TABLE OF CONTENT

1. INTRODUCTION .................................................................................................................................... 5

HOW DO I USE THIS MANUAL?....................................................................................... 6

2. CTCS PROJECT DESIGN, OPERATION AND ACTIVITIES SCHEDULE ................................. 8

PROJECT DESIGN ............................................................................................................................... 8 CENTER OPERATIONS ..................................................................................................................... 9 AFFILIATIONS AND COLLABORATIONS ............................................................................... 11 PROGRAM MANAGEMENT .......................................................................................................... 12
Community Steering Committee ........................................................................................................... 12 Center Operations ................................................................................................................................ 12

ROLE OF THE ASPIRA NATIONAL OFFICE ....................................................................... 13 DISSEMINATION ............................................................................................................................... 13 PROGRAM DOCUMENTATION AND EVALUATION........................................................... 13 SUSTAINABILITY ............................................................................................................................. 15 CTC PROJECT TIMELINE ............................................................................................................ 15
3. THE ASPIRA - CTC PLANNING/STEERING COMMITTEE....................................................... 16

OVERVIEW .......................................................................................................................................... 16 RECRUITMENT FOR PLANNING/STEERING COMMITTEE ............................................. 16 RECRUITMENT TOOLS AND TIPS ............................................................................................. 17 PLANNING/STEERING COMMITTEE MEETINGS................................................................ 18
Before the Meeting ............................................................................................................................... 18 During the Meeting............................................................................................................................... 18 After the meeting................................................................................................................................... 19

THE FIRST MEETING ..................................................................................................................... 19 SUBSEQUENT MEETINGS............................................................................................................. 20

4. MAPPING COMMUNITY RESOURCES .......................................................................................... 21

INTRODUCTION ................................................................................................................................ 21 WHO WILL PARTICIPATE? WHAT ARE THEIR INTERESTS? ..................................... 21 HOW DO YOU APPROACH INFORMATION SOURCES? .................................................. 22 LOCATING THE NEEDED INFORMATION .............................................................................. 22 IDENTIFYING LOCAL INSTITUTIONAL RESOURCES ....................................................... 23
Step 1: List all the neighborhood and community institutions most likely to relate constructively with the CTC: ............................................................................................................................................... 23 Step 2: List the needed CTC resources. Your list might look something like this: ............................... 24 Step 3: Use the information developed in Steps 1 & 2 to determine those neighborhood agencies and institutions with which partnerships might be the most beneficial to both parties. .............................. 24 WHAT SHOULD THE STEERING COMMITTEE DO? ...................................................................................... 24

WHAT RESOURCES ARE AVAILABLE THROUGH CTCNET AFFILIATION? ........ 25

Connections:......................................................................................................................................... 25

ASPIRA CTC

Technical assistance:............................................................................................................................ 25 Staff development: ................................................................................................................................ 25 Telecommunications:............................................................................................................................ 25 Opportunities to: .................................................................................................................................. 25 Additional membership benefits for Affiliates in CTCNet cluster area through a CTCNet Regional Coordinator who will: .......................................................................................................................... 25

COMMUNITY PARTNERSHIPS THAT HAVE WORKED FOR CTCNET AFFILIATES: ....................................................................................................................................... 26

Schools.................................................................................................................................................. 26 Colleges ................................................................................................................................................ 26 Libraries ............................................................................................................................................... 26 Local businesses ................................................................................................................................... 27 Specific government agencies............................................................................................................... 27 Religious institutions ............................................................................................................................ 27 Community-based organizations .......................................................................................................... 28 Documentation ..................................................................................................................................... 28 5. DETERMINING PROGRAM FOCUS ................................................................................................ 31

INTRODUCTION ................................................................................................................................ 31
WHAT ARE LIKELY PROGRAM AREAS FOR A CTC?................................................................................... 31

WHICH ARE THE WORKSHOPS INITIALLY PROPOSED TO BE DELIVERED BY THE ASPIRA CTC .................................................................................................................................. 32 PUBLIC ACCESS AND/OR OPEN LAB TIME ......................................................................... 32
Important considerations for CTCs considering open lab time............................................................ 32 Examples of successful public access/open lab programs.................................................................... 32

PRE-SCHOOL AND FAMILY ........................................................................................................ 33

Important considerations for CTCs considering pre-school & family programs................................. 33 Examples of pre-school and family programs ...................................................................................... 33

AFTERSCHOOL ACTIVITIES ........................................................................................................ 34

Important considerations for CTCs considering afterschool activities ................................................ 34 ADULT EDUCATION ................................................................................................................................... 35 Important considerations for CTCs considering an adult education program or complementing existing services for adult learners: ..................................................................................................... 35

ELDER SERVICES ............................................................................................................................. 36

Important considerations for CTCs considering elder services ........................................................... 36

INTERNET ACCESS.......................................................................................................................... 37
CAREER DEVELOPMENT AND JOB PREPARATION ...................................................................................... 38 Important considerations for CTC's considering Job preparation programs ...................................... 38

JOB PLACEMENT.............................................................................................................................. 39
Important considerations for CTCs considering job placement........................................................... 39

ELECTRONIC COMMERCE ........................................................................................................... 39

Important considerations for CTC's considering electronic commerce ............................................... 40

HOW DOES THE STEERING COMMITTEE DETERMINE A PROGRAM FOCUS? .... 41

Making program focus decisions?........................................................................................................ 41 The Value of a Pilot Program............................................................................................................... 41 Documentation ..................................................................................................................................... 42 6.COMMUNITY OUTREACH................................................................................................................. 43

WHAT SHOULD THE CTC PUBLICIZE? ................................................................................ 43

CTC activities and accomplishments.................................................................................................... 43

ASPIRA CTC

DEVELOPING AN OUTREACH PLAN ....................................................................................... 44

HOW CAN A CTC REACH ITS TARGET AUDIENCE?.................................................................................... 45 Managing the CTC's public relations................................................................................................... 45 Creating media opportunities............................................................................................................... 45 7 SOFTWARE SELECTION AND CRITERIA ..................................................................................... 47

INTRODUCTION ................................................................................................................................ 47 THE BASIC PACKAGE.................................................................................................................... 47 SOME GENERAL CONSIDERATIONS ....................................................................................... 47

1. Hardware connections?.................................................................................................................... 47 2. Bundled or separate packages?........................................................................................................ 48 3. Level of sophistication? .................................................................................................................... 49 4. Teaching aids?.................................................................................................................................. 50

EXTENDING THE BASIC PACKAGE ......................................................................................... 51

Determining factors.............................................................................................................................. 51
Software for first time users............................................................................................................................... 51 Special purpose software ................................................................................................................................... 51 "Educational" software...................................................................................................................................... 52 Recreational software........................................................................................................................................ 54 Communications software.................................................................................................................................. 55 Reference libraries............................................................................................................................................. 55

SUMMARY OF EVALUATIVE CRITERIA ................................................................................ 56

Rights: .................................................................................................................................................. 57 Public domain/shareware: ................................................................................................................... 57

SHOPPING HINTS ............................................................................................................................. 58

Start smallwith the basics and a selection of other programs .......................................................... 58 Take care that hardware needs can be met .......................................................................................... 58 Preview................................................................................................................................................. 58

RESOURCES ........................................................................................................................................ 58
Catalogs................................................................................................................................................ 58 Other software users............................................................................................................................. 59 Magazine, newspaper, and on-line reviews.......................................................................................... 59 Center participants............................................................................................................................... 59

DOCUMENTATION ........................................................................................................................... 59 ASPIRAS SOFTWARE STANDARD AND USE POLICY ................................................... 60

8. ASPIRAS HARDWARE AND NETWORK STANDARDS.............................................................. 61

INTRODUCTION: ............................................................................................................................... 61
Hardware Standards ............................................................................................................................ 61 Wiring, Network and Communications Protocols Standards ............................................................... 62 ASPIRA Network Configuration Diagram............................................................................................ 63 10. ASPIRAS COMMUNICATIONS AND COMPUTER TECHNOLOGY ACCEPTABLE USE POLICY ...................................................................................................................................................... 64

INTRODUCTION ................................................................................................................................ 64 COMPLIANCE WITH THE LAW ................................................................................................. 64 PROHIBITED USES OF ORGANIZATION'S SYSTEMS, SERVICES AND PRODUCTS
.................................................................................................................................................................. 64 Prohibited Actions: General Conduct .................................................................................................. 64 Prohibited Actions: System and Network Security ............................................................................... 65 Prohibited Actions: E-Mail .................................................................................................................. 65
ASPIRA CTC

Prohibited Actions: Usenet Newsgroups .............................................................................................. 66 Prohibited Actions: Individual Accounts (Dial-up Users Only) ........................................................... 66

Complaint and Enforcement ............................................................................................... 67

Complaint ............................................................................................................................................. 67 Enforcement.......................................................................................................................................... 67

MISCELLANEOUS ............................................................................................................................ 67
MODIFICATION OF AUP ............................................................................................................................ 67 Applicability of AUP............................................................................................................................. 68 The organization Is Not Responsible For Content ............................................................................... 68 Removal of Materials ........................................................................................................................... 68 11. ACCEPTABLE USE POLICY FOR THE EXPLORATION AND UTILIZATION OF THE INTERNET AS A TOOL FOR LEARNING ........................................................................................... 69 PURPOSE OF THE RULE............................................................................................................................... 69 PURPOSE OF ACCESS TO THE INTERNET ..................................................................................................... 69 RESOURCES AVAILABLE ON THE INTERNET............................................................................................... 69 ACCEPTABLE USE POLICY ......................................................................................................................... 69 PRIVILEGE ................................................................................................................................................. 70 MONITORING ............................................................................................................................................. 70 NETWORK ETIQUETTE ............................................................................................................................... 71 SERVICES .................................................................................................................................................. 71 SECURITY .................................................................................................................................................. 71 VANDALISM AND HARASSMENT ................................................................................................................ 72 PROCEDURES FOR USE .............................................................................................................................. 72 INAPPROPRIATE MATERIAL ....................................................................................................................... 72 DISCIPLINARY ACTIONS FOR IMPROPER USE ............................................................................................. 73

ASPIRA CTC

1. Introduction
The technology divide between middle and upper-class white Americans and poor minorities, especially African American and Latinos, is well documented1 While over 80% of families with incomes of $100,000 or more own a computer, less than 25% of those with incomes of $30,000 own a computer. In the Latino community, while the computer purchase rate is growing rapidly, over 30% of Latino adults have never used a computer and only 22% of Latino families with incomes of $25,000 or less, own a computer. Less than 20% of those that do own a computer in this category, have a modem or are connected to the Internet. While 90% of U.S. schools have computers, the student/computer ratio in inner-city, mostly minority schools is almost double that of suburban schools, and inner city schools tend to have old, obsolete, computers (Apple II, Apple IE's). Moreover, these schools close early in the afternoon and hence provide little or no access to the community. While some computers are available in libraries, few Latinos go to libraries, mostly because of their educational level, but also because they find the environment in libraries not-welcoming, have little or no support for Spanishspeakers, or even on how to use the technology. Latinos, like other minorities, seek services to a significant degree in community-based organizations (CBOs). They trust these organizations, the services are better tailored to the community, they are culturally sensitive and supportive. However, CBOs, that are in the poor, inner city neighborhoods and therefore are more accessible to the community, have not been able to provide adequate access to technology and to technology-based programs that really address -and are sensitive to- the educational, enrichment, and social and employment services needs of the community. Few community-based organizations have made access to technology a priority. They perceive technology as too expensive to purchase and maintain, they lack expertise, and since CBOs are excluded from the "erate" benefits, the cost of connectivity to the Internet remains high. Therefore, CBOs, that are in the best position to provide access, are being left behind.

See, among others, the reports: Loosing Ground Bit by Bit: Low-Income Communities in the Information Age, The Benton Foundation and The Urban League, 1997; Computer Access in the Hispanic Community, Toms Rivera Center, 1998.
ASPIRA CTC

The goal of this initiative is to develop a replicable model program -the ASPIRA Community Technology Center- that will demonstrate the effectiveness of access to technology and the Internet by poor, mostly Latino inner-city children, youth and adults to significantly increase the educational attainment, academic progress and social and cultural enrichment of children and students. The Centers will also provide opportunities for educational advancement, access to services, national communications, and job/career/business opportunities for adults.

How do I use this Manual?

The objective is this manual is to provide the CTC managers and staff guidelines on how to implement the ASPIRA Community Technology Center (CTC). The manual is divided into six main sections: Introduction, CTCs Project Design, Operation and Activities Schedule, the Planning Committee, ASPIRAs Communications and Computer Technology Acceptable Use Policy, Acceptable Use Policy For The Exploration And Utilization Of The Internet As A Tool For Learning, and Appendixes. One of the key elements for the success of this project is to effectively plan the implementation of the centers. This manual provides the project design and CTC operational parameters as well as suggestions on how to setup a Community Steering Committee. The main idea being that a group of individuals will be selected to become part of a planning committee. This committee will then review the services and activities to be delivered by the center. In turn, the Committee will provide ideas, suggestions, resources, and contacts to produce activities in a final form. This is done because some of the activities need to be created locally so that they meet local needs. Resources such as speakers for the seminars are best selected at a local level by a group of individuals who can provide such contacts. Because of this, the planning/steering committee plays a pivotal role in this project. A detailed description on how to form and run a planning/steering committee is also included in this manual. Because of the nature of the activities to be implemented in the Centers, the use and access to computer equipment and to the Internet needs to be regulated. This manual contains two policies, the ASPIRAs Communications and Computer Technology Acceptable Use Policy and the Acceptable Use Policy For The Exploration And Utilization Of The Internet As A Tool For Learning. It is highly recommended to provide a copy of these two policies to the CTCc participants and require them to sign the form in Appendix C indicating that they have read and received the policies. Documenting and evaluating the services delivered by the Center is very important for the success and continuation of this initiative. This manual contains the evaluation strategy for the centers operation, as well as forms to document CTCs clients participation and evaluation of our training activities. Participants enrollment forms and training evaluation instruments are provided in Appendix A and B. The ASPIRA National Office will provide your CTC with all necessary information and assistance to ensure the success of this initiative. If you need additional information or
ASPIRA CTC

technical assistance please call John Villamil, Executive Vice President at (202) 8353600 ext. 123 or e-mail him with your request or quertions at jvillamil@aspira.org. We look forward for the successful implementation of this exiting and much needed initiative. Let us know how can we best support you.

Ronald Blackburn Moreno President The ASPIRA Association

ASPIRA CTC

2. CTCs Project Design, Operation and Activities Schedule

Project Design
Planning and Development The CTCs will be designed during the first year at each site with the assistance of the National Office and with full participation of the community through a local Steering Committee. The planning process will follow the manual developed by CTCNet. Planning, to be conducted over the first three months, will begin with a community resources scan to ascertain: a) computer and other educational resources available in the community; b) educational, enrichment and information needs of students and parents/adults in the community and appropriate potential uses of the CTC; c) educational materials, software, printed materials, and others that are available, appropriate and proven effective to address the needs of each group; and d) identification of potential partners and their roles in the CTC operation. A sample survey and two focus groups will be used for the scan. Visits will be made to at least one other CTC in the city to see their operation. A CTC Implementation Plan will be developed that will include: a) hardware and software requirements and maintenance(see budget explanation for preliminary configuration); networking requirements and Internet access option; appropriate software, CD-ROMS, printed instructional materials for the resource library; final staffing, budgeting, security and maintenance considerations; and documentation and evaluation requirements. During the first three months also, the manager must be selected, bilingual Tech Mentors will be identified who have the appropriate personality and experience in dealing with both children and adults, and trained by Educational Testing Service on advanced computing, tutoring, guidance counseling of youth and adults, and on the educational and technical information available at the Center. The hardware will also be set up. The latter will include the purchase of the computers, networking at each site, connecting to the Internet (some with ISDN, most with DSL/T-1 lines. A full description of the hardware set up is included in the budget narrative. The ASPIRA CTC Web Site will be developed with pages for each CTC as they come on-line. The Web Page will contain a CTC Internet-based Intranet for internal secure communications between students and adults among the CTCs. The site will also have links to other CTCs, in addition to most of the educational, college, financial aid, job banks and the SBA. All in-take sign-in/signout sheets will be developed along with a database to collect information on all the participants for evaluation (who they are, what they did at the CTC), as well as questionnaires that participants will fill out periodically. Finally, an ASPIRA CTC Policies and Procedures Manual will be developed that will have all relevant information on how the CTC will operate, use-policies, security measures, forms and schedules.

