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C O R R E C T I N G I N A P P R O P R I A T E C O N D U C T

Consequences for Minor Misbehavior

It is expected that the great majority of students at the school will strive to meet the expectations

for responsibility and self-discipline outlined herein. It is also understood, however, that no

single set of procedures will be effective in helping every student develop the skills and attitudes

necessary for success. Therefore, a series of interventions will be designed for students who have

not been motivated by the school-wide procedures. As teachers and faculty adapt disciplinary

procedures to meet individual needs, the focus will remain positive and an emphasis will be

placed on the continuing need for calm and consistent consequences.

Students will learn that certain actions are unacceptable at the school and misbehavior has

consequences that are neither amusing nor pleasant. Students who engage in any type of

misbehavior, whether minor or severe, will be required to make amends and/or restore the

situation. Restitution may involve an apology; community or school service; or fixing, replacing,

and/or paying for damage caused. The Head of School and/or teacher will determine the type of

restitution required for a particular infraction. If possible, the restitution assignment will be

communicated to the student’s parents prior to his or her completion of the task. In all cases,

parents will be informed of the child’s inappropriate behavior and the restitution requirement.

Consequences for Severe Misbehavior

Most misbehavior will be handled with discussion or the use of mild consequences. However,

severe misbehavior will be met swiftly with equally severe consequences. Such behavior is

defined as belonging to at least one of the following categories:

Insubordinate behavior

Physically dangerous behavior

Illegal behavior

Insubordinate behavior is the direct refusal to comply with a reasonable staff instruction within a

specified period of time. In such cases, the staff member involved will first explain to the student

why his or her actions are inappropriate and will issue a mild consequence for the offense. If the

student continues to disregard the staff member’s instruction, he or she will be sent to the office

and the incident will be reported to the appropriate staff member.

Insubordination is a breakdown in communication. When a student has been referred to the

office for this offense, the Head of School or designee will arrange a conference between the

student, the staff member involved, and possibly the student’s parent or guardian. The purpose

of the conference will be to establish a plan that will help the student communicate more

responsibly in the future.

In cases of physically dangerous behavior—fighting, assault, verbal assault, physical intimidation,

sexual intimidation—staff will firmly inform the students to stop the physical altercation. If the

students do not respond, staff will use professional judgment to determine whether or not to

intervene physically. Staff will not be required to take action that could be physically dangerous;

in such cases, another student will be sent immediately for assistance. The Head of School or designee will notify parents and make all decisions regarding whether to contact the appropriate law

enforcement authorities.

If a staff member is aware that a student has been or is engaged in illegal activity, the staff

member will refer the case to the office. The Head of School or designee will notify the student’s

parent or guardian and make all decisions regarding whether to contact the appropriate law

enforcement authorities. Any student who brings a weapon to school or who uses a dangerous

item in a way that makes another person feel threatened is subject to immediate expulsion. All

incidents involving weapons will be reported to the appropriate law enforcement agencies.

Insubordination: A Scenario

Custodian: “Jason, you need to slow down and walk in the hallways.”

Jason: “You’re just the custodian. I don’t have to do what you say!”

Custodian: “Jason, stop, that was disrespectful. You need to stand by the wall now! Here, we work hard to respect everyone. I think you owe me an apology.

Jason:” I don’t have to do what you say!” (Jason begins walking away.)

Custodian: “Jason, you need to stand by the wall within ten seconds, or I will report this to the School Director.”

If Jason walks away, he is being insubordinate and the custodian will refer him immediately to the school main office. If Jason refuses to go to the office, the custodian will make no effort to coerce him; rather the custodian will simply inform the office of the chain of events.

If Jason listens to the custodian’s instructions and apologizes, no office referral will result. A reasonable consequence may be imposed for the disrespectful behavior, such as having Jason work with the custodian during a recess or notifying his teacher.

The following consequences may be applied in cases of severe misbehavior.

Office Referral

Referrals to the office will be made only in response to severe or recurring behavior

problems. Reserving office referrals for such cases will help combat the notion that being

sent to the office is “no big deal.”

When making an office referral, the referring staff member will complete an Office Referral

Form as soon as possible after the infraction. The Head of School and office staff will keep

records on all office referrals, and the records will be reviewed by the School’s Leadership

Team at least four times a year. Using these records, the Leadership Team will determine

whether it is necessary to revise School policies, or whether there is a need for further

staff development to ensure the consistent implementation of current policies.

Exclusionary Timeout from Reinforcement

Exclusionary timeouts from reinforcement will be used for students who need a neutral

environment to help manage their own behavior, or to cool down or reflect on

inappropriate behavior. Such timeouts involve removing the student from the instructional

setting to a supervised area, such as the back of a classroom or the office. An

exclusionary timeout from reinforcement may also be imposed as a consequence of

misbehavior.

Faculty, staff, and school leaders will adhere to the following procedures when imposing an

exclusionary timeout from reinforcement. No student shall ever be unsupervised during a

timeout situation.

1. Upon the behavioral infraction, the student will be sent on a three-minute timeout

away from the instructional setting. The student will be told in a firm, non-emotional

voice, that he or she has made the choice to continue the inappropriate behavior, and

that a timeout is the consequence.

2. When the three minutes have passed, the student will be required to complete a

compliance set—roughly ten simple tasks to be completed (e.g., touch your nose,

stand up, touch your ear, raise your hand).

3. The student’s chair will then be moved close to the room or instructional group, and he

or she will be required to do a more limited compliance set (about five tasks).

4. Upon the successful completion of the set, the child will be allowed to rejoin the group.

5. The child will be required to make-up the time spent in timeout during an activity that

is relatively rewarding (e.g., recess or unstructured activities).

6. If the child does not follow the directions during any of the previous steps, the timeout

procedures will be repeated. The student will owe this extra time (see #5).

Records of the number of exclusionary timeouts from reinforcement imposed and the

students involved will be maintained and reviewed by the Leadership Team at least four

times a year. These records will be used to make judgments about the efficacy of the

school’s timeout procedures for helping students learn to be responsible.

Suspension

In response to cases of severe misbehavior in which a student violates school policies,

rules, or regulations, or otherwise interferes with the orderly operation of the school, the

Head of School or a designee may suspend or temporarily remove the student from

school. Suspension will be regarded as a serious consequence and students will be

removed immediately. If there are extenuating circumstances preventing immediate

removal from the school grounds, the Head of School or designee will assume full

responsibility for the student until he or she is removed. The student’s parents will be

required to meet with the Head of School or designee and any staff members involved in

the suspension prior to the student’s return to the school. A suspended student must

make up missed work, and will not be allowed to be on the school grounds or to attend

any school-related functions at any time during the suspension. In addition, the student

may be required to complete homework related to the disciplinary infraction. For

suspensions of 10 days or less, the student’s parents will be required to meet with the

Head of School and any staff members involved in the suspension prior to the student’s

return to the school. A student can only be readmitted to class with the consent of the

staff member involved. If the staff member disagrees, the Board will establish a

placement committee to find an appropriate placement for the student. The committee

will make a decision within three days. This policy in no way diminishes the due process

rights under the federal law of a student who has been determined to be eligible for

special education programs and services.

Expulsion

Expulsion is defined as the removal of the right and obligation of a pupil to attend the school

under the conditions set by the school’s Board of Trustees. A student can be recommended

for expulsion if the student has had three or more suspensions for severe misbehavior (as

defined in the section on suspension). The Head of School will make a recommendation to

expel a student to the School Board.

A student who brings a dangerous weapon to school or uses an implement in school in any

way that makes another student, staff member, or volunteer feel threatened will be subject to

an expulsion hearing before the School Board. If a student brings a firearm to school, the

student will be expelled for at least one year. If a student enrolled in grade 6 or above

commits a physical or verbal assault at school against a person employed by or engaged as a

volunteer or contractor by the school board, and if the physical or verbal assault is reported to

the school board, or building Head of School by the victim or, if the victim is unable to report

the assault, by another person on the victim’s behalf, then the school board, shall expel the

student from the school permanently. In addition, if a student in grade 6 or above makes a

bomb threat or similar threat directed at a school building, other property, or at a school-

related event, then the school board, or designee on behalf of the school board, shall expel

the pupil from the school for up to 180 school days. If the Head of School receives a report of

physical or verbal assault, he or she shall forward the report to the school board with the

recommendation to expel. If an individual is permanently expelled, the school shall enter on

the individual’s permanent record that he or she has been permanently expelled pursuant to

state law.

An expelled student will not be permitted on school grounds or at any school-related functions

for the duration of his or her expulsion. If an individual is expelled, it is the responsibility of

that individual and of his or her parent or legal guardian to locate a suitable educational

program and to enroll the individual in such program during the expulsion. If the expulsion is

for a limited time, such as one year, the expelled student may choose to attend another

school during this period. Students under the age of fourteen may be expelled for the

duration of the existing school year.

The tables on the following pages outline the specific procedures that will be applied in response

to severe misbehavior. Each of the consequences listed for the various offenses will be imposed.

Terms defined: “At school” means in a classroom, elsewhere on school premises, on a school bus, or other school-related vehicle, or at a school-sponsored activity or event whether it is held on school premises or elsewhere. “Physical Assault” means intentionally causing or attempting to cause physical harm to another through force or violence. "Expulsion" is defined as the removal of the right and obligation of a student to attend the school under the conditions set by the school’s Board of Trustees. A student who brings a dangerous weapon to school or uses an implement in school in any way that makes another student, staff member, or school volunteer feel threatened will be subject to an expulsion hearing before the Board of Directors. An expelled student will not be permitted on school grounds or at any school-related functions for the duration of his or her expulsion. If the expulsion is for a limited time, such as one year, the expelled student may choose to attend another school during this period. Students under the age of fourteen may be expelled for the duration of the existing school year.

Problem 1st

Offense (All of the consequences listed will be imposed.)

