking (and understanding) technology terms in no time.

English Language Learners in the Mainstream Classroom:  Schools today are more diverse, both culturally and linguistically, than at any time since the early decades of the last century. This course will explore ways of transforming these challenges into new opportunities that will benefit both you and your students.

From Newberys to Caldecotts: Success with 3-5 Reading Standards (40 hours): This language arts course covers several standards-based content areas of the 3-5 reading curriculum. You will explore best-practice approaches and examine case studies, lesson plans, and other resources. Each week's material highlights one or more "focus issues" (e.g., communication, assessment, etc.), giving you an opportunity to reflect upon research, theory, and practical classroom applications.

Management Strategies in the Technology Classroom (40 hours): Using technology is one thing, managing it another. In this course, you will explore the management of technology specific to your classroom environment, establish student guidelines and assessment procedures.

Science and Technology for Grades 1-6 (40 hours): A combination of science, the study of the natural world, and technology, the study of the man-made world, provides us with a powerful set of tools. This course will help you see the possibilities for integrating technology into your elementary science program.

Science and Technology for Grades 7 - 12  (40 hours): A combination of science, the study of the natural world, and technology, the study of the man-made world, provides us with a powerful set of tools. This course will help you see the possibilities for integrating technology into your secondary science program.

Social Studies Online: An Overview (40 hours): Whether you are net savvy or computer shy, this course will help you to review content-rich Web sites, online directories, and collections of Internet activities for use in your social studies classroom.

Teaching Gifted Students in Mixed-Ability Classrooms (40 hours): This course addresses academic diversity and the gifted student in the K-12 classroom. Learners will explore both curriculum and student-based strategies, and develop a differentiated lesson plan intended to provide a challenge for gifted learners in a mixed-ability classroom setting.

Teaching Multiple Intelligences Through Technology (40 hours): This course examines Dr. Gardner's popular theory of Multiple Intelligences (M.I.), beginning with an historical lesson on how the theory came to be, and ending with technology - based M.I. lessons.

Using Technology to Support Literacy Instruction (40 hours): In this course, you will investigate the common components of Literacy models, including reading, writing, and word knowledge. You will also explore ways to use technology to support each of the components of literacy instruction.

To register for the ASSET courses, go to www.asset.asu.edu and click on the ASSET Education Portal link.
Click on Activate.
Enter Site Activation Code, specifically for your SCHOOL SITE (get this from your Tech Coach or me), and click Continue.
You will be asked to ACCEPT the privacy policy.  Note: You will not be allowed to continue without selecting "accept."   Then, click Continue.
You will then be taken to a page where you create your user account.  Please, fill in each of the *REQUIRED fields.  Click on ACTIVATE when all fields are complete, and you will go to a confirmation page which you may want to print and keep.

After signing in to the ASSET Education Portal, click on the Professional Development tab. Then click on the Course Catalog link in the navigation bar on the left-hand side of the page.

Choose your ASSET, CU or TeacherLine course.  Click on the title for more information. Click on the Register button next to the section you wish to take. This opens a page that displays your registration options.

On the registration page, click on the button next to the registration option you want-general or audit. Then click on the Register button to submit your registration.

After you have submitted your registration, a confirmation page will appear. Your registration is now complete. You will also receive confirmation by email.

If you have questions about taking online courses or you have any trouble signing up contact me at 5213 or at psteffen@amphi.com.