ASPIRA CTC

Center Operations
Each CTC will be open, well lit and will be a safe, inviting environment that will also serve as an after-school, evening and Saturday safe-heaven. Each CTC will have 25 networked PCs (15 from CTC funds), a file server, a VCR, a resources library of printed reference and computer and Internet training materials. The CTC will also have 5 laptop computers for loans to parents/adults for work at home, as well as access to three classrooms in the community center for further training, counseling, off-line work. A schedule will be developed for the CTC (classes, workshops, open times, The second phase at each site will be to implement a marketing plan to let students and adults know about the CTC, its services and schedule, as well as the development of formal partnerships with schools, churches, other CBOs and businesses in the community to support the CTC. This will include flyers, brochures, presentations by staff in schools, and information disseminated through the ASPIRA clubs, and door-to-door by Aspirantes. The CTC will be open from noon to 9:00pm Monday - Thursday, Friday from noon to 6:00pm. and all day Saturday. There will be three different populations served: preschool and young children (and their parents); middle and high school students; and parents/adults. (see Appendix - Detailed Schedule) There is time set aside in the mornings for staff meetings and training, and systems maintenance. At noon, between 25 and 35 pre-school and young children (K-3) just out of school will begin arriving at the CTC, some with a parent. There, they will be able to learn to use the Internet, basic keyboarding with CD-ROM tutors, communicating via e-mail, and play educational games. With the help of 10 Tech Mentors (volunteers - retired school teachers, AmeriCorps members, college-level Aspirantes) they will also be able to do homework and school projects with the use the Internet and resources at the Center, such as interactive CD-ROMs. Some examples of the materials available are chess, Go, Bridge, The playroom, In the Backyard, Kidpix, School SIM Series (Sim-City, etc.). They will also write essays and others. Parents will interact with their children, also learning computer and Internet skills. By 3:30, between 25 and 30 middle and high school students will begin arriving. They will also take on-hour workshops on keyboarding, basic word processing and use of the Internet. They will be able to search for information on the Internet and the other CTC material for homework or school projects. The resource library will contain a host of CDROM reference materials, such as encyclopedias, dictionaries, and thesaurus'. Tech Mentors will identify students who may need tutoring and design a tutoring program, much of which will be done with materials at the Center. Others will explore the Internet for enrichment. A third group will be engaged in a more formal math and science enrichment program, using the ASPIRA MAS Academy materials (printed, CD-ROM, videos). These will consist of ten activities per semester, where students will conduct experiments and simulations on-line and search the Internet for information. A fourth group of students -mostly high school students- will searching the Internet for
ASPIRA CTC

information on careers, colleges and universities, and financial aid, with the assistance of ASPIRA's Talent Search Counselors. A key feature in this regard is that ASPIRA has an agreement with the College Board to use EXPAN, the most powerful college guidance software available, which is already available at the sites. Students will also be able to communicate with other students at CTCs and around the world, through e-mail (each will have an account), and to engage in the CTC Web Site Intranet student "chat" area. As some advance, they will develop personal web pages. A "Newsletter club" for students will be formed so students can develop both a printed and on-line newsletter. At 6:30pm, between 25 and 30 parents/adults will begin arriving. A special effort will be made to reach out to elders to create a cadre of "tech elders" that will identify with each other and serve a models for other elders. Again with the Tech Mentors, they will learn basic keyboarding and Internet use. From 6:30 to 7:30pm, there will be a series of workshops on the use of the Microsoft Office Suite (Word, Excel and PowerPoint), where parents will learn basic word processing, spreadsheets and basic graphics that they will apply for Internet use, writing resumes, or even developing business plans. These workshops will be conducted in both English and Spanish. After the workshops, the CTC becomes totally open. Additional parents/adults will arrive (some of those that have already been through the workshops/others who may know something about computers) and be divided into four categories: a) those seeking social or other services in the community (e.g., health, housing) categories: b) those seeking information on educational opportunities (in the community, GED, technical, basic education and ESL courses online or through CD-ROM); c) those seeking information on jobs and careers and writing resumes or job applications; and d) those seeking information on how to start their own business. Although divided into categories, these will be flexible. Parents/adults may be moving from one group to another, depending on their interests and as they progress in their knowledge of computers and the Internet. The Tech Mentors -who will be bilingualwill help parents seeking educational opportunities, guiding them to appropriate courses, helping them register and providing tutoring for GED or the basic education classes they take. A special section will be created for computer and video-based ESL instruction. A "beginner", "intermediate" and "advanced" ESL course will be compiled, so parents can begin learning on their own, with help from the Tech Mentors. Additional printed and video materials for them will be available in the resource library. Adults needing assistance in applying to technical school, colleges or others will be helped by ASPIRA counselors. Parents seeking job opportunities will be connected to state job banks and other job banks that will be hyperlinked on the CTC Web Site. A special short course in resume-writing and another on interviewing for a job will be available. Tech Mentors will assist parents. They will also help parents/adults fill out job applications or refer them to CBOs and others that offer job referrals. Another group of parents/adults may want to seek opportunities for starting or growing their own business. Through ASPIRA's Memorandum of Understanding with the SBA, parents/adults will be able to obtain printed as well as on-line information from the SBA on SBA programs and developing a business plan. There will also be referral to the local SBA office, where specialized training and technical assistance is offered to small business people.

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Fridays are open-access days, with no programmed activities. Saturdays, thee will be workshops for employment enhancement (and business development) additional open time for students and parents in tutoring, and workshops, and additional open time.
Monday 9:00 AM 10:00 AM 11:00 AM 12:00 noon 1:00 PM 2:00 PM 3:00 PM 4:00 PM 5:00 PM 6:00 PM9:00 PM Tuesday Wednesday Thursday Friday Saturday Employment Enhancement Adult Tutorials Seniors Activities Youth Tutorials Employment Enhancement Open Access

Staff meeting GED Youth Youth Tutorials Adult Tutorials Open Access System Maintenance Adult GED Seniors Activities After School After School Activities Activities Adult GED Adults Tutorials Open Access Adult Tutorials

Open Access

Open Access

Affiliations and Collaborations

The ASPIRA CTC will seek affiliation with CTCNet. This organization is a network of more than 300 community technology centers where people get access to computers and computer-related technology, such as the Internet. Membership in the CTCNet community provides you with a number of central staff-supported resources and a group of Regional Coordinators as well as the expanding community of affiliates, associates, and support groups. Membership allows to receive technical assistance from CTCNet staff, other affiliates, and CTCNet associates: in organizational and program planning and development; equipment, software, and telecommunications evaluation and selection; community outreach; volunteer recruitment, training and leadership; board and/or advisory committee support; staff development. During the first year at each site, ASPIRA will actively work on the collaborations with other organizations, especially the schools, libraries, churches and other CBOs, as well as with business. These organizations will refer participants to the Center and ASPIRA will refer participants to services offered by these agencies (social services, computing, educational programs, tutoring, mentoring, internships). Business will be sought as a source volunteers for the CTC )in addition to being a source of potential funding) especially in the jobs and business development area, but also for student tutoring and mentoring and as a source of student internships in business. Collaborations will also be established with the other CTCs in the city (in libraries, schools and public housing), which will be formalized through a member of the Steering Committee. In addition to local collaborations, ASPIRA has signed agreements with ETS to provide training to CTC staff as well as educational and guidance counseling materials. The College Board has provided a network version of EXPAN to all ASPIRA sites. Through the signed agreement with the Family Education Network, (an America On-line company that gets over a million "hits" a month on their Web Site) the CTCs will be able to access a host of on-line educational and communications resources. FEN will also work with

ASPIRA CTC

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the National office to develop the CTC Web Site and intranets and will promote the project nation-wide. Through ASPIRA's signed national agreement with the Small Business Administration, each CTC will have access to printed and on-line information on business development, entrepreneurship and SBA programs. Parents/adults will also have access to direct assistance at the SBA Centers in these cities on a priority basis.

Program Management
Community Steering Committee The first task in the design and operation of the CTC will be to establish, at each site, a Community Steering Committee. The committee will be composed of at least: three parents/community members, two students, a representative from the schools, a representative of the local library, a representative of at least one other CTC in the city, a teacher of adult education, two business people, two representatives from other CBOs and a local ASPIRA Board of Directors of each site, the ASPIRA Executive Director and the program manager, who will act as Secretary to record the Committees proceedings and recommendations. The Committee will elect a chair and vice-chair and will report directly to the ED. The Committees' responsibilities will be to provide extensive input during the planning phase, as well as on-going in-put throughout the operation. One of the most important, however, will be to provide feedback and recommendations on the CTC Policies and Procedures Manual. The Committee will meet at least weekly during the assessment and planning phase and then monthly. The Committee will provide input on appropriateness of the set-up, programs, workshops, materials, staff and schedules. Center Operations The Center's day to day operations will be under a full-time Program Manager, a professional staff member that will receive extensive training on computers and software, network troubleshooting, educational materials selection, scheduling, Center management, and data collection for evaluation. Each Center will identify at least 10 Tech Mentors. These will be ASPIRA AmeriCorps members or members of other AmeriCorps programs in the city, college level Aspirantes, or retired teachers. The Tech Mentors will be bilingual and have extensive experience with computers and the Internet. At least one Tech Mentor will be a math or science teacher, who will offer the MAS Academy experiences. The Tech Mentors will also be trained on tutoring, teaching ESL, selecting and using computer-based materials, data collection, and others. Training will be offered on an on-going basis by the National Office (see role of the National Office) and by ETS. In addition, the CTCs will have access to regular ASPIRA counselors from the Upward Bound, Talent Search and parental involvement program. The counselors will work with students and parents on seeking educational opportunities, college-going and seeking financial aid. All fiscal operations and security will be managed by the ASPIRA Associate office at each site.

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Role of the ASPIRA National Office

The ASPIRA National Office has several key roles in the design and operation of the CTCs. First it will serve as the primary fiscal agent for the entire project, ensuring rapid and efficient transfer of funds and accountability. Second, the National Office will provide substantial assistance in selecting and purchasing hardware and software, developing the networking each of the CTCs, providing Internet access, and developing and maintaining the CTCs Web Site. The National Office computer network contractor will set up the networks, train local staff on troubleshooting, and travel to each CTC periodically to maintain the system. Third, the National Office will have a key role in providing direct training and technical assistance. The Program Director, Mr. John Villamil, is a nationally recognized and well-published expert in computer and technology based education and has served as dean for educational technology at Miami Dade Community College, an institution recognized internationally for its application of educational technology application. Mr. Villamil, currently Executive Vice President, will dedicate a significant portion of his time to developing training materials for staff and delivering training, helping in selection of materials, coordinating staff training by ETS, and providing direct, on-site assistance at each CTC throughout the year. The National Office will also provide all the APEX and ASPIRA MAS Academy materials to each of the CTCs and the program managers for these projects will visit each CTC to train the program managers and the Tech Mentors on the use of the materials. The National Office will also develop and maintain the CTC Web Site and the student and parent chat rooms. Most importantly, it will also provide national documentation, evaluation and dissemination of the project.

Dissemination
Dissemination will be conducted at both the local and national levels. At the national level, the National Office will disseminate the project through ASPIRA's national network of local organizations and affiliates of national organizations, as through its national newsletter, its web site (www.aspira.org), and through its extensive contacts with national and local media. The FENetwork will also disseminate the project nationally. At the local level, each Associate has extensive media contacts, produces newsletters and other information material for parents and the community. Through this dissemination campaign, ASPIRA expects to ensure the replication of the CTC by other CBOs as well as to secure funding for institutionalization of the centers.

Program Documentation and Evaluation

ASPIRA will conduct extensive local and national documentation of the CTCs through its national program database. Data on all participants will be entered locally and submitted to the national data base, so that both local and national quantitative data
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reports can be generated (Please see Appendix A for participants enrollment forms) . In addition, each CTC will document each aspect of the CTC operations (participants, programs, materials, operations). This documentation will be on-going to provide information for on-going planning and evaluation. The best course is to build strategies for data collection and opportunities for participant feedback into the operational plan for the CTC from the very beginning. Think about instituting some or all of the following: Sign-in/sign-out procedures to provide a record of who uses the CTC, how often, and for how long. Participant folders to contain enrollment form, course selection form, journals of computer use, work-in-progress, data disks, and copies of completed projects Teacher/instructor logs to include plans for classes together with follow-up notes, anecdotes regarding specific occurrences or specific accomplishments of participants. Volunteer logs to describe tasks assigned and accomplished, difficulties encountered, suggestions for change. A comments box prominently located to enable participants to make suggestions, requests, and even offer criticism. Regularly scheduled meetings that include groups of participants, volunteers, and staff to provide opportunities for direct feedback. Appointing a participant representative to the Steering Committee. Both on-going and end-of year internal and external formative and summative evaluations of the CTCs will be conducted. Each CTC will conduct the internal evaluation of their center. The National Office will conduct the national internal evaluations. An external evaluator will conduct an external evaluation at the end of each year. Both extensive quantitative (e.g., numbers of participants, contact hours, student achievement data) and qualitative data (e.g., participant/Steering Committee satisfaction with services, staff recommendations), will be collected throughout the year. Evaluation reports will be developed every quarter to inform the Steering Committee, the Executive Director and the Program Manager so appropriate adjustments can be made on an ongoing basis. (See Appendix B for program evaluation forms) The Formative evaluation will focus on a) the quality, capabilities and adequacy of staff; b) the quality and adherence to the implementation plans; c) the effectiveness of the CTCs operations (e.g., Planning/Steering Committee, schedules, materials, Internet use); d) cost-effectiveness; and e) overall accountability (fiscal, program and community). The Summative evaluation will focus on ascertaining the degree to which the CTC is meeting (or has met) each of its measurable objectives. These include measures of access of all participants, student motivation and grades, actual impact on parent motivation and educational attainment, job seeking and business development, and the overall impact of the CTC on the neighborhood. Data will be obtained through ASPIRA's Management Information System, as well as through surveys, questionnaires and focus groups of
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students, parents/adult participants, interviews with Steering Committee members and other members of the community, including business.

Sustainability
ASPIRA has a long track record of sustaining programs after federal funding ends. For the CTCs, the local and National offices will develop a joint Sustainability Plan. The plan will include specific targets for seeking funding for the program, beginning the first year. Sources will include local businesses, local foundations, national corporations and foundations, federal and state agencies and the school systems. ASPIRA will use its extensive national and local corporate and foundation contacts to secure funds for continuation. Funds will be sought for all and parts (specific programs) of the operations to tailor fund-raising to funders interests. Part of the fund-raising plan will be to schedule events at the CTC for funders so they see the impact of the centers.

CTC Project Timeline

The CTC project would be implemented during a three-year period and its timeline is shown below:
YEAR QUARTER Centers Setup Equipment Acquisition Network and Equip. Installation Reference Materials Area Parent Training Implementation Staff Training2 Parent Training Curriculum Development Creation & Adaptation Materials Revision Evaluation Process Evaluation Products Evaluation Annual Report Documentation and Information Dissemination Project Documentation Internet-Based Information Dissemination Q1 X X X X On-going X X X Year 1 Q2 Q3 Q4 Q1 X X X X On-going X Year 2 Q2 Q3 Q4 Q1 X X X X On-going X Year 3 Q2 Q3 Q4

X X On-going X X

On-going X

X X

On-going X X

X X

X X

On-going On-going

On-going On-going

On-going On-going

Training of ASPIRA and participating schools staff members.

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3. The ASPIRA - CTC Planning/Steering Committee

Overview
The role of the Planning/Steering Committee cannot be underestimated. The Planning/Steering Committees job is to create a final plan for the implementation of the program activities. Their purpose is not to create activities but to find ways (plan) on how to implement them. As such, the planning committee will review each of the draft activities and provide final ideas, contacts, topics, and other suggestions needed prior to their implementation.