2nd


3rd


Insubordinate Behavior (e.g.,

disrespect toward staff members and peers, refusal to follow directions, chewing or possessing gum)

Student sent to the Office

Parent notified

Mandatory meeting among student, staff member involved, and HoS, prior to student re-entering situation or classroom

Intervention Planning Team convened to establish instructional discipline action plan; parent and student (if appropriate) are apprised of the plan


Parent notified to pick-up student immediately

1-3 day suspension (or longer depending on the severity of the offense), and mandatory meeting among parent, student, staff member involved, and HoS, prior to student re-entering School


Parent may be asked to accompany child to School to assist with teaching appropriate behavior

Failure to comply with the specifics of the instructional discipline action plan may result in expulsion



Long-term suspension up to 10 days or expulsion, and mandatory meeting between parent and HoS, prior to student re-entering School

Board of Directors and Mosaica Education (School’s education management provider) are notified regarding possible expulsion

Parent must attend School with child to assist with teaching appropriate behavior

Physically Dangerous Behavior (e.g.,

fighting, assault, verbal assault, physical or sexual intimidation)

The CAO may contact the appropriate authorities, depending on the severity of the dangerous behavior and the age of the student involved.



1-3 day suspension (or longer depending on the severity of the offense), and mandatory meeting between parent and CAO, prior to student re-entering School




3-5 day suspension (or longer depending on the severity of the offense), and mandatory meeting between parent and HoS, prior to student re-entering School


Parent may be asked to accompany student to School to assist with teaching appropriate behavior





Board of Directors and Mosaica(School’s education management provider) are notified regarding possible expulsion


Problem 1st


2nd


3rd


Illegal Acts

(e.g., theft, vandalism, use of illegal substances, use or possession of dangerous items or weapons)

The CAO may contact the appropriate authorities, depending on the nature of the offense and the age of the student involved.









Parent may be asked to accompany student to School to assist with teaching appropriate behavior





Board of Directors and Mosaica Education (School’s education management provider) are notified regarding possible expulsion


Mosaica Education, Inc.

Mosaica Education, Inc. Personalized Student Achievement Plan, revised 2013-2014 Student Reports

Personalized Student Achievement Plan (PSAP)

Please tab to each grey area to complete information – use cursor to click on and fill in check boxes

Student Name: Date: / /

Is there an active IEP: Yes: No:

Speech and Language: OT/PT: Other:

SECTION I: Individual Student Data (Qualitative and Quantitative)

Quarter NWEA Data Level Reading: Math:

NWEA Subscores: o Math: Number/Operations _____ Operations/Algebraic Thinking _____

Measurement / Data _____ Geometry ______ o Reading: Literature _____ Informational Text _____ Foundational Skills/Vocabulary _____

Journeys Assessments Scores:_________ Journeys assessments are used at the completion of each story / unit in Journeys. These assessments are a measurement of the student’s mastery of the content and skills taught.

DRA DRA assessments are conducted quarterly. Prior DRA level _____, Current DRA level _____

Paragon Performance Assessment Rubrics Unit: Scores:

State Assessment Results – 2013 Reading ________ Math __________ Writing ________ Science ________ Social Studies

The Paragon Performance Assessment Rubric shows how a student performed on the cumulative assessment for a particular unit. This qualitative data is used to show particular student strengths or areas of student need that can be reinforced or addressed during Paragon time and throughout the day.

Teacher Observation Teacher observation of the individual student is essential in addressing student strengths and needs. Teacher observation will help to determine a student’s best learning styles to ensure that each student succeeds throughout the day. Your child’s teacher observed the following: Social / Emotional (i.e.: What is the student’s level of participation throughout the day? When is the student

most engaged? Has the student exhibited any mistaken goals? If so, explain. Which of the Multiple Intelligences are considered strengths of this student?)

Paragon (i.e.: Is the student excited about Paragon time? Which activities engage the student the most? What

are this student’s particular strengths in Paragon? What seems to challenge the student most? Does the student participate well in collaborative groups? Why or why not?)



Language Arts (i.e.: Is the student excited about reading? About writing? What are this student’s particular strengths in this area? What seems to challenge the student most? What strategies work best to engage this student?)

Math (i.e.: Is the student excited about math? What are this student’s particular strengths in this area? What seems to challenge the student most? What strategies work best to engage the student and foster student understanding?)

Science (i.e.: Is the student excited about science? What are this student’s particular strengths in this area?

What seems to challenge the student most? What strategies work best to engage the student?)

Parent / Guardian Observation Parent / guardian input is helpful in developing an overall plan for the student. Add parent information gathered via survey (in person, by phone, or in writing).

What is your child’s overall attitude towards school? What have you noticed to be a particular strength of your child? Please explain. What have you noticed to be a particular challenge for your child? Please explain. What are your child’s interests at home? How would you most like to help support your child’s success at school?

Other data: (Observations from other teachers/staff; Data from other standardised tests).

Has the student been referred for Multi – Tiered Systems of Support (RTI) Services:

Has the student received targeted intervention for reading or mathematics from intervention teachers, CIS, or other specialist? If yes, please describe:

Does the student attend after school tutoring on a regular basis? If yes, describe the targeted interventions that are a part of the individualized program the student receives in after school tutoring?

If applicable, has the student attended summer school in the past? _____ Yes _____ No, If yes, when and for what subject(s):

For Q2, Q3, and Q4: Number of minutes per week student receives intervention through Compass Odyssey or similar program? Name of other program:

For Q 2, Q3, and Q4: Number of referrals to BIS or HoS for disciplinary incidents:

Absences for Quarter ; Number of Tardies for Quarter Cumulative Absences:




SECTION 2: Gap Analysis and Overview of Personalized Support Strategies

Where is this student now as compared to where he or she should be? Refer to the data in Section 1. Summarize. State if student is at or above expected

level or detail any gaps. *

Individualized Goals. If there is an achievement gap, what is the goal for this student this year? (i.e.: Student will be at xxx level in reading by April of this year.)

Personalized Plan of Action. What will be done to help this student reach this goal? (i.e.: After‐school tutorial, ability grouping, etc.)

Social / Emotional

Goal # : :

Action Plan:

Paragon

Goal # : :

Action Plan:

English

Goal # : :

Action Plan:

Math

Goal # : :

Action Plan:

Science

Goal # : :

Action Plan:

*Reference IEP for special needs students.




SECTION 3: Individualized Weekly Plan: Detail the weekly plan for this student. (i.e.: Attend after‐school tutorial 3 times per week for 1 hour each day; Work on targeted Math 15 minutes before school every day, etc.)

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Agreed to by: _____________________ ________________________ __________________________ Teacher Parent/Guardian Student



Personalized Student Achievement Plan (PSAP) REVIEW

Review of Individual Student Goals and Progress

Student’s Name: / / Today’s Date

Goal # (Restate Goal from initial PSAP and number accordingly)

Action Plan for this goal: (Restate action plan for this goal from initial PSAP)

Student Progress Has goal been met: Yes: No:

Summarize student progress:

Assessment Tools Note: means of

assessment. Add scores if applicable.

National:

Paragon Performance Rubrics:

Teacher Observation:

Parent Observation:

Other:

Note any modifications to the action plan for this goal:

Mosaica Education School Based Parental Involvement Plan

Recognizing the need for strong parental involvement in the educational process, Mosaica Education schools establish parent involvement plans to meet all legislative and Federal requirements for Title I funding. Parent involvement activities at Mosaica Education schools are based on the research of Dr. Joyce Epstein (updated, 2009). The following beliefs provide the foundation of the Mosaica Education Parent Involvement program:

1. A child’s education is a responsibility shared by the school and family during the entire time the child spends in schools;

2. To support the goal of the schools to educate all students effectively, the schools and parents must work as knowledgeable partners;

3. That although parents are diverse in culture, language, and needs, they are an integral component of a school’s ability to provide for the educational success of their children;

4. That engaging parents is essential to improve student achievement; and 5. That schools should foster and support active parental involvement.

Mosaica Education schools, in collaboration with its parents, establish a parental involvement plan which includes programs and practices that enhance parental involvement and reflect the specific needs of our students and their families.

Mosaica Education Parental Involvement Plans are developed by local schools; all plans shall include the following goals:

1. Involve parents of students at all grade levels in a variety of roles; 2. Be comprehensive and coordinated in nature; 3. Recognize that communication between home and school should be regular, two-way, and

meaningful; 4. Promote and support responsible parenting; 5. Acknowledge that parents play an integral role in assisting student learning; 6. Welcome parents in the school and seek parental support and assistance; 7. Recognize that a parent is a full partner in the decisions that affect his or her child and family; 8. Recognize that community resources strengthen the school programs, family practices, and

student learning; 9. Support the development, implementation, and regular evaluation of the program to involve

parents in the decisions and practices of the school district.

Goal 1 – Involve parents of students at all grade levels in a variety of roles Section 1118(c) (4) (A) (B) of ESEA

All parents are urged to establish and maintain an involvement in the educational process of their child/children in a variety of roles. Involvement will be two-way and meaningful. All parents are encouraged to provide their expertise and share experiences with the school. Tutors, mentors, speakers, and other services would be welcome.

Goal 2 – Be comprehensive and coordinated in nature Section 1118(d) (1) (d) (2) (A) of ESEA

http://www.bobcats.k12.ar.us/

http://www.bobcats.k12.ar.us/

The Parental Involvement Plan will be comprehensive and coordinated. A comprehensive program is one designed to meet the needs of all students and to ensure that each student receives maximum benefit from our educational system. A coordinated program is designed to be managed by all parties involved, with regular up-dates and evaluations.