Recruitment for Planning/Steering Committee

You may already have some people in mind for the planning committee. If you dont weve included some tools and pointers that may help you to recruit members for the Planning Committee. First, we need to know what kind of person were looking for. Listed below some types of people that youd probably want for your committee. It probably wouldnt be wise to exceed having more than 10 people in the committee as it would make it hard to come to agreements during meetings. Also, keep in mind that it is rare that everyone agrees to be a member will show up every time: there are always last minute cancellations, scheduling conflicts, etc. So the number of people you need to recruit (10) will be larger than the number of people that will show up for the meetings (less than 10). Please consider having the following types of people in the planning committee: three parents/community members, two students, a representative from the schools, a representative of the local library, a representative of at least one other CTC in the city, a teacher of adult education, two business people, two representatives from other CBOs local ASPIRA Board of Directors of each site, the ASPIRA Executive Director and the program manager, (who will act as Secretary to record the Committees proceedings and recommendations).

Having these people in the committee will be helpful because the will have contacts and a lot of expertise to lend. Some may have even done similar activities or know of organizations that do similar activities on a regular basis. Once the planning committee defines the program and locates the resources it will become much easier to implement the program. Please remember that this may be the most important stage of the whole program. With the resources they have, the committee can make implementation much
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easier. Usually people are willing to volunteer if they know it wont be extensive (three meetings and phone calls, for example) and if they know they wont have to implement any part of the program (hence, the name planning committee).

Recruitment Tools and Tips

The tools provided in this manual which can help in the recruitment of committee members are listed below. Phone List of Local Organizations Sample Phone Recruitment Dialogue Fax Information Packet Committee Recruitment Letter Mail Information Packet

The phone list is a list of organizations (and their phone numbers) in your area who work with information technology. This is a good starting point. If you call, make sure to ask if they know of any other people or organizations that you can also call. When you call, you may want to use the Sample Phone Recruitment (Getting Names and Numbers of People Who Would be Interested) to lead you in the conversation. It is not a must, only a manual. Getting two or three names of potential members on each call will greatly speed up the process. The Fax Information Packet is a two sheet description of the project and its needs. People will usually request information and this is a quick way of getting into their hands a description of who we are, what were doing, and what were looking for. Once a person agrees to form part of the committee you can mail them a copy of the Committee Recruitment Letter and Information Packet. This packet has all the information the member needs to obtain prior to the first meeting. This is the last recruitment step and will finalize the recruitment of a member into the Committee. Overall, the process looks like this: Call for leads (Using Phone List & Sample Phone Recruitment) Get Names Fax Information (Using Fax Information Packet) Place follow-up calls and obtain confirmations Send Committee Recruitment Letter (only after people agree to become part of the committee) Mail Information Packet

Please start recruiting early. It may take up to four weeks to form a full planning committee.

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Planning/Steering Committee Meetings

Scheduling a meeting for the Planning/Steering Committee can be divided into three aspects: what to do before the meeting, during the meeting and after the meeting. The activities below assume you already have a planning committee formed and confirmed. Before the Meeting Plan the date well in advance. For most people to show up you may need to schedule meetings three weeks to a month in advance. We may also want to set several slots (eg. Monday morning/afternoon, and Tuesday morning) for people to choose from. Mail all information in advance. The meeting will be more effective (and shorter!) if all members are on the same page. For this to happen, we need to send them a mail information packet with the following information so that they receive it at least a week in advance. Introducing CTC Previous Meeting Minutes (if available) Planning/Steering Committee Agenda Planning/Steering Committee Goals and Objectives Seminar Descriptions Activity Review Form Sample Schedule of Activities Custom Schedule of Activities Planning/Steering Committee Contact List Courtesy reminder. Call or fax a courtesy reminder one or two days before the meeting to each member letting them know of the date, time, and location where the meeting will take place. Include your number in case anyone has any questions. Refreshments, Supplies, and location. Confirm that the location you have reserved for the meeting is still available. Have at the ready a flip chart or dry-marker board to record suggestions from the committee members. Also have notepads, pencils, pens, etc. ready for the committee members use. Ensure that refreshments are available: coffee, sodas, juice, pastries, etc. for the meeting.

During the Meeting Introduce new members. Introduce all new members (self-introductions are OK). Review. Recap all decisions made in the last meeting, along with all outstanding items. This will be specially beneficial if someone has missed a meeting (should take no more than 10 minutes). You can also do this by quickly reviewing the minutes. Follow Agenda & Goals. Present the Agenda & Goals for the day. Members may wish to change the Agenda or make additions to it.

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Facilitate. You, or someone in the meeting, can facilitate the process. Generally, the facilitators job is to ensure that all opinions are heard and that all have equal time to speak. The facilitator also makes sure that all (or as many as possible) points in the Agenda get covered so that the group doesnt get stuck. The facilitator also ensures that the meeting starts and ends on time. Record. Ask one of your staff members if they would be willing to act as secretary for the meeting. They dont need to record every word but only the actions taken, ideas, suggestions, contacts, and other important information given by members. The person who is leading the meeting should not be recording it is too hard to do both. Break. If the meeting is long, break for refreshments. Contact List. It is important to have a list of contact information for all members. Pass a sheet where members can write down their name, phone, and e-mail. Type a copy of this list and distribute to all members. This will make it easier for members to communicate between meetings.

After the meeting Follow-up calls. Follow-up on any commitments made at the meeting. Call if people volunteered for an assignment, or if people had a phone number or name of a person or organization or any other information they thought of at the meeting but did not have at their fingertips. Be gentle. Remember, these people are volunteers.

The First Meeting

The first meeting will be primarily a meeting to acquaint the members with ASPIRA, with each other, and with the goals of the program. The first meeting will also create a long list of contacts, resources, tips, strategies, and ideas provided by members of the committee to help implement the program. For this reason, each member of the committee will be provided with a copy of the CTC Operation, Policies and Procedures Manual as well as a draft of the activities and schedule for the program. Review of ASPIRA CTCs Goals and Objectives. This can come right out of the CTCs Operations Description. You can also let them know about this manual, which is an adaptation of the project to fit ASPIRA. Review of Planning Committee Goals & Objectives. This may seem trivial at first but committees do get sidetracked. It also sets clear expectations for all members in terms of what they have come together to accomplish. Brainstorming & Planning. This is the crux of the matter. The Committee responsibility will be to provide extensive input during the planning phase, as well as on-going in-put throughout the operation. One of the most important, however, will be to provide feedback and recommendations on the CTC Policies and Procedures Manual.
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Set Date for Next Meeting. It is important to this while everyone is there since this is very hard to do over the phone. If most people can make it but one or two cant schedule the date and promise to follow-up with minutes and a call letting them know what happened at the meeting they missed. Other. The Planning Committee may have other items they find important to discuss. Please include these in the Agenda if appropriate. Adjourn. Some members may want to stick around, others may want to leave right away. Those that want to leave should know when the meeting is officially over.

Each meeting should last no more than two hours. We should also offer refreshments (coffee, sodas, pastries, etc.) at each meeting. It may help to schedule the meeting well in advance and immediately after work (or, alternatively, at 10 am during a work day). Remember, the planning committee does not implement the activities. They only provide the necessary ideas/resources for the implementation. Also, do not forget to ask if anyone in the planning committee would like to volunteer as a speaker for the seminars. If they do, this will make your work easier.

Subsequent Meetings
The second and third meetings will be less strenuous and probably shorter than the first. You will need to follow-up on any requests made by members of the committee (for example sending information requested by a specific member or following up on a call if a member asked you to call him). The minutes and contact list should be ready before each of the subsequent meetings. If youd like, you can cover the rest of the seminars on the second meeting and work on the internship on the last meeting. The subsequent meetings depend largely on what is accomplished on each previous meeting. Nonetheless, we would suggest following the Planning Committee Agenda listed above. Everything may not get done in three meetings. If you need to have a fourth meeting, please let the members know well in advance.

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4. Mapping Community Resources3

Introduction
The Steering Committee must have as much information about the community as possible before attempting to determine the nature of the program to be offered at the CTC. The success of that program will depend in large part on how well it complements existing programs and addresses interests and needs currently unmet within the community. Inevitably, the CTC will be judged within the community according to how well it understands and reflects community priorities, even though the community may not be openly articulate about those priorities. Where the CTC is to be an independent program, the Steering Committee will need information about the proposed participant population as well as about community programs and resources. When an agency is establishing a CTC to broaden or enlarge an existing service program, the participants' demographics and interests may be known, but the process of identifying community resources and potential partnerships specifically relevant to the CTC is still a worthwhile endeavor. This section outlines strategies that can be used to obtain information about the community and about the proposed participant population.

Who Will Participate? What Are Their Interests?

Every community or neighborhood is made up of many different groups of people. The Steering Committee will need general information about the people it intends to serve in order to make sensible choices and decisions regarding: space requirements for the CTC hardware and software types of workshops and/or classes to be offered multilingual capacity of CTC staff scheduling to maximize opportunity to use the CTC numbers and types of teachers and volunteers needed Census data can be used to obtain information regarding: size and density of targeted population breakdown of population by age range, sex, ethnic background, language of choice, level of education proportion of employed to unemployed, average income level, predominant types of employment or occupation

Adapted from the CTCNet Center Startup Manual (http://www.ctcnet.org)

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Other sources for this sort of information include mandatory reports filed with city, state, or federal agencies by housing authorities or other neighborhood programs, and any community surveys that have been conducted recently by other neighborhood agencies. The Steering Committee will also want to establish the level of community interest in the CTC along with perceived need, among its targeted constituency, for education programs, job skills development, afterschool activities, programs for young children, recreation, elder services, and business interests. The SC will also be interested in skills and/or talents that participants could offer in service to the CTC: Is there a plumber who might offer to fix a leaking pipe, an electrician to help wire the center? Are there people already skilled in specific skill areas or certain computer technologies who can serve as volunteers? Are there unemployed or elderly community members who would contribute reception services or childcare? What other skills are available as resources to the start-up and on-going operations of the CTC? Community residents on the Steering Committee should be good sources for this kind of information. The Steering Committee might consider organizing and conducting a series of community meetings or focus groups at which SC members can explore these questions with neighborhood residents in person.

How Do You Approach Information Sources?

In approaching any community entity for information, start with the positive: a general description of the proposed CTC, then ask about interest in using or participating, inquire about skilled contributions that the individual, family, or institution might make. Then proceed to the information needed to help structure the center to meet those needs. [See Exhibit 2-1]

Locating the Needed Information

Among the many ways to gather information about community residents, consider these first: US Census information: Census data, although incomplete, may nevertheless provide much of the quantitative data you need. Census data is available through your local or regional Census office or on the World-Wide Web (http://www.census.gov). Steering Committee members may, through positions they hold within other local organizations, possess the knowledge needed or have access to past surveys conducted by municipal or civic organizations that may complement or enhance or update Census data. Representatives of local governmental agencies may have knowledge of data sources through reports submitted to their offices.

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Key community leaders and heads of other community service organizations may contribute previously gathered information. Neighborhood/block meetings, focus groups of community residents who share common interests (e.g. seniors, business owners, unemployed people, PTA families, tenant groups, children & families in playgrounds, etc.) may provide more personalized data.

If, after exploring all the above methods, the Steering Committee still lacks what it deems absolutely necessary information, it may want to consider initiating a "community survey." CTCNet recommends circumventing this eventuality by whatever means possible. One such is to postpone more detailed survey questions until community residents start coming to the CTC (or to a pilot program). If a community resident turns out to be a regular user, s/he should be more willing to respond to questions regarding interests, needs, and potential contributions than would the inexperienced community at large.

Identifying Local Institutional Resources

"It takes a community to raise a child." Because operating resources for CTCs will be limited, the Steering Committee must look to other organizations to see if their programs or assets can be useful to the CTC. These "Institutional Resources" can be found at neighborhood agencies, public and private. Creating this inventory will assist the Steering Committee in developing partnerships. Any partnership must offer benefits to both entities involved. As you think about how a partnership with a specific agency or institution might benefit the CTC, think also of what resources the CTC might offer to that agency or institution. Step 1: List all the neighborhood and community institutions most likely to relate constructively with the CTC: Schools (public and private) including preschools, elementary, middle and high schools, and vocational-technical schools serving the neighborhood. Community School Board members should be contacted, as should school district personnel such as the local computer coordinator. Post Secondary Institutions - including technical, junior and community colleges and/or university departments or extension services that may be located in or near your neighborhood. Schools of Library Science are fertile fields for volunteer solicitation. Fraternities & sororities or outreach programs associated with those colleges & universities. Libraries and museums. Local business organizations: Chambers of Commerce, Kiwanis and Rotary Clubs, BPOE, VFW, Professional Women's Organizations, union locals. Major manufacturers or business concerns in or near your neighborhood: restaurants, travel agencies, data services, police, etc. Religious institutions and associated special interest groups.

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Community-based organizations: Y's, Boys & Girls Clubs, 4-H, senior centers, credit unions, clinics, homeless shelters, community action agencies, literacy programs, cultural or ethnic clubs or associations, arts councils. Press & media: local newspapers, cable access stations, magazines, circulators of advertising, billboard companies. Local or regional freenets or other telecommunications providers.

Your Steering Committee can brainstorm additions to this list based on their knowledge of the local scene. Step 2: List the needed CTC resources. Your list might look something like this: space/facilities where the CTC could be located rehab for space including wiring equipment: hardware, furniture & furnishings, copiers, etc. people: potential staff and/or volunteers, people with expertise that the CTC is likely to need (accounting, equipment maintenance, evaluation, etc.) distance learning programs/courses available through telecommunications complementary programs (e.g., adult literacy, afterschool, job training and/or placement, recreational, elder services, Head Start or Even Start) jobs for participants who acquire new skills at the CTC economic capability such as the ability to buy in bulk, to share educational software licenses, to offer free internet accounts publicity and ways to promote the CTC moneygood old cold hard cash contributions to the CTC other (your Steering Committee can doubtless add to this list) Step 3: Use the information developed in Steps 1 & 2 to determine those neighborhood agencies and institutions with which partnerships might be the most beneficial to both parties. Construct a database of community resources listing contact information for key institutions, the potential resources from each and, if possible, the potential benefit for that institution from collaboration or partnership with the CTC. What Should the Steering Committee Do? 1. Using the chart showing the institutions to be contacted and the potential resources (Step #3 above), apportion contact tasks among Steering Committee members so that the entire list is covered. 2. Provide an introductory scenario for SC members to use (see Exhibit 2-1). 3. Provide a tabular format that SC members can use to record the results of their conversations and meetings (see Exhibit 2-2). 4. Assemble the results and prepare a summary report. 5. Discuss this report at the next SC meeting and decide which partnerships to pursue in the short term, and which might be more suitably pursued at a later date. 6. Confirm the agreed upon partnerships, formally or informally.

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What Resources are Available Through CTCNet Affiliation?

CTCs that join the Community Technology Centers' Network receive access to resources, such as the following: Connections: with the growing number of community organizations throughout the U.S. that are engaged in similar efforts, and the individuals, organizations, funding sources, businesses and industries that are providing resources for this work. Technical assistance: from CTCNet staff, other affiliates, and CTCNet associates: program planning and development; equipment and software evaluation and selection; community outreach; volunteer recruitment, training and leadership; board and/or advisory committee support. in fundraising support: how-to workshops, proposal templates and review, identification of potential collaborators, support letters. with materials: CTC Network News (monthly online) and Community Technology Center Review (semi-annual hard-copy); literacy, math, science, program development, and community action tipsheets. Staff development: internships at other affiliate sites. annual All-Affiliates Conference with speakers, Network and affiliate workshops, and discussion sessions. Telecommunications: national, regional and topical e-mail lists. cooperative web resource development telephone, e-mail, and in-person advice and support, including workshops at regional and national meetings. Opportunities to: engage in collaborations with other affiliates. share in hardware and software donations. present your successful strategies at regional and national meetings. participate in framing CTCNet policies. Additional membership benefits for Affiliates in CTCNet cluster area through a CTCNet Regional Coordinator who will: visit your site twice in your first year of affiliation (once annually thereafter) to assist in developing an individualized plan of goals and objectives under affiliation and provide any necessary orientation to your telecommunications account and other CTCNet services. convene regional meetings at least twice each year around topics of common interest and concern to area affiliates.
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serve as liaison between CTCNet staff and the area affiliates.