Goal 3 – Recognize that communication between home and school should be regular, two-way, and meaningful Section 1118 (e) (5) of ESEA

Communications activities between school and home should include, but not limited to the following:

1. Informational Packets 2. Parent-Teacher Conferences 3. Other Activities

Informational Packets

Informational Packets will be provided to every parent of students enrolled in Mosaica Education schools. The following will be included in the packets:

1. The school’s parental involvement program; 2. The recommended role of the parent, student, teacher, and school; 3. Ways for the parents to become involved in the school and his/her child’s education; 4. Activities planned throughout the school year to encourage parental involvement; 5. A system to allow the parents and teacher to communicate in a regular two-way and

meaningful manner with the child’s teacher and the school principal

Parent-Teacher Conferences

Two parent-teacher conferences are scheduled each year. Attendance at these conferences is strongly encouraged. Parents will be given a mid-term report in the middle of each quarter. Parents may request a conference at any time during the school year. If parents wish to meet with a teacher, please call the office to schedule a conference time. A parent may request a meeting with the building Head of School at any time. Parents who do not participate in parent teacher conferences will receive home visits by school personnel to ensure that home and school communication is in place.

Parental Newsletters

Parental Newsletters will be sent out quarterly to inform parents of upcoming events and current educational practices. The newsletters are informative in nature and inform and reflect on various techniques that parents may implement to help their child/children with in the home environment.

Goal 4 – Promote and support responsible parenting Section 1118 (e) (2) of ESEA

Responsible parenting will be promoted and supported by the school through a variety of activities including the following:

1. Purchase of Responsible Parenting Materials

2. Parent Centers 3. Parent Organizations 4. Other Activities

Purchase of Responsible-Parenting Materials

As funding allows, parenting books, magazines and other informative material regarding responsible parenting will be purchased through the school library. The materials will be housed in the Parent Centers and will be available for parents to borrow for review.

Goal 5 – Acknowledge that parents play an integral role in assisting student learning Section 1118 (d) (1) and III (d) (2) (A) of ESEA

All Mosaica schools will help parents in assisting students by scheduling

1. Annual Title I Parent Meeting 2. Parent Involvement Meetings

Annual Title I Parent Meeting

Schools host an annual Title I Parent Meeting each year to inform parents about Title I Federal Programs. This meeting will inform parents of curriculum programs being implemented at their child’s school. Information is presented on the assessment practices given, results of the assessment, and proficiency levels. Parents will be informed of what they should expect from their child’s educational endeavor for the coming school year.

Title I parent committee reviews the plan annually, coordination of funds for parental involvement, and provides final approval for the parent involvement plan. Dissemination occurs during the final approval. Parent involvement plans are located in the school office and parent center for review.

Parent Involvement Meetings

Parent Involvement Meetings will be held throughout the year.. A Report to the Public Meeting will also be scheduled at the beginning of each school year in which parents will be given a report on the state of the school, including federal programs, the guidance program, and other special programs, Parents will be provided an overview of the following:

1. What their child will be learning; 2. How their child will be assessed; 3. What parents should expect for their child’s education, and 4. How parents can assist and make a difference in his or her child’s education. 5. Parent University Programs

Goal 6 – Welcome parents in the school and seek parental support and assistance Section 1118 (e) (2) of ESEA

All parents are welcome at Mosaica Educaiton schools, and parental support and assistance is encouraged. To welcome parents in the school, the school shall minimally provide

1. Mo policies discouraging parents visiting school; 2. A volunteer resource book; 3. Other activities

No policies discouraging parents visiting school

Mosaica schools always welcome parents to the school campus. Policies will not discourage parents from visiting the school. Although the educational process cannot be interrupted, visits to the classroom during school events will be encouraged. Parents may also be able to pick up their child during the day by going through the principal’s office and following the proper protocol.

Volunteer Resource book

Parents will be encouraged to volunteer their time, talents, and energy for the advancement of the educational process of the students. A volunteer resource book will be compiled based on information received on parent surveys regarding willingness to serve. The surveys will be used to determine how frequently a volunteer would like to participate, including the option of just one time per year. It will include options for those who are available to help at home. The resource book will be made available to the school staff to help match school needs with volunteer interests.

Other Activities

Other activities determined by the school to welcome parents in the school may be planned throughout the year.

Goal 7 – Recognize that a parent is a full partner in the decision that affect his/her child and family

To encourage parents to participate as full partners, schools shall

1. Publish School Policies; 2. Seminars 3. Other Activities 4. Parent Survey

Publish School Policies

The school’s policy for resolving parental concerns will be published in the student handbook and reviewed annually. This will include how to define the problem, whom to approach first, and how to develop solutions.

Seminars

Mosaica Education schools will sponsor seminars to inform the parents of how to be involved in the decisions affecting course selection career planning, and preparation for post secondary

opportunities. The ninth grade orientation is presented at the beginning of the school year to inform parents of the core curriculum and the transition to high school education and post secondary educational programs.

Other Activities

Other activities that the school determines will encourage parents to participate as full partners in the decisions that affect his or her child and family may be planned throughout the year.

Parent Survey

A parent survey will be distributed at least annually to parents. The survey is used to gather information regarding the improvement of his/her child’s education. The information is used to help in the planning of educational programs as well as for continuous improvement.

Goal 8 – Recognize that community resources strengthen school programs, family practices, and student learning Section 1118 (e) (4)

To take advance of community resources, Mosaica Education schools shall

1. Hold Regular Transition Meetings 2. Foster Relations with Alumni 3. Actively Engage Parents to Participate in Parent – Teacher – School Organizations

Goal 9 – Collaboration with the Community

Mosaica Education schools work with parents and parent associations to form collaborative partnerships within the local community. These partnerships may include but are not limited to:

1. Student Field Trips 2. Guest Speakers / Job Shadowing 3. Mentor Programs 4. Internships 5. Tutoring

MOSAICA EDUCATION, INC.

Social Media Guidelines

A. Introduction/Purpose

1. Social media technology can serve as a powerful tool to enhance education, communication, and learning. This technology can provide both educational and professional benefits, including preparing Mosaica Education students to succeed in their educational and career endeavors.

2. Mosaica Education Inc. (MEI) is committed to ensuring that all stakeholders who utilize social media technology for professional purposes, including staff and students, do so in a safe and responsible manner. MEI strives to create professional social media environments that mirror the academically supportive environments of our schools.

3. These Social Media Guidelines (‘Guidelines’) provide guidance regarding recommended practices for professional social media communication between MEI employees, as well as between employees and their students.

4. In recognition of the public and pervasive nature of social media communications, as well as the fact that in this digital era, the lines between professional and personal endeavors are sometimes blurred, these Guidelines also address recommended practices for use of personal social media by Mosaica Education staff.1

B. Definition of Social Media

Social media is defined as any form of online publication or presence that allows interactive communication, including, but not limited to, social networks, blogs, internet websites, internet forums, and wikis. Examples of social media include, but are not limited to, Facebook, Twitter, YouTube, Google+, and Flickr.2

1. Professional social media is a work‐related social media activity that is either school‐based

(e.g., a Mosaica Education Head Of School establishing a Facebook page for his/her school or a Mosaica teacher establishing a blog for his/her class), or non‐school‐based (e.g., a Mosaica regional office establishing a Facebook page to facilitate marketing).

2. Personal social media use is a non‐work‐related social media activity (e.g., an administrative

employee establishing a Facebook page or a Twitter account for his/her own personal use).

1 These Guidelines do not address student‐to‐student communication via social media. Mosaica Education Code of Conduct sets

forth expected standards of behavior with respect to student communication. The Code of Conduct establishes the range of disciplinary options and guidance intervention that can be used when students engage in misconduct involving social media.

2 These Guidelines do not address the professional use of third‐party collaboration tools for purposes other than social media. Further guidance from Mosaica Education addressing the use of third‐party collaboration tools is provided by the Chief Information Officer.


C. Applicability

These Guidelines apply to Mosaica Education employees. MEI will take steps to ensure that other

stakeholders, including vendors, volunteers, and independent contractors are informed of these

Guidelines. D. Professional Social Media Use

1. Maintenance of Separate Professional and Personal E‐mail Accounts

MEI employees who decide to engage in professional social media activities should maintain

separate professional and personal email addresses. As such, employees should not use their

personal email address for professional social media activities. The professional social media

presence should utilize a professional email address and should be completely separate from

any personal social media presence maintained by an employee. Regular and continuous use

of a personal email address for professional purposes, including social media use, will result in

Mosaica Education, Inc. to consider the email address, and the corresponding use of that

address, as a professional account.

2. Communication with Mosaica Education Students

MEI employees who work with students and communicate3 with students through professional social media sites4 should follow these guidelines:

a. Professional social media sites that are school‐based will be designed to address

reasonable instructional, educational or extra‐curricular program matters;5 b. Professional social media sites that are non‐school based will have a reasonable

relationship to the mission and function of MEI;

c. Each school year, MEI parents6 will be notified about the professional social media

activities their children will be invited to participate in. We will inform parents of the

purpose and nature of each professional social media account their children will access

and will instruct parents to contact the school with any questions or concerns;

d. To the extent possible, based on the social media site being used, Mosaica Education

supervisors or their designees will be given administrator rights or access to the

professional social media accounts established by MEI employees; e. MEI employees will be required to obtain their supervisor’s approval before setting up a

professional social media presence; f. Supervisors and their designees are responsible for maintaining a list of all professional

social media accounts within their particular school or office; and 3 The term ‘communicates’, as used in this Guidance, refers to activity, including, but not limited to, ‘friending,’ ‘following,’ ‘commenting,’ and ‘posting messages’ using social media sites. 4 The term ‘site’ and ‘sites’ refer to an online social media account or usage. 5 On school‐based professional social media sites that involve Mosaica students, Mosaica Education employees will use the sites for professional purposes only. Mosaica Education employees are not to review any personal social media accounts created by their students. 6 The term parent means the student’s parent or guardian, or any person in a parental or custodial relationship to the student. This includes: birth or adoptive parent, step‐parent, legally appointed guardian, and foster parent.


g. Professional social media sites should include language identifying the sites as professional social media

sites. For example, the professional sites can identify the MEI school, department, or particular grade

that is utilizing the site. 3. Guidance Regarding Professional Social Media Sites

a. MEI employees will treat professional social media space and communication like a classroom

and/or a professional workplace. The same standards expected in MEI professional settings are

expected on professional social media sites. If a particular type of behavior is inappropriate in

the classroom or a professional workplace, then that behavior is also inappropriate on the

professional social media site;

b. MEI employees should exercise caution, sound judgment, and common sense when using professional social media sites;

c. MEI employees should use privacy settings to control access to their professional social media

sites to ensure professional social media communications only reach the intended audience.