Community Partnerships That Have Worked for CTCNet Affiliates:

The Northport and Packer Community Computing Centers in Madison, Wisconsin have enriched their programs in a highly diverse number of areas through community collaborations (see Exhibit 2-3). Other CTCNet affiliates have also been able to partner with neighborhood institutions for mutual benefit: Schools These examples illustrate the kinds of relationships that can exist between a local school and a CTC: A local Adult Education Program provided space, electricity, phones administrative and personnel assistance to the Somerville Community Computing Center (Somerville, Massachusetts). Teach For America is a national program that places recent college graduates in urban and rural school districts. More than 10 classroom teachers who are part of the Teach For America program have brought small groups of students to Plugged In afterschool hours (East Palo Alto, California). A school district computer coordinator arranged to have the district's technology maintenance department repair computers for the Somerville Community Computing Center in return for the center hosting groups from a neighboring school that did not have computers. Colleges The following examples illustrate the relationships that can exist between a local college and a CTC: Graduate students from a local college served as volunteers at Playing to Win (New York, New York). The Media Lab at the Massachusetts Institute of Technology contributed equipment and its staff donated its time in developing the program philosophy and concept for The Clubhouse at the Computer Museum (Boston, Massachusetts). A faculty member of San Jose State University is a member of the Board of Directors of Plugged In (East Palo Alto, California). The Harlem Community Computer Center provided in-service training for students from Columbia University's Teachers College (New York, New York). Bristol Family Center, Alpha Alliance, and the Somerville Community Computing Center are serving as test sites for program development of the Handson Universea project of Lawrence Berkeley Laboratories in California. Libraries The following examples illustrate the relationships that can exist between a local library and a CTC: Brooklyn Public Library operates 5 learning centers with over 150 volunteer tutors to facilitate learning among 850 low-income adult learners. New York Public Library offers Internet access. Washington, D.C. Public Library offers adult literacy courses using computers.
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Local businesses The following examples illustrate the kinds of partnerships that can be established between local businesses and a CTC: Local corporations contributed funds to Community Access and Playing To Win (New York, New York). Somerville Community Access Television (SCAT) asked a local restaurant owner to serve on its Board. In turn, the restaurant owner provided low-cost catering for SCAT functions. Plugged In obtained the support of corporations and their staff in the following different roles: as corporate sponsors. All the computer equipment was donated by companies such as Bay Networks, Apple Computer, Inc., and Hewlett Packard. Corporate support also accounts for approximately one-third of Plugged In's budget. on the Board of Directors. on the Executive Advisory Council (East Palo Alto, California). Specific government agencies The following examples illustrate the types of partnerships a local government can have or facilitate with a CTC: The City of East Palo Alto's Community Services Department has sent nine different groups of students to Plugged In as part of their Summer program. Students learn basic computer skills. The City Manager of the City of East Palo Alto sits on the Board of Directors of Plugged In. The Lansing Housing Commission in Michigan received funding through HUD's Drug Elimination Program to institute a computer program along with community policing, with police officers establishing rapport with youngsters while helping them learn computer skills. Out of the City of Waco's Community Development Block Grants (CDBG), $75,000 has been awarded to Mission Waco to develop adjacent commercial properties that had been boarded up for years due to crime, blight and social dilemmas. At the site, Mission Waco is preparing a Community and Youth Development Program, including a computer lab. Religious institutions Religious organizations have started community technology centers in communities throughout the United States. As just a few of the many examples that can be found among CTCNet members: El Centrito De La Colonia is a bilingual bicultural community center located in the Mexican American community of Oxnard, California, known as La Colonia. Sponsored by Sisters of St. Joseph Ministerial Services (SSJMS), it operates a free After School Drop-In Computer Program. In 1960, Friendship Community Church was placed by Pittsburgh Presbytery in the heart of a densely populated urban area, adjacent to the Pittsburgh's largest housing development. The Church has emphasized youth programs, starting the

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New Beginnings Learning Center in 1989 to enhance, encourage and support the academic performance of community youth. The Jewish Community Center of the St. Paul Area serves the social, cultural, educational and recreational needs of more than 15,000 persons of all ages in the St. Paul area. To support the community surrounding the Center, it will be offering computer classes in several languages including Spanish, Laotian, Vietnamese and Russian.

Community-based organizations The following examples illustrate the relationships that can exist between communitybased organizations and a CTC: Union Settlement provided space to the Playing To Win computer center (New York, New York). Plugged In has developed partnerships with a wide range of community-based organizations including: Children's Preservation Network is an afterschool program for elementary school children in East Palo Alto. Children's Preservation Network brings groups of students to Plugged In to learn basic computer skills and complete creative projects. Next Generation Daycare is a child care program in the Palo Alto area. Last summer, a group of 5 and 6 year old children in the program went to Plugged In to learn basic computer skills. Plugged In also has the executive director of a community-based organization on its Board of Directors (East Palo Alto, California). Documentation The work outlined in this section should result in the following records: A database of community resources including individuals, service agencies, and institutions. You will expect to update this database periodically and to use it to research new partnerships and/or potential collaborations, new board/steering committee members, and other resources as the need arises. A report or spreadsheet giving community demographics and tabulating expressed interests and needs of community residents. This record, too, will be updated from time to time, and will continue to be useful as you frame grant proposals and requests for funding. Exhibit 2-1: Interview Scenario: 1. Introduce yourself and mention the name of the person who gave you the contact information. 2. Make an appointment to meet with the person, if possible. If the CTC is operational, or in its pilot phase, invite the person to visit. If a meeting is inappropriate, ask if the person has time now or if there's a more convenient time when you could call back. 3. Describe very briefly the plan to develop the CTC. The Steering Committee can formulate this statement to be used by everyone making these contacts.

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4. Describe very briefly the prime reason you are making this contact (i.e. to explore possible available space, complementary programs, etc. - whatever you think the most likely shareable asset from this institution might be). 5. Explore what interest the contact may have in assisting you. 6. List briefly other resources the CTC is interested in identifying. 7. Ask for referrals to other people and institutions that might be interested in helping. 8. Thank the contact for time and for whatever assistance has been suggested or pledged. Follow-up: 1. Fill in the information on the contact sheet. 2. Follow through with any referrals you may have been given. 3. Write a short note to the contact, saying thank you and describing steps that you have taken as a result of that conversation. 4. Make sure the contact receives an invitation to the next CTC open house. Exhibit 2-3: Centers at Northport and Packer Apartments in Madison, Wisconsin Collaborate with Community Partners Head Start - Partner: Dane County Parent Council Classes provide early childhood education to 57 children. Child Care Center - Partner: Dane County Parent Council On-site day-care for 16 children (plans for expansion). GED/HSED classes - Partner: Madison Area Technical College Students provide instruction to assist adults to obtain GED/HSED. ESL Classes - Partner: Madison Literacy Council Provides beginning classes in conversational English; 12 participants. College for Kids - Partner: The University of Wisconsin/Madison Lego Logo course combines robotics and computer program writing. Title One Book House Club - Partner: Madison Metropolitan School District Reading Program for students functioning below grade level; 15 participants. Summer Enrichment Program - Partner: Northport and Packer Community Learning Centers Reading, problem-solving, math, computers, science, gardening, recreational activities and field trips. 1996 enrollment: 130 children. Safe at Home: - Partner: Retired Seniors Volunteer Program Six-week course focusing on home safety issues; 30 youth participated in 1996. E.R.O. (Event + Response = Outcome) Youth Against Violence - Partner: Dane County Youth Commission Multimedia projects and publications that provide training on non-violent behavior; 18 children participated. Cops and Kids on Computers - Partner: Madison Police Department Community Learning Center trains police officers to mentor students on the Internet. Everyone Learns - Partner: Madison Metropolitan School District School district utilizes computer labs to enhance training for teachers; in
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exchange teachers provide training to residents and management on various software programs which provide direct correspondence and linkage to the public schools. Packer Community Garden - Partner: Community Action Coalition Community gardens, plotted on computer, developed and nurtured by youth, individuals and families; 20 participants. Public Forums - Partner: University of Wisconsin Business School Promote civic involvement through resident participation in forums on public issues. Northport and Packers Neighborhood Jobs Centers - Partner: Dane County Jobs Center Focused program of employment preparedness to move from the dependency of welfare to the self-sufficiency of work; expect 118 participants. Peer Mediation Training - Partner: Briarpatch Counseling Center Learning to mediate disputes and enhance communication; 7 youth participating. Software Classes - Partner: John Balwit, Technology Development Instructor earning Microsoft Word 7.0, navigating the Internet; open enrollment.

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5. Determining Program Focus4

Introduction
Providing opportunity to use and/or learn to use computer technology is of course the fundamental rationale for a Community Technology Center. Learning to use a computer without some sort of ulterior goal in mind would be like learning to use a hammer without something to pound. Having access to computer technology means having access to a new set of toolstools that can be used in myriad ways to help achieve work, life, and learning goals. Because computer applications range over such a vast area, it is useful for a start-up CTC to identify specific areas in which to concentrate its programming activities. This section will discuss likely focus areas for CTC programming and the process that the Steering Committee should follow in planning CTC offerings. The data gathered through Mapping Community Resources will assist the Steering Committee in making intelligent decisions about the general nature of the CTC program, and will determine what should be specific offerings or concentrations, and, hence, what software will be needed. While establishing an initial focus for the CTC and engaging in preliminary program planning are essential steps, the results must not be regarded as set in stone. It is more than likely that, as the CTC grows, focus areas may change or broaden. It is probably wise, in the beginning, not to try to accommodate every need or interest, but to leave room for constructive response once usage patterns emerge and active participant needs can be identified. What are Likely Program Areas for a CTC? Most CTCs will plan program offerings in two or more of the following areas: Public Access or Open Lab Time Pre-school and Family Activities Afterschool Activities Adult Education Elder Services Internet Access (this can be a focus as well as part of other offerings) Career Development and Job Preparation Job Placement Electronic Publishing (including video or multimedia) Electronic Commerce Although each of these areas is discussed more fully below, none is exclusive of others. Overlap in terms of required software is anticipated. A description of each type of program area follows.
4

Adapted from CTCNet Center Startup Manual (http://www.ctcnet.org)

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Which are the workshops initially proposed to be delivered by the ASPIRA CTC
The proposed workshops to be initially delivered by the ASPIRA CTC are as follows: Introduction to information technology; Basic Windows operations; Navigating the Internet; Introduction to word processing (Microsoft Word); Intermediate Microsoft Word Introduction to electronic spreadsheets (Microsoft Excel); Intermediate Excel; Desk top presentations (Microsoft Power Point); and E-mail basics

Public Access and/or Open Lab Time

Most centers will want to include some public access and/or open lab time. Public Access offers members of the community the opportunity to use computer and communications technologies to explore their own interests, to develop skills, and to discover what the technology can do. Open Lab Time provides those otherwise involved through structured classes with opportunities to practice what they are learning or to branch out into further explorations. Some centers ask for a voluntary contribution of a dollar or two from participants in open labs. This sum can help to defray the costs of printer paper and cartridges, and disks. Important considerations for CTCs considering open lab time It may be necessary to designate some times specifically for children and other times for older teens and adults. It is important to schedule some times during the day and some in the evening. It is advisable to have introduction programs for the most popular software. These are available both as on-screen tutorials and in audio form (if you use the audio versions, get earphones for the users). This will normally be a heavy usage time with a variety of individuals each doing different things. Thus it is advisable to have a high concentration of staff or volunteers present: at least one for every ten users. If public access is to include Internet access, more than one phone line or a highcapacity access line may be needed. Special rules limiting one person's access time may need to be instituted. Examples of successful public access/open lab programs As of 1997, Prologue Alternative High School Inc. is one of the few public access technology centers in Chicago and the only one in the North Side Uptown community. Open to all Uptown residents and any Prologue student, the lab offers

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free public computer literacy classes and software training in evenings and on Saturdays, as well as unstructured public access time. DC Public Library welcomes members of the "homeless" population, some of whom now have a virtual address even though they may not have a street address. Carver Community Center is a settlement house in Schenectady, NY, whose Latimer Education Program provides extensive public access to computer technology with a chance for participants to learn computer literacy and skills at their own pace, in addition to job readiness training, and small business support. PTW/Harlem CCC was founded in 1983 on the concept of public access but quickly learned that free availability did not guarantee participation. Talking to children and family members in playgrounds, distributing invitational map-cards, and outreach through other community organizations were some of the strategies employed to inform the community of the opportunities available. The Marietta Area Community Computing Center is located in a converted storefront in a rural part of Ohio and serves clients through open access hours, hands-on workshops, and cooperative programs with ABLE and Literacy Volunteers of America. Bytes for Belfast opened four centers for young people aged 16-25. All programs included drop-in sessions. Problems arose when staff had to refuse admission to youth under 16. This led to a reevaluation of center goals and an extension of policy.

Pre-School and Family

Pre-school and family programs include: Times when parents can bring young children and work together with them to explore appropriate software such as drawing, animation, and learning games. Opportunity to partner with a local Even Start, Head Start, or day care program that may not have access to computers. Important considerations for CTCs considering pre-school & family programs The attention span of young children is limited, so such sessions should be short30 to 45 minutes at most. Young children may not be able to reach the mouse or keyboard comfortably from ordinary chair height. If you don't have adjustable chairs, stock plenty of telephone books or pillows. Parents may need prior guidance in using the software to enable them to work effectively with their children. Plan on an introductory session or two for the parents. Examples of pre-school and family programs In Highland Park, NJ, the TechnoTots program is starting to offer a combination of an Out-Of-School Youth Program and a Preschool-Age Program, together with an extensive Open Access Program for community residents to use equipment in self-directed, self-paced activities and projects.

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Founded in 1945, as part of the settlement house movement, Neighborhood House of Milwaukee emphasizes services to teens and to families with young children. Technology programs will include Youth Media Development, English as a Second Language/Job Readiness, Parent Support, Family Fun Night, and the Senior Technology Program. The City of Detroit's Head Start Family Service Center is funded by the City of Detroit Department of Human Services and the Federal Government (Head Start) to provide literacy, employment, and substance abuse services to Head Start families in Detroit. The Center operates a Learning Lab with computer access for Head Start parents and staff at its Woodmont location, it coordinates six other Head Start Learning Labs in the city and will be coordinating an additional five labs scheduled to open in the summer of 1997 in Detroit's Empowerment Zone.

Afterschool Activities
These can be structured for different age groups or offered as open lab time for children. In addition to giving children an opportunity to acquire skill with basic computer applications, some will enjoy: Subject-Area Activities. Commercial software that offers homework help, tutorials, and other activities covering subjects, such as reading, writing, math, sciences, and other subjects, is readily available. Games. Games can be effective tools for getting children and young adults interested in learning more about computer technology. Exercise caution in choosing gamessome are violent, others are mindless. Exploring the Internet. Once children are equipped with basic computer skills, they may wish to test and improve them by "surfing" the Internet, using the World Wide Web (WWW) as a research tool, or communicating with far-flung peers through electronic mail. Multimedia Publishing: designing personal web pages, constructing family or neighborhood profiles, creating project reports for school. Music-making: learning about and/or writing music and songs (may require additional hardware and software). Important considerations for CTCs considering afterschool activities Know every child. Enforce sign-in and sign-out procedures. Be sure you can notify an appropriate person if special circumstances arise. Make sure all children know the rules of the center and where to find what they need. Young people working alone need frequent attention. To facilitate peer tutoring and collaborative learning, encourage two or more to work together at a single computer. Assign more knowledgeable children to work with the less knowledgeable. Provide ample space to move around, stow book bags, coats, etc. Examples of successful afterschool activities

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Plugged In (East Palo Alto, CA) offers two types of programs for children, teens, families and adults. They are: (1) core programs that are project-based and involve a multidisciplinary approach to both content and subject; and (2) computer projects/classes where the content and subject of the projects is technology and its applications. Examples of core programs include Drawing with Pedro, Group Portrait (storytelling), and Kidz Magazine. Computer projects/classes include Kids Basics (introduction to computers) and Kids Advanced (computer business). Malden Access Television Studio (Malden, MA) has offered a program for children brought to the studio by the local YMCA to learn animation software using Fractal Design, Dabbler, and D-Paint. The Clubhouse at the Computer Museum in Boston provides a place where young people ages 10 to 15 can use computers to create their own computer-based projects. Computer-using professionals and graduate students serve as mentors, offering educational guidance and inspiration to participating youth.

Adult Education Establishing a comprehensive adult education program will involve far more than computer access. There will need to be classroom or tutorial space for non-computerbased learning and instructors with the experience and qualifications needed to teach these classes. Rather than developing an adult education program from the ground up, a collaboration or partnership with an existing program in the community may serve the goals of both. Adult education generally includes: General Equivalency Degree (GED) training. This is a program in which persons are taught certain skills to prepare them to take a test to obtain the equivalent of a high school diploma; English as a Second Language (ESL) courses. These programs teach people the basic skills to speak and understand English. The class concludes with a test measuring students progress towards fluency in the English language; Adult Basic Education (ABE) classes. These classes enable residents to develop the ability to read, write, and perform basic math. Learners progress to GED classes; Life-long Learning Opportunities: Extension courses, "Associate" degrees, Distance Learning; and, Basic computer comfort. These workshops introduce people to the keyboard, the mouse, how to turn the machine on and off, and some basic applications which will enable them to use the computer without supervision and prepare them for more advanced computer training in the future. Important considerations for CTCs considering an adult education program or complementing existing services for adult learners: Many adults must bring their children with them. The CTC should establish simultaneous classes for the children and/or a play area.

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Some adults prefer to learn among other adults rather than in a class integrated with children. The CTC should, if possible, set aside teaching time specifically for adult instruction. Many adults work; accommodate these schedules.

Examples of successful adult education programs The Marietta Area Community Computing Center (Marietta, OH) offers ABE classes 4 hours per day on 10 computers in their Apple/Macintosh Center. The adults often return during public access hours to learn other software applications such as word processing, spreadsheets and graphics design. The Henry Street Settlement (New York, NY) offers programs for mentally challenged adults aimed at building their self-esteem, teaching them to work and play with other people, and helping them learn problem-solving tools. At the Brooklyn Public Library in New York, adult learners work together in collaborative, learner-centered projects using word-processing and other productivity tools to develop a foundation of knowledge of writing, reading, problem solving, and information and literacy skills.

Elder Services
Some older persons particularly enjoy: Mentoring younger people Games such as chess, go, or backgammon Telecommunications contact with relatives and friends Telecommunications and CD-ROM-based travel explorations Financial planning assistance Family tree programs and family history productions Health care and other services information Just "being part of" the communications age Important considerations for CTCs considering elder services Seniors often prefer to learn about computers in classes made up of other seniors. Offering "seniors only" courses may go a long way to making them pleased to be at the CTC and likely to return. In addition, like any other population, seniors learn better in smaller classes and need to be listened to. Some seniors truly enjoy working with young people. Consider forming a senior volunteer corps to assist during lab times open to children. Examples of successful elder service The Somerville Community Computing Center (Somerville, MA) offers a program for seniors only. One is a printshop class in which the seniors make cards and banners. SeniorNet is a nonprofit organization whose goal is to build an international community of computer-using older adults. Currently, 70 Learning Centers are
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operating throughout the U.S. and New Zealand. SeniorNet operates a national on-line network via America Online, provides products and services to members, organizes conferences, publicizes the concept of computer-using seniors, and conducts research on the use of computers by older adults. The SeniorNet Learning Centers offer classes focusing on computer skills such as word processing for writing letters and journals, spreadsheets for organizing financial information, databases for organizing information, and telecommunications for communicating with others and obtaining information over the Internet.

Internet Access
Along with the telecommunications explosion and the extraordinary proliferation of the world wide web (WWW) as a way both to receive and publish electronically delivered information, a number of community technology centers have been established to provide, for those otherwise left out, access to these technologies. Although the media touts Internet access as a route to information, most centers offering Internet access have found that the main attraction for their participants is either electronic mail (email) for initiating and/or maintaining contact with friends, colleagues, and relations in distant areas, and/or self-publishing (developing personal web pages: publishing stories, recollections, poetry, music, still pictures, and video to a world-wide audience). The salient characteristic of this experience is the recognition that people who have heretofore been excluded for whatever reason from computer access need a degree of computer comfort with a variety of applications before they are willing to launch themselves into cyberspace. Hence, a CTC with Internet access as its focus must plan on offering introductory courses aimed at equipping its participants with basic computer skills. Examples of successful Internet access programs: In Chicago, Street-Level Youth Media (http://www.iit.edu/~livewire/) provides Training and Access in Media Technology for at-risk urban youth, including open access; computer classes; school-age education; collaborations with other agencies; video and audio production; Internet access; and digital publishing. In New York City, Community Access (http://www.cairn.org) provides housing and support services for homeless people with psychiatric disabilities. The organizations provides several hundred people with email accounts, with logins available to any CA consumer who wishes to gain access. In addition to providing consumers with access to internal email and the Internet, each consumer is able to retrieve case notes written about him/her by his/her service coordinator, and make reply comments. In partnership with other local organizations, the Austin Free-Net (http://www.austinfree.net) in Texas has developed the East Austin Media Lab, a multimedia development center for disadvantaged youth. The design elements of the project include: open access periods at each lab; basic training on

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Internet/Web page development; intensive training and mentor/protege relationships for small groups of teens; and internships with local companies. Located in an impoverished housing project in Edinburgh, Scotland, the Craigmillar Community Information Service (http://www.ccis.org.uk/) is operating the largest free BBS dial-up network in the UK, with more than 1,000 individual users regularly visiting the office to use the "Cybercafe without the grub." CCIS is linking up with another CTCNet affiliate in the Boston area to promote cross-Atlantic communication among teenagers.

Career Development and Job Preparation As with Adult Education (see above), a comprehensive job preparation focus will entail additional, non-computer classroom space along with instructors who have the experience and qualifications needed to conduct the classes. Job preparation generally includes both job skills training and job search activities. Job skills training includes classes teaching basic computer literacy, keyboarding skills, word processing, graphics applications, spreadsheets, databases and other office skills classes. Job search activities include resume writing workshops; classes teaching interviewing skills such as what questions to ask and what is likely to be asked; how to dress; workplace behavior training; and, how and where to look for a job. Important considerations for CTC's considering Job preparation programs The factor most likely to produce a successful job preparation program is the availability of real jobs to those who complete the program. If Job Preparation is to be a CTC focus, the Steering Committee should form an Employer Advisory Council that will match the types of training offered, software selection, and program emphasis to the types of jobs actually available in the community. A technique proven to be particularly motivating in engaging young people in job preparation courses is to present them with promised employment after successful completion of the CTC course. An Employer Advisory Council can take the lead in lining up these jobs. Examples of successful job preparation programs Jobs for Youth (Boston, MA). Industries, such as environmental technology and biotechnology development companies, send representatives to the CTC to establish computer classes for skills that are needed by the companies. Persons trained at the CTC in these classes are later hired by the companies. The Seward Adult Learning Center in partnership with AVTEC (Alaska Vocational Technical Education Center) is an adult basic education program serving local citizens plus students who arrive from all over Alaska to acquire computer literacy, basic reading, math and language skills. SER Jobs for Progress, Inc. was formed in 1972 as a joint effort by the two oldest and largest U.S. Hispanic volunteer organizations, the American G.I. Forum and the League of United Latin American Citizens (LULAC) to provide better opportunities to disenfranchised Austin residents. The organization is developing an Internet-Based Interactive Career Center.
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Job Placement
As in the case of Adult Education, a focus on Job Placement cries out for a collaborative relationship with an existing community service. If a CTC offers job placement to complement its job training program, its activities will be similar to some of those available at employment agencies. Important considerations for CTCs considering job placement The CTC would want to develop a database of available jobs in the community. Jobs can be researched through the Steering Committee and/or through neighborhood partnerships. Other sources might include newspapers and local, regional, or national electronic bulletin boards. The WWW contains pages such as CareerPath.com (http://www.careerpath.com), which enables searches of job listings from newspapers in eight major cities. Job Preparation students, as an activity, may wish to prepare a database of available local jobs and a second database of their own skills and desired types of employment. The Employer Advisory Council (see Job Preparation) can recruit local businesses to notify the CTC of vacant or soon-to-be vacant positions together with advance notice on the skills required for those positions. Job openings can be posted on a bulletin board, a community electronic bulletin board, and/or published in a CTC Job Listings Newsletter. Performing these tasks can be assigned to participants in the program. The CTC can organize and/or host a "Job Fair" with participants doing the research and implementation as a project. Alternatively, participants can be encouraged, and prepared, to attend job fairs sponsored by other agencies in the community. Examples of successful job placement programs Jobs for Youth (Boston, MA) is closely linked with members of the business community who inform the CTC of any job openings for persons with computer skills. In 1996, the NOVA Private Industry Council of Sunnyvale, California and its partners unveiled Youth@Work, an on-line community service connecting employers with youth seeking work in Santa Clara and San Mateo Counties (http://novapic.org and http://www.youthatwork.org). NOVA supports, school staff in the use of the system and also maintains public access sites throughout the two counties where out-of-school youth who don't have home Internet access can use terminals free of charge.

Electronic Commerce
Electronic commerce is a term used to describe a variety of business activities that can be conducted at the CTC. These types of business activities include outsourcing, small business support, self-employment, and entrepreneurship.
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Outsourcing is an activity in which the CTC is hired by an organization or business to undertake a task it usually performs itself, such as payroll processing, data processing, and inventory. The CTC might be able to perform tasks for local businesses, certain government agencies, community-based organizations and schools for a fee, thereby employing CTC participants to do the work and earn revenue they share with the CTC. Small business support is an activity where the CTC is made available to CTC users to support their business operations, such as by using computers for accounting, tracking inventory, billing, advertising and so forth. Self-employment is an activity for which a CTC participant uses CTC facilities to perform work for a fee, such as designing fax sheets, producing brochures, providing technical assistance to establish a computer system, and/or creating homepages on the Internet. Individuals who use the CTC in this way should expect to recompense the center from their earnings. Entrepreneurship is a business activity created by a CTC member or former member in which the person establishes a business at home or at another location using skills learned at the CTC.

Important considerations for CTC's considering electronic commerce The CTC is likely to need new or additional equipment and the latest software in order to compete in the marketplace; Teenagers and young adults could work with the CTC in fulfilling business contracts, learning business skills, and developing relationships with the business community; Both the CTC and individuals would make money; and, The CTC must develop a system for sharing profits. Examples of successful electronic commerce Plugged In (East Palo Alto, CA) has created a company, with a group of teenagers, called Plugged In Enterprises, that creates Web sites for corporate and individual clients, for a fee. At Plugged In, students learn technical skills, such as mastering multimedia programs and hypertext mark-up language (HTML), which enable them to offer a service. The students also learn business skills, including how to meet with clients, bid on contracts, negotiate agreements, and develop business plans. In the first two months of operation, Plugged In Enterprises grossed approximately $3,000. At Edgewood Terrace in Washington D.C., e-villages turned cyberspace access into direct economic opportunities for people otherwise dependent on government subsidies for their livelihood. The trainees perform database entry for private businesses and government clients, and work out of an office located in their neighborhood. In addition, students learn how to assemble, disassemble, and repair computers. Bytes for Belfast participants produce menus for local pubs, flyers for local businesses, and keyrings individualized with logos for company give-aways.

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How Does the Steering Committee Determine a Program Focus?

The Steering Committee must now use the data obtained with the material presented above to determine the program focus for the CTC. It will be helpful to have a summary report of findings related to interests and needs of neighborhood residents together with a report summarizing complementary programs already available in the community. It is probable that the data will provide good indication of what initial offerings or populations should be the CTC focus. Decisions should certainly be made in light of the data, but should not be regarded necessarily as final or "cast in concrete". Making program focus decisions? Suppose that the data relating to neighborhood residents' interests and needs indicates that a large percentage have only a grade school education or less, and have not had any experience using computer technologies. It would seem reasonable to rank "Adult Education" high on your focus list. If, however, the Steering Committee is not ready to commit to a full-fledged Adult Education program, it might be possible to collaborate with an existing agency, providing computer accessibility to them in return for other services. The Somerville CCC was given space by the Somerville Center for Adult Learning Experiences (SCALE) so that SCALE students could acquire computer skills. It was agreed that when SCALE students and teachers were not using the center, it could serve other groups as well as the general public. This partnership led to the very comprehensive program now run by the SCCC including pre- and after- school groups, elder services, and public hours in addition to SCALE access. It may be that the focus of the CTC parent agency dictates the general focus of the program but that the data can be used to determine other aspects of the offering. At The Clubhouse at Boston's Computer Museum, the focus of the CTC was known from the start. It would be a place where people could work with cutting edge technology. The question was, what sort of participant body should be the focus? The data were used to determine that a focus on teenagers would best suit both the program and the museum facilities. A CTC, established as part of an existing program, may be presented with an opportunity or a need to expand, and thus have recourse to the community mapping data. At The Bridge (Jacksonville, FL), the CTC was introduced to enhance the job skills of pregnant and parenting teens. No community mapping process was undertaken until more recently when the opportunity to expand the program arose. The recent data indicated that a partnership with one of the local schools would provide access to students afterschool and would give The Bridge access to school services such as software licenses, technical expertise, and volunteers. The Value of a Pilot Program Notable in each of the above examples is a limited initial focus. Even if the data indicate a multiplicity of interests and needs, it is probably sensible not to try to do everything at once, but instead to plan one or two focused areas and add public access time. Suppose
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the data indicate that job training is a big interest and that there is considerable need for an afterschool program. The Steering Committee might decide to test a program that offers both of these together with a small number of public access hours. A sound way to test the Steering Committee's decisions is to start a pilot program. A pilot program can be three computers in a local community center, a church basement, or in a corner of the public library. It can be supervised chiefly by a small number of volunteers. Operating such a pilot for three to six months gives a check on supply and demand and also provides an opportunity to talk with participants who will know more about ways in which they would like the program extended once they have had some opportunity to use computer technologies. Documentation Reports generated by work specified in this section will include: A summary of community interests and needs; A summary of partnership building efforts and results A statement of program focus areas determined by the Steering Committee; and Minutes of Steering Committee deliberations on the above issues.

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6.Community Outreach5
Community outreach or public relations is the process of publicizing the activities and accomplishments of the CTC. These activities are critically important to generating community interest in the CTC and to increasing the visibility of the CTC in the community. Ultimately, a successful public relations campaign will result in a substantial amount of goodwill towards the CTC and continued and increased financial support. Guiding community outreach and implementing public relations campaigns for the CTC are among the tasks of an outreach coordinator. This person can be an employee, a member of the Steering Committee, a volunteer, or someone hired for specific periods or occasions but should have some experience in media presentation.

What Should the CTC Publicize?

CTC activities and accomplishments The first year goals of the CTC's marketing strategy should be to: introduce itself to the community; become a familiar organization in the community; broaden its participant base; and, generate interest in its activities among the community.

The Steering Committee should be aware that organizing activities of the CTC are its first public relations acts. After organizing is completed, the CTC should try to publicize every activity and accomplishment as widely as possible. The kinds of activities that should be announced to the public include the: establishment of the CTC; appointment of the Steering Committee; hiring of CTC staff; grand opening of the CTC; schedule, including public access time; classes offered; foundation and grant awards; in-kind contributions from neighborhood institutions; accomplishments of the students, such as getting jobs, passing English fluency tests, earning GEDs after attending GED preparation classes at the CTC, or communicating on the Internet; and, any electronic commerce activities it undertakes. For example, if the CTC is set up to receive outsourcing contracts, then this fact should be advertised not only in general circulation media but also in specialized publications that may generate new business. Likewise, if the CTC is seeking to provide small business support, then this activity should receive similar marketing treatment.
5

From CTCNet Center Startup Manual (http://www.ctcnet.org)

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After the first year, the public relations goals of the CTC should be to maintain its visibility in the community, to further promote itself, and to broaden and continue to stimulate interest in the activities of the CTC within the community. The CTC, therefore, should publicize noteworthy activities and accomplishments. These should include: new program offerings; new partnerships; the appointment of new Steering Committee members; creating CTC web pages on the Internet; success stories of participants; feature articles on staff and special volunteers; a "Year in Review" piece about the CTC; any foundation or grant awards; special attention the CTC receives from government officials, corporations, the media, or community organizations; designing a logo; developing a brochure for the CTC; and, publishing a monthly newsletter about the CTC. The CTC's activities and accomplishments will involve most CTC staff members and users. In order to use their names and photographs in articles, press releases, and video footage, the CTC must obtain a general release (Exhibit 7-4). If the CTC operates on a membership basis, a general release can be included in the membership form. Note that having a release in hand does not exempt you from notifying participants of their inclusion in PR materials. Inform them in advance if possible and make copies of any print materials available to them.