However, Mosaica employees need to be aware there are limitations to privacy settings. Private

communication published on the internet can easily become public. Furthermore, social media

sites can change their current default privacy settings and other functions. As a result,

employees have an individual responsibility to understand the rules of the social media site

being utilized;

d. Professional social media communication will be in compliance with existing MEI regulations, policies and applicable laws, including, but not limited to, prohibitions on the disclosure of confidential information and prohibitions on the use of harassing, obscene, discriminatory, defamatory or threatening language;

e. No personally identifiable student information is permitted to be posted by MEI employees on

professional social media sites, including student photographs, without the consent of the student’s parents; and

f. MEI students who participate in professional social media sites are not permitted to post

photographs featuring other students. 4. Monitoring of Professional Social Media Sites

a. Employees using professional social media have no expectation of privacy with regard to their

use of such media. MEI will regularly monitor professional social media sites to protect the

school community;


b. MEI supervisors, or their designees, such as webmasters, are responsible for monitoring their

employees’ professional social media sites. The monitoring responsibilities include reviewing the

professional social media sites on a regular basis. If supervisors discover questionable communications

or behavior on professional social media sites, they are required to contact appropriate authorities for

assistance. If MEI employees decide to create a professional social media site and they are notified of

questionable communications or behavior on their site, they are required to contact the appropriate

authorities as well as their supervisor for assistance.7

c. MEI supervisors reserve the right to remove, disable, and provide feedback regarding professional social media sites that do not adhere to the law or do not reasonably align with these Guidelines;

d. To assist in monitoring, as a recommended practice to the extent possible, the default setting

for comments on professional social media sites should be turned off. If the default setting for

comments is turned on, the comments on the site must be monitored on a daily basis;

e. When establishing professional social media sites, supervisors and employees should consider

the intended audience for the site and consider the level of privacy assigned to the site,

specifically, whether the site should be a private network (for example, it is limited to a

particular class or particular grade within a school) or a public network (for example, anyone

within the school or a larger group within Mosaica Education community can participate). It is a

recommended practice for professional social media sites to be private networks, unless there

is a specific educational need for the site to be a public network; and

f. DOE supervisors should maintain a detailed log of all reported non‐compliant communications as well as any violations that are otherwise brought to the supervisor’s attention.

5. Press Inquiries

Any press inquiries received via professional social media sites should be referred to the Chief Information Officer: [email protected]

E. Personal Social Media Use

1. Communication with Mosaica Education Students In order to maintain a professional and appropriate relationship with students, Mosaica Education employees should not communicate8 with students who are currently enrolled in MEI managed schools on personal social media sites. This provision is subject to the following exceptions: (a) communication with relatives and (b) if an emergency situation requires such communication, in which case the MEI employee should notify his/her supervisor of the contact as soon as possible.

7 Existing Mosaica Education reporting requirements must be followed. Depending on the circumstances, the appropriate

authorities may also be contacted (Police department, etc.) 8 Examples of such communications include, but are not limited to, ‘friending,’ ‘following,’ ‘commenting,’ and posting messages.


2. Guidance Regarding Personal Social Media Sites

MEI employees should exercise caution and common sense when using personal social media sites:

a. MEI employees are required to use appropriate privacy settings to control access to their

personal social media sites. However, be aware there are limitations to privacy settings.

Private communication published on the internet can easily become public. Furthermore,

social media sites can change their current default privacy settings and other functions. As

a result, employees have an individual responsibility to understand the rules of the social

media site being utilized;

b. MEI employees should not ‘tag’ photos of other employees, volunteers, contractors or vendors without the prior permission of the individuals being tagged;

c. Personal social media use, including off‐hours use, has the potential to result in disruption at school and/or the workplace, and can be in violation of MEI policies, regulations, and law;

d. The posting or disclosure of personally identifiable student information or confidential information via personal social media sites, in violation of MEI Regulations, is prohibited; and

e. Employees are not permitted to use the MEI logo in any postings and should not link to the MEI website or post MEI material on any personal social media sites without the permission of MEI’s Chief Information Officer.

F. Applicability of MEI Policies and Other Laws

1. These Guidelines provide guidance intended to supplement, not supersede, existing MEI policies, regulations and laws. Users of professional social media sites are responsible for complying with all applicable federal, state and local laws, including, but not limited to the Children’s Online Privacy Protection Act (COPPA) ( http://business.ftc.gov/privacy‐and‐

security/children%E2%80%99s‐privacy), Family Educational Rights and Privacy Act (FERPA) (http://www2.ed.gov/policy/gen/guid/fpco/index.html), and intellectual property laws.

2. These Guidelines are not designed to serve as a code of conduct for social media use.

However, all existing MEI policies, regulations and laws that cover employee conduct are applicable in the social media environment. These include, but are not limited to, MEI Code of Conduct, the Conflicts of Interest Law, and Section 3020(a) of the Education Law.

3. MEI employees who are mandated reporters9 are required to abide by the same reporting

responsibilities in a social media context. 9 Various MEI Regulations impose reporting requirements on employees for issues such as child abuse, child maltreatment, school‐

related incidents and crimes, corporal punishment, verbal abuse, unlawful discrimination or harassment by MEI employees,

student‐to‐student sexual harassment, and student‐to‐student bias‐based harassment, intimidation, and/or bullying. Please note

that all previous reporting requirements continue to be in force and will apply to behavior occurring within a social media context.


G. Additional Inquiries

This document is meant to provide general guidance and does not cover every potential social media situation. Should any questions arise, please consult the Frequently Asked Questions segment or contact your MEI RVP. As these Guidelines address rapidly changing technology, Mosaica Education will regularly revisit these Guidelines and will update them as needed.

H. Frequently Asked Questions

(FAQs) OVERVIEW

1. Why is Mosaica Education issuing guidance regarding social media?

Social media technology offers many educational benefits. Mosaica Education is issuing this guidance to provide recommended, as well as, required practices for employees to take advantage of this technology in a manner that encourages professionalism, responsibility, safety and awareness. In addition, these Guidelines provide recommended best practices for employees who use social media for personal communications.

GETTING STARTED

2. What if Mosaica Education employees are already using social media for either professional or personal purposes?

Professional social media use: Mosaica Education employees currently using social media for professional purposes should examine whether their use aligns with the Social Media Guidelines and these FAQs. Any use not consistent with these documents need to be altered or amended within a reasonable period of time. We will answer any questions or address any concerns during training and feedback sessions. If employees have linked their social media site to a personal email address, they need to transition the site to a professional email address as soon as possible.

Personal social media use: Mosaica Education employees who use social media for personal purposes should take steps to remove current Mosaica Education students, subject to the exceptions listed in the Guidelines, from those sites. Additionally, employees need to review all the Social Media Guidelines and FAQs to ensure familiarity with the recommended practices.

3. What are some common types of social media?

Blogs ‐ Short for “web‐logs”, these are sites that can function as ongoing journals with

multiple entries. Typically, entries are categorized with “tags” for easy searching. Most blogs

allow for reader comments. Examples: Blogger, Wordpress, TypePad.

Micro‐Blogs ‐ These blogs allow for shorter content posts, typically with a limited set of

typed characters allowed. Micro‐blogs can be used for status updates and to quickly

communicate information to “friends” or “followers”. Examples: Twitter, Tumblr.

Networking ‐ These sites allow people to connect with each other around common interests, pursuits and other categories. Examples: Facebook, LinkedIn, Google+, Ning.

Photo/Video ‐ These sites allow people to share videos, images, slideshows and other media. Often these sites allow viewers to comment and share posted content. Examples: YouTube, Vimeo, Flickr.


4. What should MEI employees who want to develop professional social media for their classroom, school, or offices do to set it up?

Employees should review the Social Media Guidelines and FAQs periodically to ensure that they are familiar with their contents and are aware of any updates.

Employees should research and familiarize themselves with the social media site they intend to utilize. For example, if the proposed professional social media site involves students, employees are required to review the social media site’s regulations and determine whether children under a certain age are allowed to use the site. In addition, employees should, for example, understand the default privacy and viewing settings for the social media site. Where possible, we recommend that Mosaica Education employees establish group pages, rather than individual profiles, for educational purposes.

MONITORING 5. Who monitors professional social media sites and how frequently are they monitored?

Professional social media sites will be reviewed and monitored by supervisors or their designees, such as a webmaster, on a regular basis. The specific level of review required for each professional social media site will depend on the particular characteristics of the social media site. Sites that are interactive, for example, those that allow comments and posting, will need to be monitored more closely. Other factors that will impact the frequency include the level of privacy assigned to the site, specifically, whether the site is a private network (for example, limited to a particular class) or a public network (open to anyone within the school or a larger group within the Mosaica Education community). Employees who decide to establish professional social media sites can engage in a voluntary review of their specific site on a regular basis.

STUDENT COMMUNICATION

6. Do these Guidelines apply to Mosaica Education students?

These Guidelines do not address student‐to‐student communication via social media. MEI’s Code of Behavior sets forth expected standards of behavior with respect to student communication. The Code establishes the range of disciplinary options and guidance interventions that can be used when students engage in misconduct involving social media.

7. How should Mosaica Education employees respond to ‘friend’ requests by current Mosaica Education students on their personal social media sites and accounts?

If Mosaica Education employees receive a request from a current Mosaica Education student to connect or communicate through a personal social media site, they should refuse the request. The following language is one suggested response: ‘Please do not be offended if I do not accept or respond to your request. As a Mosaica Education employee, the agency’s Social Media Guidelines do not permit interactions with current Mosaica Education students on personal social media sites. If you do want to connect, please contact me through the school (or class) page at ____ [insert link].’