Developing an Outreach Plan

After the Steering Committee decides what activities and accomplishments to boast about publicly, the CTC must consider a community outreach strategy. This means: Who should know about these activities and accomplishments in the community? The list of neighborhood institutions developed during Community Mapping is a good starting point. Why does the CTC want them to know? For example, the CTC is having a grand opening and wants to encourage community residents to attend. What do they need to know? Using the above example, the CTC will want to publicize the location, the opening day, whether food and refreshments will be provided, the CTC program areas, the grand opening's sponsor, who to call with questions, and how to become a member. How should they be told? For example, return to Exhibit 2-2 and for each organization listed, identify the form of communication that is likely to be the most effective way to reach the organization's members or employees. Means of communication can include:
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informal conversations; addressing community meetings; putting up posters; distributing flyers; letters of invitation; providing copies of the business plan; and, working with the print and broadcast media as discussed in the next section.

How can a CTC Reach its Target Audience? Managing the CTC's public relations Open and regular communication between the CTC Steering Committee, Director and outreach coordinator is crucial to the timely dissemination of information. The outreach coordinator needs to be aware of all CTC activities so that pertinent information is circulated promptly throughout the community. It is unimportant that the outreach coordinator be present at the CTC as long as he or she is networked with the Director and Steering Committee and will know CTC news. Creating media opportunities The CTC will want news of its activities to obtain the widest circulation possible within the community and should rely on the community outreach opportunities explored in the previous section. The CTC must identify and contact various types of media in order to get this type of exposure. In addition, the CTC should identify the print and broadcast media available in most communities: Newspapers, including dailies, weeklies, supermarket papers, high school and college papers. In addition to standard opportunities, the CTC will want to learn about any special sections, such as community activities sections, special Sunday editions on technology, and "Person of the Week" feature story opportunities. Television stations, including networks with community news and cable stations. The CTC will want to know if stations offer free airtime for Public Service Announcements (PSAs). Radio stations, including network stations and college stations. The CTC will want to find out about PSAs, talk shows that would be interested in interviewing the CTC Director or Chairman of the Steering Committee and a community partner, and opportunities for getting on-the-air during a telethon. Publications of the various CTC community partners, including corporate newsletters, school newsletters for staff and administration, and flyers of community-based organizations. A press release should be written each time CTC partners with a neighborhood institution and this press release should be placed in that neighborhood institution's newsletter or flyer, if one exists. Community bulletin boards or kiosks. These would be places to post the schedule and CTC staff openings for both paid and volunteer positions. Trade publications. The CTC should identify trade newspapers, magazines and other publications (such as journals of higher education and philanthropy) in
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which to place articles and press releases. The CTC may gain publicity and, perhaps, offers of technical assistance and funds. Magazines. Find out if a monthly magazine is published in your area.

The opportunities created by a community outreach strategy in the print and broadcast media will afford the CTC the widest possible exposure in the community.

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7 Software Selection and Criteria 6

Introduction
Having come to agreement about the intended programmatic focus of the CTC, the Steering Committee's next task is to determine what software is required, and, hence, plan for hardware acquisition. If the Center Director or Coordinator has been identified, he or she should be involved directly in the process of software planning or, in some cases, the task can be delegated entirely to the Center Director or Coordinator. Software selection is not an easy task. The quantity of commercially available software titles is vast and grows every day. Even ten years ago, it was estimated that, in the field of educational software alone, there were more than ten thousand current titles. Thus any comprehensive review is beyond the bounds of this manual. While specific titles are referenced as typifying certain kinds of software, no guarantee is made that any software cited is still in commercial circulation nor that it represents the best of its specific type.

The Basic Package

Regardless of its size, constituency, programmatic goals, hardware configuration, or budget, every CTC must make certain kinds of software available to its participants. These fundamental computing tools are: word processing and desktop publishing (Microsoft Word) spreadsheets (Excel) databases (Microsoft Access) graphics (e.g., Kidpix) communications software (e.g., Outlook, Internet Explorer) Variously referred to as "productivity tools", "applications software", or "business applications", such software forms the building blocks of computer comfort and skill. In fact, much of the existing commercial software library has been created using combinations and permutations of these tools. Creative teachers and instructors can find ways to use these tools in the service of many disparate objectives such as adult literacy, job training and job-seeking, pre-school education, homework help, virtual travel, group projects, etc.

Some General Considerations

1. Hardware connections? Knowing that your center must have this basic software set means facing up to some hardware issues. It's not clear whether increased memory in hardware is driving software configurations or vice versa, but the fact of the matter is that the more recent the productivity tool software package, the more memory it requires on a computer hard drive or server.

Adapted from CTCNET Center Start-Up Manual (http://www.ctcnet.org)

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And, while earlier word processors included dictionaries and thesauruses, the increased capacity on CD-ROM disks has made it possible for such auxiliary components to reach new heights of detail. Software purchased on CD-ROM, however, requires that the hardware system include a CD-ROM drive. If the center contemplates serious desktop publishing, it will be necessary to have additional hardware that can scan images (scanners) or even develop snapshots as digital images by connecting the camera directly with the computer. If sound (music, audio help, sound effects, etc.) is a feature of center software, participants will need earphones connected to the hardware system. For fast, efficient use of the world wide web (WWW) and other communications tools requiring transmission and reception of graphic images, either high speed modems are needed to enable computers to communicate over standard analog telephone connections or other, more expensive, adapters must be acquired to enable the use of special phone line switching arrangements (e.g., ISDN) or special communications lines (e.g., T-1, frame relay). Centers using older equipment can still do very well with older versions of many software productivity tools. The processes are generally the same and older versions, without so many bells and whistles, are often easier to learn to use than newer, more gimmick-laden versions. Centers need to know that their software goals will affect their hardware choices, and vice versa. For example, a CTC's decision to use a server rather than standalone machines may determine what version of a particular package the center must acquire. For those whose hardware capability has been predetermined by circumstance (such as a donation from a company that is upgrading), they will need to keep firmly in mind the memory capacity and other hardware system limitations when choosing software packages.

2. Bundled or separate packages? Several companies sell a "bundled" package of these productivity tools. For example, the bundle called Microsoft Office contains separate packages of Microsoft Word, Excel, and PowerPoint. Similarly, hardware systems often come "bundled" or preloaded with a variety of software packages. Alternatively, there are single packages that contain a variety of software tools. ClarisWorks, for example, is a single program that includes a word processor, a spreadsheet, a database, graphics tools and a graphics library, and communications software. This latter type of package has much to recommend it for CTC use: procedures, menus, keystroke shortcuts are common to all the applications. Furthermore, it is easy to clip from one application and use that clip in another. The disadvantage, that no one program has all the features of a fullfledged stand-alone package, may, in the case of a CTC, also be an advantage for learners who don't need to start out using so many options.
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The availability of software donations or other circumstances may result in a center having separate packages produced by different companies. In most cases, it will still be possible to "clip" from one and "insert" in another, but the procedure may not be either direct or easy.

3. Level of sophistication? It is important not to underestimate the ability of participants to learn sophisticated and complex programs. Early in the development of educational software, it was thought that children would need highly simplified and watered down versions of productivity tools. Now everyone knows that kids can perform complicated tasks that many adults shy away from (e.g., programming a VCR!) and are likely to be able to master complex software much more readily than their elders. Because participants at a CTC may be ignorantof computers, of reading or writing, of the English languageit does not follow inexorably that they cannot learn complex or sophisticated processes. It is, therefore, not necessary to find programs that are easy to learn. It is important that the programs be easy to use. For example, in an early version of WordPerfect, four keys had to be simultaneously depressed in order to mark off a block of texta fairly routine and commonly used function. The outcry from users was intense, and the developers responded with a far simpler procedure for later versions. In asking around, find people who use a particular program. Find out if they think it is easy to use. Pay less attention to instructors in commercial training programs (or teachers in schools) who may tell you that a program is easy to learn. This all may seem at variance with the preceding section where the suggestion was made that a package of several applications but lacking some of the features of a stand-alone application could be an advantage in a CTC. Not so. The example cited, ClarisWorks, is a fully professional set of programs, as are others of its genre. That the multiplicity of functions is somewhat less than those included with, say, the latest version of Microsoft Word, will not be of prime importance to the majority of users. Nor is it the case that all applications designed for children are inappropriate for adults or for general usage. For example, KidPix, a drawing and painting program designed as per its name for kids, is an excellent general purpose introductory graphics program. Many sophisticated features of higher end graphics programs are included, and additional features, designed to make using the program "fun" for kids, also make it fun for adults. Another example, in the field of desktop publishing, is the Children's Writing and Publishing Center, an excellent introduction for all ages to the joys of bending text around picture inserts.

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4. Teaching aids? Introductory On-Screen Tours: Some hardware packages include introductory tours with the system software; likewise, some productivity tools also provide such introductory material. Some are good; some are not Manuals and Other Texts: Not only do manuals accompany purchase of most software packages, but books and books of explanatory text have been written for many of the more popular software applications. While it is good to have these texts available in a CTC "library", they are not the best learning tools for beginners, particularly those who have low reading skills. Standard practice in a CTCNet affiliate is to ask participants to come in with some project they would like to accomplish and to learn the appropriate computer tools in the context of that project, assisted by instructors or other learners. On-screen "Help": Although most programs today provide "on-screen" help, using this capability has many drawbacks. First, it is often difficult to find the section of the help that deals with the specific problem the user is encountering. Second, of course, is the reading problem - lots of text. Lastly, some on screen help is limited to lists of keystroke equivalents to menu items. For all three reasons, CTC participants may be more frustrated than assisted by this programmatic feature. Audio Tapes: By far the most effective of commercially available `"help", audio tapes have the following advantages: 1) the equipment needed (a "Walkman" or equivalent tape player with earphones) is inexpensive (and many participants will actually own their own); 2) the participant can start, stop, rewind, or fast forward the tape at will; 3) since the user has ear phones, other participants are not bothered; 4) progress through the tutorial is entirely governed by the participant; and 5) the participant has little need to oscillate between teaching medium and keyboarding. He or she can keep hands on the keyboard at all times. The disadvantages are only that a tape cannot answer randomly posed questions and that most instructional material of this sort requires that the user follow a set sequence rather than pursuing a personal project. Video Tapes: Popular, but not effective, video tapes require that the participant constantly shift between the viewing screen and the computer screen. Unless earphones are available, the tape's audio can be distracting to others (as can the video). It is more difficult for a user to stop, restart, or rewind a video tape. The temptation to use video tapes with groups of people counteracts the individualization of learning progress. And of course video tapes have the same disadvantages of audio tapes (see above). People: The very best learning aid is other people: an instructor or volunteer, a tutor, a peer, a young person or a senioranyone who can offer personalized assistance when that assistance is needed.

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Extending the Basic Package

Determining factors Budget, number of computer stations, and hours of operation will, in part, determine how much additional software is needed for the CTC. The most important determining factor, however, will be the wants and needs of the participating population. In order better to ascertain these needs and wants, the CTC should start off with a modest amount of additional software in a variety of categories. In choosing this first "extension of the basic package," it will be important to look for the most versatile packages and those that have appeal to a wide range of ages and individual needs. As the participating population becomes familiar with the software available, they should be able to be more specific about other titles in other areas that they would like to see represented in the CTC library.

Software for first time users

It is particularly important to have software on hand that can be used successfully by participants who are sitting at a computer for the very first time. The following have been successful over time in a variety of CTCNet centers with a variety of ages and ability levels: *Print Shop (or equivalent): Enables the user to produce a greeting card, flyer, letterhead sample, banner, and, in some versions, a personalized calendar. Ideal for a first time user of any age since a product can be designed, produced, printed, and taken home usually within the first half or full hour of use. Solitaire: Familiar to many users already, Solitaire (or Canfield) may even be included as part of the operating system of many computers. Because of existing familiarity with the game, this is an excellent and usually enjoyable way to get participants used to controlling the mouse, dragging and clicking, and other such very basic computer comfort skills. Manhole (or equivalent): A program without text encourages the user to explore a multilevel graphical universe. Excellent as an introduction to mouse control and clicking and dragging, this program encourages discussion and interaction among small group participants and thus is appropriate for family use or for use by an ESL student and teacher together as a basis for conversation.

Special purpose software

While all three program types cited above as appropriate for first-time users also represent special purpose software, there are additional types that are valuable additions to a CTC software library. *Screen Savers: These programs are designed to protect computer screen from "burned-in" or shadowed images of text or graphics that have been left on the screen for too long a period. The program is timed to replace the user's screen
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with a moving graphic (e.g., swimming fish, flying toasters, rotating designs, etc) until any key is pressed. Choosing a screen saver graphic is a matter of personal taste, but the best of these programs allow you to create your own pattern, and many CTCNet centers have individualized their screen savers with information about the center itself. Typing Tutors (*Mavis Beacon Teaches Typing or equivalent): Many, if not most, participants will arrive at the CTC without touch typing skills. While CTCNet definitely does NOT subscribe to the oft-cited opinion that touch-typing is a prerequisite for computer use, we have found that people lacking these skills soon ask if such a tutor is available. The computer is an infinitely patient drillmaster, and most typing programs are "jazzed up" with graphically-based speed drills that make learning much more fun than it used to be at a manual typewriter. It is important, even necessary, to make a typing-tutor program available. Look for one that introduces finger placement graphically, that offers constructive feedback (special keys to work on) and automatically provides drill appropriate to the user's skill development. Be sure, too, that game-type speed and accuracy test formats are non-violent and free of gender or ethnic stereotypes.

"Educational" software
School subject related drill and practice programs are not part of CTCNet's recommended purchase strategy. Most applications are quite narrow, multiple choice dominates over original input, and the content is determined by traditional school curriculum. We see CTCs as providing opportunities for all ages to encounter computer applications that complement school-based activities, extending and enriching learning and enhancing self-esteem. In recent years, developers of educational software have produced more of the open-ended variety where student input can be creative and individual. Unfortunately, the best of these packages also require a teacher well grounded in using them, often making them the centerpieces of month-long class projects. For the most part, these programs are not suitable for use in a CTC due to staff time and limitations of expertise. With these caveats in mind, it is still possible to make recommendations of offthe-shelf software that has educational value. Preschool packages (The Playroom, In the Backyard, or equivalent): The two programs cited have garnered enthusiastic reviews from CTCNet affiliates. Excellent choices for parent/child sessions, these include simple learning games for colors, letters, numbers/quantities, time-telling, and concepts such as high/low, inside/outside, large/small, above/below, etc. There is sufficient variety so that a child can return to the program happily time after time, still deriving pleasure and skill from each encounter.