PERSONAL USE 8. Can Mosaica employees using social media for personal use communicate with MEI colleagues?

These Guidelines do not address communication between employees on personal social media sites. Mosaica Education employees who use personal social media are encouraged to use appropriate privacy settings to control access to their personal social media sites.

9. Why is it a recommended practice to have separate professional and personal social media sites and email addresses?

The reason for this distinction is to ensure separation between personal and professional spheres of online communication for Mosaica Education employees. In this context, this separation is intended to clarify that professional social media and personal social media are different. Professional social media is work‐related and may involve employee‐to‐student communication. Personal social media is not work‐related, subject to certain exceptions noted in the Guidelines, and does not involve employee‐to‐student communication.

FEEDBACK

10. Can Mosaica Education parents, students and employees provide feedback on the Guidelines?

Yes. MEI welcomes feedback regarding these Guidelines and the FAQs. Because technology changes rapidly, MEI plans to review and update its guidance as necessary. If you have any feedback or suggestions, please forward them to [email protected]

PARENTS 11. Will Mosaica Education parents be notified regarding their children’s social media use for school‐related activities?

Yes. Mosaica schools will notify parents if their child is invited to participate in professional social media activities and we will provide information describing the professional social media sites that will be available to their child. Parents who have questions or concerns about their children's use of social media for school purposes should contact the school for more information.

REPORTING

12. What should Mosaica Education supervisors and their designees, who are responsible for monitoring professional social media, do when they discover or receive a report of inappropriate activity?

Mosaica Education supervisor who discover or receive a report of inappropriate or questionable content posted on a professional social media site should contact the appropriate authorities for assistance, in accordance with existing Mosaica Education reporting requirements.


In addition, if other members of a school community find inappropriate material on a professional social media site, they are encouraged to report it to a Mosaica Education supervisor.

13. How can Mosaica Education employees and supervisors determine what constitutes

confidential information or personally identifiable student information that should not be posted or disclosed?

If Mosaica Education employees and supervisors have any questions about what

constitutes confidential information or personally identifiable student information, they should contact their RVP.

1 | P a g e

A day in the life of a Mosaica Student

Julietta, a fourth-grader at a Mosaica school, begins her school day at 8:00 a.m. with a

friendly greeting from her teacher, Ms. Jones, as she and her classmates settle in to their seats.

Julietta is new to the U.S. and her command of English is just starting to take shape. She can now

understand most of the teacher’s directions – especially if they are also posted on the whiteboard

or on the SmartBoard. She is still shy about speaking in front of the whole class, but is

becoming bolder in speaking up with one other student or in a small group when they are

working together on a project.

As Julietta enters the classroom, she looks at the Walking with Giants Paragon Proverb

for the day, and sees that they will write, then discuss, the quotation of Michelangelo, “Ancaro

imparo. (Still I am learning.)” Julietta thinks about this idea for a minute before Ms. Jones

initiates a Socratic discussion with students to draw out and extend some of their thoughts on

Michelangelo’s quotation. The class looks at the list of character attributes and leadership

qualities from Walking with Giants and decide that Michelangelo’s Paragon Proverb reminds

them of patience and perseverance. Ms. Jones also talks about how adults are also always

learning new things – just like children – if they keep their minds open and they are humble

about not knowing everything. Ms. Jones is a kind and wise teacher. Julietta is thankful to be

learning English from someone so patient and nice.

The academic day the begins with English Language Arts. Julietta’s class has been

studying folktales, and today, the students will read a Mexican folktale called, “The Two

Marias.” Before the reading, Ms. Jones asks her students to think about the genre of folktales

and what text features make this genre distinctive. The class seems to come alive, as students

raise their hands to suggest ideas such as, “Talking animals!” and, “Simple characters!” Ms.

Jones confirms, or gently corrects, these articulations, and concludes the brief pre-reading

exercise with a tantalizing question: “Does the title refer to two different girls who are both

named Maria, or is this one Maria with two different sides to her?” Julietta wants to answer this

fascinating question, so she delves right into the story. While Julietta is reading, Ms. Jones

strolls around the classroom, and stops when students have questions about the reading. Some of

the questions have value for the whole class, so Ms. Jones jots down a few idioms, vocabulary

words, and one cultural explanation. Julietta knows there will be a written reflection and a

discussion following the reading, so she readies her journal when she has finished the story, and

copies down the words and terms Ms. Jones has written on the board. Julietta is alarmed at the

resemblance of the story to Cinderella – or Cenicienta in her name language. She feels she has

made an important discovery and wants to be the first one to share it.

Julietta knows what’s coming. One of the things she appreciates about Ms. Jones is the

routine she follows. Julietta and her classmates feel confident as students when they know

what’s expected of them throughout the day. This time, Julietta is excited for the next step

because she knows Ms. Jones will ask students for their opinions about the story right after they

2 | P a g e

read. Julietta admires how skillful Ms. Jones is at coaxing students into developing interesting

opinions and ideas, then guiding those same ideas toward the lesson activity she has planned in

advance. Julietta’s heart beats in anticipation: She can’t wait to share her observation. When

Ms. Jones asks in her familiar modulation, “Well, what did you think of ‘The Two Marias,’ my

Scholars?” Julietta’s hand shoots up. Ms. Jones sees her eagerness and is delighted to see

Julietta so engaged and ready to share her thoughts with the whole class. She has been amazed

at the metamorphosis in her student’s fluency in English and confidence in class in such a short

time. Ms. Jones wants to build on Julietta’s excitement for the rest of the class, so she asks her to

share her thoughts. Julietta beams, “It’s like ‘Cinderella’! Did they take borrow ‘The Two

Marias’ from ‘Cenicienta’?”

Ms. Jones knows a “teachable moment” when she sees one, and she doesn’t let this one

slip by. She asks Julietta to consider what they have learned about the oral tradition and how the

continual retelling of stories reshapes them with each recitation. Julietta thinks about this and

wonders who brought Cinderella to whom. Julietta is still imagining ancient wanderers, laden

with wares and stories, traversing the known world, when Ms. Jones directs the class to write a

connection to the folktale they just read. Julietta knows what a connection is: She knows she

can write about how the story connects to herself, to the real world, or to another story she is

familiar with. She can connect ‘The Two Marias’ to the version of ‘Cenicieta’ that she heard

when she was little.

Julietta’s mind is crowded with excited ideas about Cinderella, “The Two Marias,” and

how folktales travel the globe, but the ideas aren’t coming out as fully-formed thoughts into the

journal entry. Again, Julietta knows what to do because Ms. Jones has gone through this routine

with the class. Julietta begins her writing as a list, first of ideas on her mind, then of the

associations she has with those ideas, then, BOOM! Julietta’s writing takes off. Julietta is still

penning furiously when Ms. Jones announces that they need to wrap up their writing. She shakes

off her hand from the intense writing: Julietta had no idea she had so many ideas about how the

Cinderella tale traveled the world.

Next, Ms. Jones lets the class know that it's time for Workshop. Julietta notes that the

"must-do" activities for the class are listed on the board, and she sees that today she'll work in a

group with four other students to identify examples of cause and effect in a literary work.

Julietta remembers that this skill was difficult for her last week, and she's happy to have some

small group time to master it. It’s also less intimidating for her to practice her English with just a

few people at a time, but she’s very proud of herself for sharing the Cinderella comparison with

the whole class. A classmate in Julietta’s group admits he had trouble with this concept, too,

until he discovered a way to locate such examples on his own. His group mates listen

interestedly as he explains, “I couldn’t find examples of cause and effect when I looked for them

in that order, so I started looking for effects, in other words, big events, then I would go back to

find the causes.” A chorus of, “Ohhhh”s meets the ear of Ms. Jones who comes by to

congratulate the group on its collaborative efforts and ability to solve problems independently.

3 | P a g e

For the next quarter of an hour, Julietta and her group swiftly identify ten examples of cause of

effect, using her group mate’s method.

While Julietta's group is working on this, her classmates are busy completing independent

activities specially differentiated to meet their needs. Julietta really likes her group in Workshop.

They are all learning English and they come from all over the world – from countries in South

America, Asia and Africa. When Julietta's group completes their "must-do" activity, she can

choose a "may-do" activity. She loves to read and decides to sit down with her newest book,

James and the Giant Peach. Julietta and her classmates read while Ms. Jones walks around the

room, working with other students and making notes on her clipboard. Students rotate onto

classroom computers for 15 minutes each to complete a lesson in English/Language Arts at their

individualized instructional level in their ILS (Integrated Learning System.) Some students are

accelerating up to grade level and will also use the ILS in their tuition-free after-school tutorial

session. Other students are working beyond grade level and the ILS engages and challenges

them to stretch academically. Julietta loves getting to work at her pace and having all of the

words pronounced in her headset so that she knows the right way to say them when she tries

them on her own.

At 10:00 a.m., the students transition to math after a short stretch. Julietta hops on one

foot as she goes to get out her math journal. Ms. Jones encourages her students to get the most

physical activity out of transition time. When Julietta and her classmates are seated again, their

faces are bright with energy and a few are still giggling with exhilaration. Ms. Jones focuses the

class’ re-found energy by projecting an enormous photo of a large pizza. Julietta gasps. The

pizza is a mesmerizing focal point, and Ms. Jones begins her lesson. Ms. Jones believes strongly

in the value of problem-based learning, which is to say, presenting real-life problems and having

students figure out what operations, means, or tools one needs to solve them. Ms. Jones presents

her problem: “I’m serving one pizza for dinner tonight, and I need your help in dividing it up

equally. With four people to feed, how should I cut the pizza?" Several students suggest cutting

the pizza into quarters by dividing it in half two times. Ms. Jones pretends to remember

something: “Oh, no! We’re having company! I need to divide this pizza into six equal parts.