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Other packages suitable for pre-schoolers with or without parents include *Kidpix (mentioned above), an "animal" dictionary (for "surfing" animals), and Manhole (also mentioned above). Simulations: The best known of these is the "Sim-" series: * Sim-City, SimEarth, Sim-Ant, and more. Best for grade- and high-school students, the user constructs an environment (a city, a planet-scape, an ant-colony) and the program generates natural reactions to that environment so that the virtual inhabitants either thrive or not according to decisions made by the user together with natural phenomena introduced by the program. Suitable for group participation, most of these programs are excellent learning experiences. Other titles that have received enthusiastic reviews include Three Mile Island (managing a nuclear plant), and The Incredible Laboratory (the care and feeding of alien life forms in a lab environment). There is also a program simulating the fishing industry where participants manage fishing fleets with the almost inevitable result that the supply of fish is totally depleted and the fleet owners go out of business. This program is so well constructed that it has been used at corporate retreats as a market-saturation simulation. Lastly, *Flight Simulator which puts the user in the pilot's seat of a plane and teaches elements of measurement, physics, and navigation as well as piloting techniques is popular, as are its close relatives that deal with driving a car. Play Detective (Where in the World is Carmen Sandiego? or equivalent): Many different kinds of programs employ the "you are the detective" strategy. Carmen Sandiego, the prototype, has been so successful that a PBS TV show has been designed around the program concepts. The NY Times recently gave high marks to The Fennels Figure Math, a math learning program designed along similar lines. Take a Trip: The advent of CD-ROM (see "Hardware" in Chapter 6) allowing for realistic graphics, video and sound has spurred the development of a variety of trip-taking learning experiences. Oregon Trail, where the student assumes the role of a pioneer and must plan supplies, devise routes, and collaborate with others in order to survive the western journey, is perhaps the granddaddy of such programs. But today, you can take a trip through the human body, explore the solar system, unearth Mayan ruins, sail with Columbusall and more. Drill & Practice: As noted above under "Typing Tutors", the computer is a super drill master. The trick is in knowing when drill, or rote learning is required. CTCNet's rule of thumb consists of asking the question, "Is this knowledge that you want to have without thinking about it?" Touch typing, or keyboarding, is an obvious "Yes". Foreign language vocabulary, spelling, and math facts are also candidates for thinking-less learning. While there are successful software packages in all these categories (the Math Blaster Series is an outstanding example), children and adults can gain computer experience by developing their own drill and practice programs or aids using wordprocessors and/or spreadsheets.
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Integrated Learning Systems (ILS): Comprehensive school curriculum covering a variety of subjects and often a variety of grade levels has been automated for computer use by a number of different companies (Computer Curriculum Company (CCC), US Basics, and Jostens are three of the better known). Designed to be teacher-substitutes, these programs pre-test students and route them accordingly to appropriate exercises. Monitoring and grading are also automated. It is not yet in the nature of integrated learning systems to promote exploration and discovery or to enhance a students' ability to master computer applications and turn them to their own uses. If a CTC is intent on offering an ILS, its staff should:
Review the system thoroughly, bearing in mind the evaluation criteria given later in this chapter, Talk with many teachers (use the Internet) who have used the system over time (not just those suggested by the ILS salespeople), and Provide equivalent time in the CTC schedule for students using the ILS to explore and learn to use other broader applications of technology.

Writing and Reading: The best route toward encouraging reading and writing skill development is simple wordprocessing, desktop publishing, and electronic mail. There are, however, some off-the-counter packages that go a ways toward engaging the interest of children and young people in acquiring or enhancing these skills. *Pow, Zap, Kerplunk (hard to find nowadays) is an excellent cartoon generator. Similar programs allow users to create slide shows and/or animated sequences.

Recreational software
It is difficult to separate "recreational" and "entertainment" software, since the best of either has qualities of the other. A number of the categories described above refer to programs that someone else might characterize as primarily recreational, yet because of their special purpose or educational value, they've been described under a different label. Similarly, a number of the categories below might be just as appropriately characterized as "special purpose" or "educational". Board and/or Strategy Games: Electronic versions of Chess, Backgammon, Go, Bridge, etc. are good additions to a CTC software library. Often particularly popular with seniors, these provide challenge for those who have trouble finding an appropriately skilled opponent. They also help develop strategy and planning skills. And they don't cheat! Look for a version that has different levels from beginner to advanced, that offers clear instructions for those new to the game, and where the graphics are not overly fussy (e.g., for card games, the cards must be easy to read). TV Games: Electronic versions of Wheel of Fortune or Jeopardy are always popular and may have some peripheral educational value in terms of spelling,

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word sense, and miscellaneous information. Try to find types where users can enter their own challenges for each other. Adventure Games: Similar to the "Take a Trip" learning games, in these, the user plays the part of a character in a fictional (rather than real life or historical) environment. A quest is usually involved. The most overwhelmingly successful of these is a program called Myst, created by the same team who developed Manhole (see above). Myst has spawned clubs, special interest groups on the Internet, books on strategy, and magazine and newspaper articles. It is relatively nonviolent as such games go, is free of ethnic or racial stereotypes, has superb graphics, and is sufficiently complex in terms of its response to user input that it can be played for hours, even days on end (users can "save" their adventure progress to datea necessary feature for such a complex program). Eye/Hand Coordination Games: The archetype, Pong, and its successor, Pacman, were among the very first games designed for personal computers. Neither had much to recommend it, apart from being free of ethnic, gender, or racial stereotypes, but they were nevertheless addicting for many. The genre has produced some really horrible examples, dominated by violence and target practice in one form or another, but there is at least one, *Tetris, that actually has some value in developing, in addition to eye/hand coordination, concepts of spatial relations. Tetris has the additional value of being available at no cost from a variety of different sources.

Communications software
In order to make full use of the Internet, one should have a suite of software that includes TCP/IP, telnet, and ftp. Internet-based computer communications rely on the Internet protocol (IP). Most also use Transmission Control Protocol (TCP) ("protocol" is a sort of language that the computers share). Nowadays, Macintosh and Windows '95 machines come with the needed TCP/IP software but, for older machines, one may wish to acquire software such as MacTCP, or, for Windows, the shareware program Trumpet Winsock. Similarly, versions of ftp, which facilitates file transfer, and telnet software, which lets one login to computers elsewhere on the Internet, are now shipping as part of Windows '95, but other versions can be acquired as shareware. For example, look for WS_ftp for Windows and Fetch for the Mac. Often the simplest way to prepare for efficient Internet communications is to sign up with a local Internet Service Provider that has a reputation for providing an easy setup/installation process (either online or on disk), plus a well-regarded telephone support team.

Reference libraries
The advent of CD-ROM disks has made it possible to purchase entire encyclopedias, almanacs, and atlases in addition to the dictionary and thesaurus capability already mentioned. A judicious selection of these works is a valuable addition to a CTC software library since many of the participants will not own these in book form and students, in particular, may need them for research. Make
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sure that any such reference works do not have copyright restrictions. Note that a number of commercial on-line services such as America OnLine include access to encyclopedias and other reference works. There may be, however, charges for time spent on-line researching these works. Also available on CD-ROM are museum collections: the Smithsonian, the Louvre, and many of the other world-famous museums have made their collections available pictorially on disk. And lastly, CD-ROM disks make it possible to expand vastly the availability of clip-art images of all sorts plus sound clips (music and/or sound effects), and font libraries, all of which are useful for desktop publishing and in the creation of web pages.

Summary of Evaluative Criteria

Throughout the previous sections, various criteria have been described in connection with specific packages or software genre. While no single product may meet all of the criteria summarized below, those that succeed in maximizing the positives and avoiding all the negatives are the better choices. Look for software that... Enables users to do something they couldn't otherwise do, or to do things better or more efficiently Is multi-purpose, versatile, and open-ended Appeals to a wide range of ages and interests Is easy to use (not necessarily easy to learn) Offers constructive feedback (both positive and negative) Encourages creative, individualized, original input Enhances content through electronic presentation Provides audio help and/or instructions, or, where on-screen, help is clear and useful Employs tasteful and attractive graphics that are Non-violent Free of gender or ethnic stereotypes Representative of user population Provides a tangible product Is fun to use and gives users a sense of accomplishment imits user interaction to pressing return or making a choice between presented options Requires simultaneous depression of several keys in order to accomplish a routine or frequently used function Has large amounts of text on the screen Does not allow the user to control sound levels, timing, or other intrusive features Presents content in a violent, racist, sexist, or condescending fashion Duplicates experience that is just as easily or more easily presented in another medium or through a more versatile software product
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Is little more than an automated workbook Repeats exaggerated or lengthy graphics displays that have little to do with the advertised "content" Other Software-Related Considerations Rights: All commercial software is copyright protected. The purchased package will contain a licensing statement to which the purchaser agrees by the action of opening the package. Unless special arrangements are made, the license restricts the use of the software to a single station (system). If the CTC is planning to use a local area network (LAN) to deliver software to all of its computers, it will be necessary both to be sure, when purchasing, that the software is compatible with the specific server to be used and also that the licensing agreement accepts LAN use as legal. Alternatively, if the CTC wants the software to be available on each station (without using a server), arrangements can be made for a "site license" or permission to install the software on all the systems of the specified site. Both these sorts of arrangements affect the price paid for the software and accompanying license. If the CTC has connections with business or educational institutions in the community, it may be that those institutions have negotiated site license agreements that can be extended to the CTC. For example, the Minnesota Educational Computing Consortium (MECC) offers school districts a site license that covers all educational institutions within the district. A number of CTCNet affiliates have persuaded their local districts that they too are covered by this license. Because CTCs must obey the law for their own protection and must serve as exemplars for their participants, it is important that they abide by copyright laws. For this reason, CTCNet centers do not allow participants to remove copies of center software, nor, in most cases, do they allow participants to bring their own software into the center. In cases where software has been donated to a center, it is imperative that the donor supply the center with a copy of the licensing agreement together with a transfer of ownership statement. An advantage of the licensing agreement is that a registered owner (registration cards are also included in the software package) can usually obtain upgrades at far less than the full market price. Public domain/shareware: Some software is free and not copyright protected. Usually referred to as "Public Domain Software," such packages are freely copyable and/or transferable. Other software, called "shareware" is offered freely to one and all through user-groups or over the Internet with the suggested proviso that someone copying or downloading such a program voluntarily send a small amount of money to the creator/developer of the software. Shareware operates on the honor system so CTCs using shareware should be particularly careful to follow the on-screen
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instructions for remunerating the developer. Two popular shareware sites are: Jumbo! Shareware! (http://www.jumbo.com/); and Shareware.Com (http://www.shareware.com/). Many additional sources of shareware are listed at Nerd's Heaven (http://boole.stanford.edu/nerdsheaven.html).

Shopping Hints
Start smallwith the basics and a selection of other programs In choosing the elements of the basic package, it may be advisable, particularly if job preparation is a CTC goal, to ascertain what business applications are in most common usage among potential community employers. On the other hand, developing skill with a particular wordprocessing program will certainly make learning a second one much easier, and this should be true of graphics, or spreadsheets, or databases, or communications software. When shopping for additions to the basic package, take it slowly, limiting each shopping expedition to one type of program. It will take quite a while just to consider the quantity of board games available, for example. Take care that hardware needs can be met Examine each software package carefully, noting the type of hardware, the memory requirements, and the required system software. Determine also whether additional peripheral hardware such as speakers, scanners, earphones, etc., will be necessary to make the program perform at its best in your CTC. Preview Many of the criteria listed above require careful examination of software products. Patronize only stores and/or catalog sources that permit you to preview packages. Toystores, drugstores, and other general merchandise outlets often do not permit returns. Retail outlets specializing in computer equipment and supplies (e.g., Egghead) offer facilities for trying out software and frequently have knowledgeable salespeople who can help. Some catalog companies offer a 30-day trial. Unless you are certain that you know the exact title and version of the software you are looking for, don't order from a catalog that doesn't offer this option.

Resources
Catalogs The minute that you purchase any hardware or software, you will start receiving catalogs from hardware and software vendors. These make good reading, for center administration and for participants. They list and describe new software titles, titles that give ideas for future purchases, bargains, etc., but give virtually no information about program quality. As per the above "Shopping Hint", make purchases only from vendors that offer a trial period. Then use the trial period to evaluate the purchase.

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Use your own experience and that of others whose opinion you value to identify reliable sources. If you're not receiving catalogs from these sources, write and request them. In the field of educational software, CTCNet has found Sunburst, Tom Snyder Productions, and Broderbund fairly reliable regarding product quality and service. Other software users When soliciting opinions regarding software purchases from other users, remember that they may not have the same criteria that you do, they may not have the same purpose in mind, and, most importantly, they may never have worked with a population similar to the participants at a CTC. Preview their recommendations as you would any other product. You will soon discover whether their suggestions are suitable for CTC use. Magazine, newspaper, and on-line reviews Magazines devoted to personal computers abound. Often these target a specific type of hardware (e.g., PC or Mac). All include announcements of new products, software reviews, and sometimes "ten best" lists. Again, it is wise to "get to know" your reviewer so that you can more accurately rate his or her opinions in relation to your needs. Newspapers with large urban or regional audiences often have "technology" sections and print software reviews periodically. The same caveats apply as they do to products described on the Internet or World Wide Web. Center participants Make catalogs and computer magazines available to your center participants. Solicit their ideas for products to add to the CTC software library. Get them involved in the preview/evaluation work too.

Documentation
Planning and acquiring software for the CTC should result in the following: An inventory (database) of software including, as applicable: version number, date purchased, date registered, price, number of copies, location in CTC, intended use. It is extremely important to keep this inventory up to date. It will be needed for annual audits, and will serve as part of the orientation of new staff and volunteers. Consideration of the types of software needed, such as those in the following checklist:

A list of any hardware specifications necessitated by intended software use: memory size, LAN, peripherals, phone lines or switching devices, etc.

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Aspiras Software Standard And Use Policy

The objectives of this policy are as follows: 1. To explain the process to install new software on a personal computer. 2. To clarify appropriate software to be used by the organization 3. To set the ASPIRA Software Standard 1. Software piracy is a often misunderstood practice. Software piracy can be possessing, installing or using software that has not been properly licensed for the use by you or the organization for the task that it is being used for. For example: You purchase a new computer that comes with Windows 98. All of your other computers have 95. It is not legal to upgrade all the other computers to 98 without purchasing licenses for each seat. To install software on your computer it must be purchased by the organization with the licensing information on file. There must be adequate licenses for the installation to occur. Requesting the software through technical support or the automation representative is the easiest way to ensure that you are in compliance with this policy. In practice the only software packages to be installed on the organization computers are those that the ASPIRA currently is licensed for. If there is a software package that you purchased that you would like to install on you workstation then a copy of the license should be brought to the attention of technical support or the automation representative for the organization. The Software Standard for ASPIRA is as follows: WORKSTATION Operating System Word Processor Spread Sheet Database E-Mail Client Web Browser SERVERS Operating System Database Web Server E-mail server Web Browser Windows NT Lotus Notes and MS Access MS Internet Information Server Unix, Rockliff e-mail system MS Internet Explorer Windows 95 or 98 MS Office 2000- Word MS Office 2000- Excel MS Office 2000- Access for office use Lotus Notes for the National MIS MS 2000 Outlook MS Internet Explorer version 5.1 or higher

2.

3.

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8. ASPIRAs Hardware and Network Standards

Introduction:
From the stand point of network engineering ASPIRA is a multi-site organization which in to effectively communicate and perform its functions with support of information technology systems needs to standardize its hardware and networking systems. Our institutional goals in this area are as follows:

All computers in the organization will be capable of communicating with each other and share resources via a LANs and WAN with high speed access to the Internet; Every office and classroom should have at least one network connection capable of supporting current software applications; All computer labs will be connected to the Internet with a minimum bandwidth of 188 Mbs; ASPIRA facilities bandwidth must be kept current and must be managed to anticipate the rapid growth of network activities. This continual support is critical to build a base on which all computer communications exists; All ASPIRA facilities will be interconnected via Virtual Private Networking (VPN) (long-term goal).

Hardware Standards In order to achieve the above goals the association has decided to adopt a number of standards to facilitate and promote interconnectivity and ease of maintenance. The minimum hardware standards for the association are as follows: Workstations 400 MHz Pentium III, 64 MB of RAM, 20 GB of hard disk space, 24X CD-ROM, 2MB PCI video, 14" monitor, SoundBlaster-compatible audio, Fast Ethernet NIC; 1.4 MB floppy disk drive. File Servers PIII 550 Mhz. server, 256 RAM, dual channel wide ultra disk controller, CD-ROM, magnetic backup unit, mirror image 80 GB HDs, Ethernet NIC, Network Printers Hewlett Packard HP 4000 network printer
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Routers Netopia R series routers, VPN capable, built-in firewall, symmetric transmission from 192 Kbps to 1,5 Mbps, DSL capable (i.e. R7200 model); Hubs 10/100Mbps Wiring, Network and Communications Protocols Standards Ethernet Standard Network cable Network topology 10BaseT Ethernet protocol Category 5, all cables must be cover (i.e. wire moldings) Star topology, all workstations and servers must be connected behind a firewall. No cable should exceed 90 meters TCP/IP A minimum of three IP addresses must be obtained from the ISP company. All networks devices behind the firewall will be assigned an internal IP address (i.e. 10.10.10.125) Windows NT version 4.0 or higher, service patch 4 A modem (internal or external) must be connected to the file server. Using PC Anywhere network staff will be able to perform maintenance remotely. Also, the connection will be use for authorized dial-up networking. Data stored in the file server must be back-up. One full-back up weekly and incremental backups daily. Router, firewall, main hub or switch and network file server must be connected to a smart voltage regulator UPS with 6 outlets 65 minutes runtime minimum.

Communications protocol IP addresses

File Server Operating System Dial-in networking

Back-Up Protocol

UPS

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ASPIRA Network Configuration Diagram

The AS P IR A A ssociation N etw ork C o nfiguration

Internet Cloud

DSL or T-1 line VPN Router / firewall

Firewall

UPS

7x E th ern et C 7 8 9 1 01 1 12 A 1 2 3 4 5 6

8x

9x

10 x

1 1x

12x

7x

8x

9x

1 0x

11 x

12 x

1x

2x

3x

4x

5x

6x

1x

2x

3x

4 x

5 x

6x

Hub

File Server

W orkstations

Network Printers

M ode m Bank

Note: Router, Firewall, hub and file server must be connected to the UPS

Modem For remote maintenace using PC Anywhere

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10. ASPIRAs Communications and Computer Technology Acceptable Use Policy

Introduction
This Acceptable Use Policy ("AUP") sets forth the principles that govern the use by customers of the communications and computer technology systems, services and products provided by ASPIRA National Office (herein called ASPIRA or "the Organization"). The AUP has been created to promote the integrity, security, reliability and privacy of ASPIRA's systems and networks.

Compliance With The Law

Customers shall not post, transmit, re-transmit or store material on or through any of Organization's system services or products that: (i) is in violation of any local, state, federal or non-United States law or regulation; (ii) threatening, obscene, indecent , defamatory or that otherwise could adversely affect any individual, group or entity (collectively, "Persons"); or (iii) violates the rights of any person, including rights protected by copyright, trade secret, patent or other intellectual property or similar laws or regulations including, but not limited to, the installation or distribution of "pirated" or other software products that are not appropriately licenses for use by ASPIRA.

Prohibited Uses of Organization's Systems, Services and Products

This AUP identifies the actions that the Organization considers to be abusive, and thus, strictly prohibited. In addition to the other requirements of this AUP, Customer may only use the Organization's systems, services and products in a manner that, in the Organization 's sole judgment, is consistent with the purposes of such systems, services and products. If a customer is unsure whether a contemplated use or action is permitted under the AUP, the customer should e-mail Organization with a description of the proposed use at jvillamil@aspira.org for a determination as to whether the use is permissible under this AUP. The examples identified in the subsections below are nonexclusive and are provided, in part, for guidance purposes. The following uses of the Organization's systems, services and products as described in subsections A through E are expressly prohibited: Prohibited Actions: General Conduct 1. Transmitting on or through any of Organization's systems, services, or products any material that is, in Organization's sole discretion, unlawful, obscene, threatening, abusive, libelous, or hateful, or encourages conduct that may constitute a criminal offense, may give rise to civil liability, or otherwise may violate any local, state, national or international law.

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2. Transmission, distribution, or storage of any information, data or material in violation of United States or state regulations or law, or by the common law. 3. Violations of the rights of any Person protected by copyright, trade secret, patent or other intellectual property or similar laws or regulations. 4. Actions that restrict or inhibit any Person, whether a customer of the Organization or otherwise, in its use of any of the Organization's systems, services or products. 5. Resale of the Organization's services and products, without the prior written consent of Organization. 6. Use, installation, distribution, or duplication of any unauthorized software. Prohibited Actions: System and Network Security 1. Attempting to circumvent user authentication or security of any host, network, or account ("cracking"). This includes, but is not limited to, accessing data not intended for the customer, logging into a server or account the customer is not expressly authorized to access, or probing the security of other networks (such as running a SATAN scan or similar tool). 2. Effecting security breaches or disruptions of Internet communications. Security breaches include, but are not limited to, accessing data of which customer is not an intended recipient or logging onto a server or account that customer is not expressly authorized to access. For purposes of this section, "disruption" includes, but is not limited to, port scans, ping floods, packet spoofing, forged routing information, deliberate attempts to overload a service, and attempts to "crash" a host. 3. Using any program/script/command, or sending messages of any kind, designed to interfere with a user's terminal session, by any means, locally or by the Internet. 4. Executing any form of network monitoring which will intercept data not intended for Customer. Prohibited Actions: E-Mail 1. Harassment, whether through language, frequency, or size of messages, is prohibited. 2. Sending unsolicited mail messages, including the sending of "junk mail" or other advertising material to individuals who did not specifically request such material ("e-mail spam"). Customers are explicitly prohibited from sending unsolicited bulk mail messages. This includes, but is not limited to, bulk-mailing of commercial advertising, informational announcements, and political tracts. Such material may only be sent to those who have explicitly requested it. If a recipient asks to stop receiving e-mail, the Customer must not send that person any further e-mail.

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3. Creating or forwarding "chain letters" or other "pyramid schemes" of any type, whether or not the recipient wishes to receive such mailings. 4. Malicious e-mail, including, but not limited to, "mailbombing" (flooding a user or site with very large or numerous pieces of e-mail). 5. Unauthorized use, or forging, or mail header information. 6. Using a Organization or a customer account to collect replies to messages sent from another provider. 7. Use of unsolicited e-mail originating from the ASPIRA network or networks of other Internet Service Providers on behalf of, or to advertise any service hosted by ASPIRA, or connected via the ASPIRA network. 8. Willful failure to secure open SMTP ports so as to prevent the unauthorized use of customer resources for the purposes of sending unsolicited e-mail by a third party. Prohibited Actions: Usenet Newsgroups 1. Positing the same or similar messages to large numbers of Usenet newsgroup ("Newsgroup spams or USENET spam"). 2. Posting chain letters of any type. 3. Posting encoded binary files to newsgroups not specifically named for that purpose. 4. Cancellation or superseding of posts other than your own, with the exception of official newsgroup moderators performing their duties. 5. Forging of header information. This includes attempting to circumvent the approval process for posting to a moderated newsgroup. 6. Solicitations of mail for any other e-mail address other than that of the poster's account or service, with intent to harass or to collect replies. 7. Postings that are in violation of the written charters or FAQ's for those newsgroups. 8. Posting of Usenet articles from the ASPIRA network or networks of other Internet Service Providers on behalf of, or to advertise any service hosted by ASPIRA, or connected via the ASPIRA network. 9. Failure to secure a news server so as to prevent the unauthorized use of customer resources by a third party which may result in Usenet posts which violate this policy. 10. Advertisements posted in newsgroups whose chargers/FAQ's explicitly prohibit them. The poster of an advertisement or other information is responsible for determining the etiquette of a given newsgroup, prior to posting to it. Prohibited Actions: Individual Accounts (Dial-up Users Only) 1. Utilizing multiple logins, except as allowed by the Organization-provided version of 'screen'. Users of 'user mode IP' programs (such as TIA) may use one additional login via telnet in addition to the initial login. Shell

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account users may not run programs that provide network services from their accounts, such as IRC or MUD servers. 2. Attempting to circumvent the 'idle daemon' or time charges accounting, or attempts to run programs while not logged in by any method, are prohibited. 3. Consuming excessive resources, including CPU time, memory, disk space, and session time. The use of resource-intensive programs which negatively impact other system users or the performance of Organization systems or networks is prohibited, and Organization staff may take action to limit or terminate such programs. 4. Sharing of passwords or accounts with others.

Complaint and Enforcement

Complaint Complaints regarding abusive conduct may be reported to: Ronald Blackburn-Moreno ASPIRA National Office 1444 I Street, NW Suite 800 Washington, DC 200055-3600 ASPIRA must be able to independently verify each instance of abuse, and so each complaint must include the COMPLETE TEXT OF THE OBJECTIONAL MESSAGE, INCLUDING ALL HEADERS. Please do NOT send excerpted parts of a message; sending a copy of the entire message, including headers, helps to prevent misunderstandings based on incomplete information, or information used out of context. Full headers demonstrate which path the message has taken, and enable us to determine whether any part of the message has been forged. This information is vital to our investigation. Enforcement The Organization may suspend, terminate, or otherwise limit a user's access to services for violations of the AUP without warning. In practice warnings and corrective action will be attempted before administrative actions are taken. All infractions to the AUP will be reported to management for administrative review and may effect your employment record. Specific administrative actions are not specified within this document.

Miscellaneous
Modification of AUP Organization retains the right to modify the AUP at any time and any such modification shall be automatically effective as to all customers when adopted by Organization.
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Applicability of AUP The actions listed herein are also not permitted from other Internet Service Providers. Deceptive marketing, as defined by the Federal Trade commission Deception Policy Statement, is not permitted through the ASPIRA services or network. These rules apply to other types of Internet-based distribution mediums as well, such as RLG's Ariel system (a system for sending FAX-like documents over the Internet). The organization Is Not Responsible For Content ASPIRA is not responsible for the content of any USENET posting, whether or not, the posting was made by a customer of the organization. Removal of Materials At its sole discretion, organization reserves the right to remove materials from its servers and to terminate Internet access to customers that organization determines have violated this AUP.

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11. ACCEPTABLE USE POLICY FOR THE EXPLORATION AND UTILIZATION OF THE INTERNET AS A TOOL FOR LEARNING
Purpose of the rule The purpose of this rule is to establish a policy for the acceptable use of the Internet as a tool for learning in the ASPIRA Association. In summary, the rule affirms that neither employees nor students and/or Aspirantes may use the Internet to do any action or receive and/or communicate any language that the employee or student could not do in person. Any act or word prohibited by federal, state, and/or local law or regulation (including ASPIRA Rules) and/or collective bargaining agreement if done by an ASPIRA employee (where applicable) or student in person is similarly forbidden by this rule to be done by any employee or student by or through the Internet. Additionally, the rule reflects that there is no expectation of privacy in the use of e-mail or Internet communications when such communications occur over ASPIRA provided equipment by ASPIRA employees, students, or others. Purpose of access to the Internet The purpose of providing students and employees access to the Internet is to promote academic excellence in ASPIRA's educational objectives. This computer technology provides resource sharing, innovation and communication that will help launch today's schools into the information age. Resources Available on the Internet Students and employees of ASPIRA have access to the following resources: A. Electronic mail communication throughout the world; B. Local, national and world-wide information and news; C. Correspondence with scientists at research institutions; D. Access to public domain software of all types; A. Collaboration with peers on projects and problem solving strategies;

Acceptable Use Policy Utilization of the Internet by students and employees must be in support of and consistent with the educational objectives of ASPIRA. When utilizing the Internet all users must adhere to the provisions of this rule and the standards of conduct established in the ASPIRA Code of Student.
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A. Transmission of any material in violation of local, state, and federal law or regulation is prohibited. This includes, but is not limited to copyright material, threatening or obscene material or material protected by trade secret. 1. Obscene material is that material which: a) The average person, applying contemporary community standards, would find, taken as a whole, appeals to the prurient interest; b) Depicts or describes, in a patently offensive way, sexual conduct; and c) Taken as a whole, lacks serious literary, artistic, political, or scientific value. B. Use of the Internet for product advertisement, commercial activities, political campaigning or solicitation is prohibited. Privilege Accessing the Internet through ASPIRA equipment is a privilege, not a right, and inappropriate use, including violation of this rule may result in cancellation of the privilege. A. Schools or ASPIRA administrators are delegated the authority to determine appropriate and acceptable use as provided under this rule. B. Any user account may be closed, suspended or revoked at any time a school or ASPIRA manager determines an account user or holder has used the Internet in an inappropriate or unacceptable manner in violation of this or any other applicable ASPIRA rule. C. Inappropriate or unacceptable use is defined as use that violates ASPIRA purpose in providing students and employees access to the Internet and use that violates the ASPIRA Schools Code of Student Conduct or any local, state, or federal law or regulation. D. Access to the Internet in school as a tool for learning will be automatic. Parents will be advised in writing of their rights to indicate that they do not want their child to access the Internet in school. Monitoring ASPIRA reserves the right to review any material on user accounts for purposes of maintaining adequate file server space. In reviewing and monitoring user accounts for the purpose of determining adequate file server space, ASPIRA shall respect the privacy rights of user accounts.

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Network Etiquette All users are expected to abide by the generally accepted rules of network etiquette. These rules include, but are not limited to the following: A. Be polite. Do not get abusive in your message to others. B. Use appropriate language. Do not swear, use profanity, use vulgarities or any other inappropriate language. C. Do not engage in activities which are prohibited under local, state or federal law. D. Do not engage in activities which violate the ASPIRA Code of Student Conduct. E. Do not reveal your personal address and/or telephone number nor that of other students and employees. F. Note that electronic mail (e-mail) is not guaranteed to be private. People who operate the system do have access to all mail. Messages relating to or in support of illegal activities may be reported to the authorities and may result in the loss of user privileges. G. Do not use the network in such a way that would be disruptive to others. H. All communications and information accessible via the network should be assumed to be private property. I. Do not use the network to send or receive messages that discriminate based on gender, race, color, religion, ethnic or national origin, political beliefs, marital status, age, sexual orientation, social and family background, linguistic preference, disability or that are inflammatory.

Services Use of any information obtained via the Internet is at the user's own risk. ASPIRA will not be responsible for any damages a user may suffer. This includes loss of data resulting from delays, non-deliveries, mis-deliveries, or service interruptions caused by negligence, errors, or omissions. ASPIRA denies responsibility for the accuracy or quality of information obtained through its services. All users need to consider the source of any information they obtain, and consider how valid that information may be. Security Security on any computer network is a high priority, especially when the system involves many users. A. If a user can identify a security problem on the network, the user must notify a system administrator. The user must not demonstrate the problem to others.
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B. Users must not use another individual's account without written permission from that individual. Attempts to log into the system as any other user will result in cancellation of user privileges. Attempts to log in to the Internet as a system administrator may result in the cancellation of user privileges. C. Any user that has been determined by administrators to have violated this rule may be denied future access to the Internet through the ASPIRA network. D. A student or employee with a history of utilizing other computer systems in an inappropriate or unacceptable manner may be denied access to the Internet through the ASPIRA network.

Vandalism and Harassment Vandalism and harassment when utilizing the Internet will result in cancellation of user privileges. This includes, but is not limited to, the uploading or creation of computer viruses and the attempt to destroy, harm or modify data of another user. Procedures for Use Student users must always get permission from their teachers or facilitators before using the network or accessing any specific file or application. Student users must also follow written and oral classroom instructions. A. All users have the same right to use the equipment. Therefore, users shall not play games or use the computer resources for non-academic activities when other users require the system for academic purposes. In addition, users shall not waste nor take supplies, such as paper, printer ribbons, and diskettes, that are provided by ASPIRA. B. Teachers are responsible for teaching proper techniques and standards for participation, for guiding student access to appropriate sections of the Internet, and for assuring that students understand that if they misuse the network they will lose their privilege to access the Internet from the classroom environment. Inappropriate Material On a global network it is impossible to control effectively the content of data and an industrious user may discover inappropriate material. Inappropriate material is that material that is determined inconsistent with the goals, objectives and policies of the educational mission of ASPIRA. Access and use of the Internet is for use as a regular instructional activity. It is the users responsibility not to initiate access to materials that are inconsistent with the goals, objectives and policies of the educational mission of ASPIRA.

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Disciplinary Actions for Improper Use The act of accessing the Internet through the ASPIRA's network signifies that the user will abide by the provisions of this rule. Any user violating this rule, or applicable local, state, or federal law or regulation is subject to loss of network access privileges and any other disciplinary actions, as reflected in ASPIRA Code of Student Conduct.

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Appendix A

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Appendix B

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Appendix C

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