Who can help?” She calls on Julietta to make the cuts. Julietta bisects each quarter, creating

eight equal pieces. Julietta recognizes her error and erases the cut marks. She thinks about how

to create six equal pieces: Half of six is three, so after I cut the pizza in half, I need to sub-divide

each half into three equal parts. Three times two equals six. Julietta draws the cut marks

accordingly.

Ms. Jones asks the class to work in pairs and divide a number of different shapes into

equal parts. She still has not formally introduced the math concept, and the students think they

are helping her and having fun solving puzzles with each other. Once students have a grasp of

the concept, Ms. Jones tells them what they are doing mathematically, why the operation is

useful, and how it fits in with other math concepts they have mastered. Julietta knows this

routine, too: She writes the term “fraction” on the current page of her math journal, works with

4 | P a g e

her partner on a definition for the term, then provides a set of self-generated examples of and

uses for fractions.

During Math Workshop time, Julietta finds out that she'll be at Center B—the game

table! With four other students, Julietta plays a game which requires her to identify simple

fractions. She makes careful note of her score in her math journal. Five minutes before math

workshop ends, Ms. Jones calls the students together for one more question. She's drawn a circle

on the board and would like to know if she's created a fraction or not. Julietta and her classmate

confer on this question. Julietta raises her hand and ventures, “No. It’s not a fraction because

there are no smaller parts.” Ms. Jones draws a smile and two eyes in the circle by way of an

answer, then dismisses the class for lunch.

Julietta smiles when she reaches the cafeteria and discovers that today is pizza day. Her

pizza is rectangular, and she discusses with her friend, Sarah, all the ways she could make equal

fractions out of her lunch.

After lunch, Julietta heads back to the classroom for her Special. Today’s Special is

Spanish, and there is a Spanish song playing at moderate volume as Senora Morella greets each

estudiante at la puerta. Senora Morella tells the class to use all five senses to imagine an

experience she will show them on video. Julietta closes her eyes to start the imaginative journey,

but Senora Morella intervenes with, “Abre los ojos, Julietta-cita! Tienes que ver la video no

solamente imaginar por la mente!” Julietta opens her eyes to watch the short video featuring a

Mexican festival day. Senora Morella asks students to brainstorm what they saw, heard, and

imagined feeling, tasting, and smelling. The interactive whiteboard is full of these impressions,

and Senora Morella introduces several new Spanish vocabulary words to help students describe

the festival. Julietta writes down the words, connecting them with the sensory input from the

festival video, draws pictures for some of the terms, then practices their pronunciation. Senora

Morella shows an excerpt of the same video, and Julietta and two other students who are native

speakers of Spanish answer questions about the video and prepare a role-play to share with their

classmates who are working on a another activity with the video! Que excelente! Senora Morella

is always great at challenging the Spanish-speaking students in their reading and writing fluency

with separate activities to keep their language skills sharp and growing. Julietta loves having a

class where she’s one of the leaders so her friends know she’s really not so shy after all.

At 12:45, Julietta knows it is time for Science. Today they are discussing ecosystems.

Ms. Jones assigns each student to a group, and tells them they will be making a Powerpoint

presentation on an ecosystem, including information on the climate of the ecosystem, the plants

and animals that live there and where the ecosystem can be found on earth. Julietta’s group is

assigned to the Arctic Tundra. Each group goes to one of the classroom’s computers to research

their ecosystem. Julietta and her group find a lot of information on the climate, but not very

much on the plants and animals. Ms. Jones visits their group while they are working and asks

them why they think that might be. Adam thinks they may just need to work harder, but Rachel

suggests that maybe not many animals live there because it is so cold. Julietta and Adam agree,

and they decide that is something important to include in their PowerPoint.

5 | P a g e

At 2:00, it's time for Julietta's favorite subject, Paragon. Right now, Julietta’s class is

studying the Renaissance. Ms. Jones says that by studying the literature of a time or place, one

can learn a great deal about the people who made up and listened to such stories. Their lesson

question today is, “What stories did the great thinkers tell?” Ms. Jones asks if anyone has heard

of Gargantua and his school for Giants, and Julietta looks up surprised. Does this have anything

to do with Walking with Giants? Julietta wonders. Julietta wonders if these Giants in

Gargantua’s School are heroes in history, and thinks about what they would have to learn to be

Giants. Julietta is about to raise her hand, when Ms. Jones explains, “This morning in Walking

with Giants, we studied a Paragon Proverb by Michelangelo. Do you remember how we looked

at our list of leadership qualities and character attributes to identify which qualities were

exemplified by the quotation?” Julietta lights up again. Paragon always excites her in this way:

Her thoughts race, her heart beats faster, and she can’t wait to get her mind around these ideas.

Julietta has her first Paragon epiphany of the day: It does sound like Gargantua’s School for

Giants has the same types of lessons that we have about becoming our Giant selves!

With this perspective, Julietta watches and listens actively as Ms. Jones brings the

Paragon storyboard to life on the SmartBoard. She plays the roles of the Paragon Pages and

Julietta finds it very easy to follow the dialogue and she loves the interesting things they learn

every day. Today, they are learning about Gargantua’s creed at his School for Giants. Ms. Jones

has the students recite the creed a few times and then she puts it to a Renaissance melody and has

the class sing it in rounds. What fun! It also gets the students standing up and moving a bit with

the music. Then they listen to the story of Gargantua and learn about how we educated boys and

girls from the cold gray walls of the Middle Ages to the vibrant colors and ideas of the

Renaissance. Julietta hangs on every word of the story because it’s so interesting and there are

unexpected exagerrations about the Giant’s size. She smiles when she realizes she has

understood the whole story and gets it! The class then discusses Gargantua’s Rules for Giants.

Julietta’s favorite rules are: “Honor your parents and teachers.” (That’s really easy for her!) She

also likes, “Shun the company of those you do not wish to resemble.” It reminds her of her

grandfather’s advice to spend time with the people who are like the kind of person she would

like to become and to stay away from those looking for trouble. He would like Gargantua! Ms.

Jones asks students to pick a favorite part of the story and work with a group on role-playing the

scene. They can also make puppets or dress up as Giants for their reenactment of the Gargantua

story. She’s in the mood to learn how to make stick puppets so she’ll work with that group, and

she wants to be sure they do the creed as a song. Julietta’s a bit shy, but she finds it easy to talk

and sing in front of others as part of a role-play.

Toward the end of the period, Ms. Jones asks students to get out their Interactive Paragon

Binders and they reflect on Gargantua’s Rules and why they are wise for Giants in training. Ms

Jones encourages students to make personal connections in their reflections, and Julietta knows

exactly what she will say about her Grandfather and his gargantuan advice.

At 3:30, the day is drawing to a close. Julietta and her group return to their seats and

pack up their things. At 3:45, Julietta and her friends leave for the day. She’s excited to talk

6 | P a g e

about Michelangelo and Gargantua at dinner. Her parents are always so impressed with what she

shares with them from school. Her brother likes to talk about Paragon at dinner too. They’re

always in the same time period, but they’re usually in different parts of the world for their

Paragon journey. It’s always a fun dinnertime discussion.

Typical Day in the Life of a Teacher

Ms. Jones arrives at school at 7:30 a.m. She spends the time before the students arrive

reviewing her plans for the day and preparing the classroom. Ms. Jones writes the Walking with

Giants Paragon Proverb for the day: It is a quotation from Michelangelo, “Ancaro imparo. (Still,

I am learning.)” Her students are studying the Renaissance in Paragon and this unit is really fun

to teach because Paragon is itself a Renaissance education with the arts and sciences coming

together for exciting teaching and learning. Ms. Jones plans to draw out her students with this

quotation, getting them to take this idea to the next level through Socratic discussion. She will

also have the class identify from the Walking with Giants list of character attributes and

leadership qualities the virtues that best fit with Michelangelo’s inspiring words. Ms. Jones

always loves starting the day with a healthy dose of positive psychology and genius inspiration –

especially since it’s connected across the curriculum with Paragon studies.

The first two hours of the day are focused on literacy development. Ms. Jones values

having this concentrated block of time devoted to literacy. She also has a number of ELL

students, so she’s grateful for the Workshop portion of the ELA 120-minute block each morning,

as well as for the 8 classroom computers and the Integrated Learning System that allows for

individualized instruction and great data monitoring for each student’s PSAP. For the first hour,

she conducts whole-group instruction, which includes vocabulary development, reading

comprehension strategies, and guided learning in the language arts. The second hour is her

workshop, during which time Ms. Jones differentiates the learning activities by grouping

students according to their individual needs. She uses a variety of data—from objective measures

to her own anecdotal observations as a professional--to make up the composition of these groups;

and designs the activities with these considerations in mind. Right now, she has four cohorts for

workshop: those working above grade level who need some extra challenges that extend from

what they are studying to keep them engaged; those who are at grade level mastering

benchmarks right on target; those with some gaps who need to be accelerated fully up to grade

level and who will also participate in after-school tutoring to catch them up quickly; and those

who are learning English as a second language. During workshop, Ms. Jones works with groups,

facilitating and observing progress while making notes on her clipboard. Right now, the class is

studying folktales, and the students seem to have a lot of questions and creative ideas. Ms. Jones

uses this time to rotate students onto the classroom computers so they may complete a

differentiated ELA lesson in their ILS (Integrated Learning System.) This component of in-class

differentiation allows for specific and focused fine-tuning of skills, and keeps track of students’

progress at their own pace. All eight computers feature different lessons simultaneously and the

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students get exactly what they need each day for their individualized learning path in ELA and in

Math. Ms. Jones really likes the ILS for the great videos and auditory cues for her ELL students,

many of whom are just learning the basics of English. They can also access the program from

home, and she finds that several students have very supportive parents who are new to the

country and who place a lot of value and high expectations on their child’s learning.

Throughout the day, she uses positive behavior management techniques to reinforce good

behavior, complimenting students for following directions and doing the right thing. During

ELA, one student drops a pencil box and another student helps to pick up the pencils. Ms. Jones

compliments the student who decided to help out.

During Math, Ms. Jones presents today’s lesson to the entire class, and then divides the

students into three groups based on the results of yesterday’s pretest on the current unit. One

group is selected to work with Ms. Jones. These students need reinforcement and will work with

fraction tiles to learn more about the concept of fractions. The more advanced students will work

together to solve a word problem and will prepare a proof to share with the class. The last group

is playing a fraction game to reinforce the concept today. Because she has a full 90 minutes to

focus on math, she also has time to visit the other two workgroups and address their questions.

When the class heads to the cafeteria for lunch, Ms. Jones joins her colleagues. The three

fourth grade classes have the same schedule for lunch and Specials, so Ms. Jones and the other

two fourth grade teachers have time to share lunch and then spend their planning period

designing the schedule for the next Paragon Night.

After the common prep, Ms. Jones teaches Science. Today she introduces a new project:

ecosystem PowerPoint presentations. She reviews with the students a rubric that outlines what

needs to be included in the PowerPoint and how they will be evaluated. Then she divides the

students into groups of three and assigns each group a different ecosystem. Each group then

goes to one of the classroom computers to begin their research. At this point in the school year,

the students are all familiar with the basic technique for conducting a computer search, and Ms.

Jones just has to remind the students of the lists of helpful websites that are posted next to each

computer. She is grateful that her school has sufficient computer resources to allow students to

begin their research without leaving the classroom as it saves valuable time, and allows her to

supervise their research by walking around, listening, and answering questions.

After Science, Ms. Jones teaches Paragon. Ms. Jones appreciates that the Paragon

curriculum is designed to engage different types of learners in different ways. Today’s lesson on

the Renaissance ties to the inspiration for Walking with Giants. It’s based on the stories of the

Renaissance and features the tale of Gargantua and his School for Giants. Ms. Jones sees how

many of the multiple intelligences come into use in this lesson: the linguistic intelligence of

reading and discussion; the interpersonal, kinesthetic, artistic, and spatial intelligences at work

during the role-play; and the linguistic, quantitative, intrapersonal and artistic intelligences

required for the journal reflection. Gargantua’s Creed and the Rules for his School for Giants

provide a nice dose of EQ learning, as well. It’s easy to stay inspired as a teacher you’re your

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lesson is about a Giant of a teacher. Lessons like these reach all of her students and keep Ms.

Jones engaged and committed to her noble profession, as well. Ms. Jones loves how Paragon

integrates the same effective teaching and learning strategies she learned about in Preservice

Training – Activating Prior Knowledge, Socratic Discussion, Role-Play, Personal Connection

Journaling, Cooperative Learning and Graphic Organizers. She uses them daily in her teaching

and has prompts and modeling for how to use them in the Walking with Giants, STEM and

Paragon storyboards. It’s so easy to teach like a master teacher when it’s an integral part of the

program materials!

All the forethought and careful planning that goes into creating the Paragon curriculum

has great benefits for her students, such as demonstrating the interdisciplinary nature of learning

and the integration of ideas. In this Renaissance unit, Ms. Jones was thrilled to see a meta-

cognitive discussion for her students based on the lesson question, “Are you a Renaissance

person?” The lesson looks at great thinkers of the Renaissance and their Multiple Intelligences.

It also has a fun activity for identifying which intelligences are represented by the class. The MI

Pizza is a great tool for sharing with students the many ways we can be smart, and as with

everything in Paragon, it’s presented in fun, accessible kid-speak. Ms. Jones wants to save the

activity from that lesson as an ice-breaker for parents in next year’s Open House Night because

the Renaissance is the perfect metaphor for the education their child will be receiving through

this model. Ms. Jones loves the science connections she finds in the Paragon STEM projects on

Fridays, and this supports her idea of Paragon as a Renaissance education with the integration of

the arts and sciences. Today, in science, her students will build out their design of Leonardo da

Vinci’s parachute for the Paragon STEM activity, joining the study of the Renaissance to math

and science by building the hands-on project. Ms. Jones has learned to give her students time for

STEM and Paragon Night rehearsals because they use their time well and the learning is deep

when she can allow them the opportunity to work as a team and then showcase their hard work at

Paragon Night in front of a big audience. She is learning to let go of control of whole-group

instruction all day, and to her amazement, the students are learning more when she gives them

plenty of opportunities for jigsawed activities in pairs and in small groups. It seems her 10 year-

olds would rather learn from each other than listen to her all day. That said, Ms. Jones knows she

can keep them spellbound with a great story and the anticipation of what activity is coming next.

Following a lively Paragon session, at 3:30, it is time for the students to put away their

materials, pack up, and return to their desks, and at 3:45, the students depart. Ms. Jones remains

in her classroom until 4:30, reviewing lessons plans for the following day and assessing student

work. One student returns to school with his mother to ask for extra help on fractions. Ms.

Jones answers his question and also tells him and his mother about an online math game he can

play at home that reinforces basic fraction skills. She also wants to be sure he knows how to

access the ILS from home for some extra practice at his instructional level. At 4:30, Ms. Jones

locks her room and heads for home.

Daily/Weekly Schedule K-8

Mosaica Schools have a 192 day school year and extended day providing 1,344 hours of

instruction to students annually. A student who attends a Mosaica school from Kindergarten to

grade 8 will experience 2,214 additional hours of instruction which is the equivalent of two

additional school years as compared to traditional schools. By referring to the daily schedule

that follows, it can be seen that students have 120 minutes of literacy, 90 minutes of

mathematics, 90 minutes of Paragon, and 60 minutes of science on a daily basis. Integrated

into the schedule is a daily opportunity for workshop which is used to provide targeted

interventions to students struggling as well as to provide acceleration to high achieving

students. The High School schedule will reflect the extended day and year schedule but block

scheduling will be determined based on the needs of the school.

K 1st 2nd 3rd 4th 5th 6th 7th 8th

8:00-8:15 Morning Mtg Morning Mtg Morning Mtg Morning Mtg Morning Mtg Morning Mtg Literacy A Math B Science C

8:15-8:30 Literacy Literacy Literacy Literacy Literacy Literacy 90 min. 90 min. 90 min.

8:30-8:45 120 min. 120 min. 120 min. 120 min. 120 min. 120 min.

8:45-9:00

9:00-9:15 8:00 - 9:30 8:00 - 9:30 8:00 - 9:30

9:15-9:30 8:15 - 10:15 8:15 - 10:15 8:15 - 10:15 8:15 - 10:15 8:15 - 10:15 8:15 - 10:15

9:30-9:45 Transition 3 Minutes Transition 3 Minutes Transition 3 Minutes

9:45-10:00

10:00-10:15 Literacy B Math C Science A

10:15-10:30 Transition (3 minutes) Transition 3 Minutes Transition 3 Minutes Transition 3 Minutes Transition 3 Minutes Transition 3 Minutes 90 min. 90 min. 90 min.

10:30-10:45 Specials Specials 9:33-11:03 9:33-11:03 9:33-11:03

10:45-11:00 45 min. 45 min. Math Math Math Math

11:00-11:15 10:18-11:03 10:18-11:03 90 min. 90 min. 90 min. 90 min. Transition 3 Minutes Transition 3 Minutes Transition 3 Minutes

11:15-11:30 Transition (3 minutes) Transition 3 Minutes 10:18 - 11:48 10:18 - 11:48 10:18 - 11:48 10:18 - 11:48 Lunch Lunch Lunch

11:30-11:45 Math Math 11:06-11:36 11:06-11:36 11:06-11:36

11:45-12:00 90 min. 90 min. Transition 3 Minutes Transition 3 Minutes Transition 3 Minutes Transition 3 Minutes Transition 3 Minutes Transition 3 Minutes Transition 3 Minutes

12:00-12:15 11:06 - 12:36 11:06 - 12:36 Lunch Lunch Lunch Lunch Specials Specials Specials

12:15-12:30 11:51-12:21 11:45-12:15 11:45-12:15 11:45-12:15 45 min. 45 min. 45 min.

12:30-12:45 Transition (3 minutes) Transition 3 Minutes Transition 3 Minutes Transition 3 Minutes Transition 3 Minutes Transition 3 Minutes 11:39 -12:24 11:39 -12:24 11:39 -12:24

12:45-1:00 Lunch Lunch Science Science Science Science Transition 3 Minutes Transition 3 Minutes Transition 3 Minutes

1:00-1:15 12:39-1:09 12:39-1:09 60 min. 60 min. 60 min. 60 min.

1:15-1:30 Transition (3 minutes) Transition 3 Minutes 12:24-1:24 12:24-1:24 12:24-1:24 12:24-1:24 Literacy C Math A Science B

1:30-1:45 Science Science Transition 3 Minutes Transition 3 Minutes Transition 3 Minutes Transition 3 Minutes 90 min. 90 min. 90 min.

1:45-2:00 60 min. 60 min. Specials Specials Specials Specials 12:27-1:57 12:27-1:57 12:27-1:57

2:00-2:15 1:12-2:12 1:12-2:12 45 min. 45 min. 45 min. 45 min. Transition 3 Minutes Transition 3 Minutes Transition 3 Minutes

2:15-2:30 1:27-2:12 1:27-2:12 1:27-2:12 1:27-2:12 Paragon Paragon Paragon

2:30-2:45 Paragon Paragon Transition 3 Minutes Transition 3 Minutes Transition 3 Minutes Transition 3 Minutes Paragon Paragon Paragon

2:45-3:00 90 min. 90 min. Paragon Paragon Paragon Paragon 90 min. 90 min. 90 min.

3:00-3:15 2:12 - 3:42 2:12 - 3:42 90 min. 90 min. 90 min. 90 min. 2:00 - 3:45 1:45 - 3:15 1:45 - 3:15

3:15-3:30 2:15 - 3:45 2:15 - 3:45 2:15 - 3:45 2:15 - 3:45

3:30-3:45 3:45 Dismissal 3:45 Dismissal 3:45 Dismissal 3:45 Dismissal 3:45 Dismissal 3:45 Dismissal 3:45 Dismissal 3:45 Dismissal 3:45 Dismissal

MOSAICA EDUCATION, INC

IT POLICIES AND PROCEDURES MANUAL

July 2004


Mosaica Education, Inc. IT Policies and Procedures 7-04

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TABLE OF CONTENTS

1) Mosaica Overview ………………………………………………………….. Page 3

2) Access to Resources ……………………………………………………… Page 5

3) File Confidentiality …………………………………………………………. Page 7

4) Mosaica Education Computing Usage …………………………………… Page 8

5) Proper E-Mail Use ………………………………………………………… Page 9

6) Anti-Virus Tips for Email Usage …………………………………………. Page 11

7) Use of Internet Services and Network Resources ……………………… Page 12

8) Web Policy …………………………………………………………………... Page 14

9) Staff Voice Mail ……………………………………………………………... Page 17

10) Compliance ………………………………………………………………….. Page 18

11) IT/Network Security …………………………………………………………. Page 21

12) Backup/Recovery of User Files on Network Servers …………………… Page 24

13) IT Equipment Purchases…………………………………………………… Page 26

14) Disposal of Replace Workstations ………………………………………… Page 27

15) Disposal Cycle Replace Workstations …………………………………… Page 28

16) Purchase of Obsolete Workstations ……………………………………… Page 29

17) Standard Workstation Software Configuration…………………………… Page 30

18) Standard Workstation Hardware Configuration……………………………Page 31

19) Standard Remote/Virtual Laptop Hardware Configuration……………… Page 32

20) Standard Staff Printer Hardware Configuration……………………………Page 33

21) Network configurations for all Hub locations ………………………………Page 34



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Policy and Procedures Regarding Appropriate Use of Computing and Network Resources

MOSAICA OVERVIEW AND MISSION

Mosaica Education's (“Mosaica” or the “Company”) mission is to open portals of opportunity for children and adults through excellence in education. A Mosaica school serves as a community pillar for life-long learning, pride and self-actualization. The Company manages public schools at current district spending levels, either under contract with local school districts or funded directly by states under charter school laws that permit private management. The Company has assembled a team of expert educators, community and business leaders to combine their diverse backgrounds, visions and talents. Their purpose is to assume a vital role in educational reform, one of the most dramatic and democratic cultural transformations in our country's history. Mosaica is committed to the necessity of educational reform as the necessary ingredient for a resurgent America, an America able to compete and prosper in the new world economy. The goal is a transformation process that is revolutionary in result, and evolutionary in execution.

Promoting The Basic Tenets of Public Education

Mosaica partners with community groups, universities, and school districts looking to create new schools or to revitalize existing ones. Mosaica schools reflect the unique culture of their respective communities, featuring a strong parent volunteer and community mentor program. The school becomes a safe, welcoming pillar of the local community, a haven of information, life-long learning, self-actualization and a source of pride for all. Featuring Best Teaching Practices...

Explicit phonics instruction, in conjunction with content-rich classic and multi-cultural literature in the morning session of core subjects.

Math and science taught as discrete subjects, in the morning session, to cultivate skills essential to academic success.

Full-day Kindergarten. Technology applications, including CD-ROMs and Internet sites are woven into the fabric of

the curriculum, instead of segregating technology into a separate once-a-week computer class. Our classroom computers and strategic application of technology develop genuine computer literacy and allow students to experience the value of the computer as an integrated learning tool across the curriculum.

Integrated Paragon program in the afternoon, including social science, literature, philosophy, drama, music, art, science, history, math, geography and character development through the hands-on study of "great ideas" in world culture.

Foreign language for all students beginning in Kindergarten. Approximately one hour per day more instructional time. School year increased by twenty days. Strong student accountability measured by a national standardized test administered twice

each year. Individualized personal learning plan for every child.



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The Company offers an environment where the free exchange of ideas is encouraged and protected. Mosaica makes available computing and network facilities resources for use by students, faculty, school staff and corporate employees. These services are provided for educational purposes and to carry out the legitimate business of Mosaica.

The Mosaica staff and associated facilities are expected to observe Federal, State and local laws that govern computer and telecommunications use, as well as the Company‟s regulations and policies.

Users of computing and network facilities resources are required to use these resources within the defined corporate standards of conduct. Individuals with expert knowledge of information systems (IT Staff) or who make extensive use of these facilities, or with a position of trust regarding these facilities will be held accountable to a high standard of behavior, ethics and professionalism.

Responsible, considerate, and ethical behavior expected by Mosaica extends to use of computing and network facilities resources, and networks throughout the world to which electronic access has been provided. These Computer Network and telecommunications resources include but are not limited to:

Computers and associated peripheral devices

Campus video cable

Classroom presentation systems

Voice messaging equipment

Data networking equipment systems, including remote and wireless access

Computer software

Email messages and usage

Electronically stored institutional data and messages

All other similar resources owned, controlled, and/or operated by Mosaica

Services to maintain these resources

OWNERSHIP

Mosaica shall retain absolute ownership rights of the Computer Network and telecommunications resources purchased or provided by the Company. Such resources are not owned by a department or by any individual. Computer Network and/or telecommunications resources leased, licensed, or purchased under research contracts or grants, are administered under the terms of this Policy for as long as they remain within the lawful possession or control of the Company.



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ACCESS TO RESOURCES

Access to computer network and telecommunications resources is a privilege, which is allowed only to Mosaica‟s authorized personnel, faculty and students. All users must understand and abide by the responsibilities that come with the privilege of use. Such responsibilities include, but are not limited to, the following:

1. You must understand and comply with all applicable federal, state, and local laws.

2. You must not intentionally seek information about, browse, copy, or modify non-public files belonging to other people, whether at a Mosaica or elsewhere.

3. You are authorized to use only computer resources and information to which you have legitimately been granted access. Sharing your passwords with others is expressly forbidden. Any attempt to gain unauthorized access to any computer system, resource or information is expressly forbidden. If you encounter or observe a gap in system or network security, immediately report the gap to the manager of that system.

4. Mosaica‟s Policy on Harassment applies as equally to electronic displays and communications as to the more traditional (e.g., oral and written) means of display and communication.

5. Messages, sentiments, and declarations sent as electronic mail or postings must meet the same standards for distribution or display as physical (paper) documents would on Company property.

6. Unsolicited mailings and unauthorized mass mailings from Mosaica networks or computing resources (i.e., “spam”) are prohibited. Each school may have specific policies regarding the use of existing group mailing lists (e.g., staff, all-students or all-faculty). Contact your local IT staff support for details regarding these policies.

7. Spoofing, or attempts to spoof or falsify e-mail, network or other information used to identify the source, destination or other information about a communication, data or information is prohibited.

8. You must not degrade computing or network performance in any way that could prevent others from meeting their educational or business goals.

9. You must conform to laws and Mosaica‟s policies regarding protection of intellectual property, including laws and policies regarding copyright, patents, and trademarks. When the content and distribution of an electronic communication exceeds fair use as defined by the federal Copyright Act of 1976, users of computing or networking resources shall secure appropriate permission to distribute protected material in any form, including text, photographic images, audio, video, graphic illustrations, and computer software.

10. You must not use computing or networking resources or personal computing resources accessed through Mosaica network facilities to collect, store or distribute information or materials, or to participate in activities that are in violation of federal, state or local laws.

11. You must not use Mosaica computing or networking resources or personal computing resources accessed through Mosaica‟s network facilities to collect, store or distribute information or materials in violation of other Mosaica policies or guidelines. These include, but are not limited to, policies and guidelines regarding intellectual property and sexual or other forms of harassment.



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12. You must not create or willfully disseminate computer viruses. You must employ appropriate virus protection methods to avoid damaging computer network and telecommunications resources.

13. Use of computer network and telecommunications resources for advertising, selling, and soliciting is prohibited without the prior written consent of Mosaica or the appropriate school administration, use of computer network and telecommunications resources for commercial purposes or for personal financial gain is prohibited. Faculty, students, or corporate employees who have questions about the legitimacy of a particular use should discuss it with the appropriate members of the IT staff.

14. The disclosure of individually identifiable non-directory information to non-corporate personnel is protected by the Family Educational Rights and Privacy Act of 1974 (FERPA). The disclosure of personnel or financial records owned by Mosaica without permission to unauthorized persons is prohibited and may be prosecuted under California Penal Code 502.

15. Willful or unauthorized misuse or disclosure of information owned by Mosaica will also constitute just cause for disciplinary action, including dismissal from and/or termination of employment regardless of whether criminal or civil penalties are imposed. It is also expected that any user will report suspected abuses of computer network and telecommunications resources. Failure to do so may subject the individual to loss of computer network and telecommunications access and/or the disciplinary action referred to above.

The respective Information Technology organization of Mosaica may immediately suspend service to an individual or computer found to be significantly degrading the usability of the network or other computer systems. Inappropriate use will be referred to the appropriate head IT corporate officer to take action, which may result in termination of employment.

PASSWORDS/SECURITY CODES

Individuals entrusted with or that inadvertently discover logins and passwords are expected to guard them responsibly. These passwords are not to be shared with others. The same policy applies to door codes for restricted-access rooms/areas. Those who need logins or door codes can make a formal request to the administrator of those codes/passwords.



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Supplemental Information to the Appropriate Use Policy

FILE CONFIDENTIALITY

Your documents, files and electronic mail stored on a Mosaica owned networked computer or server are normally accessible only by you with the exception of IT administration of network/server resources. However, any file or document placed on a Mosaica owned computer or network is subject to access pursuant to this Policy, and thus, should not be regarded as private or confidential. The system managers within the individual organizations have the ability to monitor traffic and directly view any file as it moves across the network, and must occasionally do so to manage school network resources. In short, files may be monitored without notice in the ordinary course of business to ensure the smooth operation of the network. All staff members working in information technology have clear guidelines that prohibit violations of privacy and confidentiality laws and, in the normal course of their work, they will not view the contents of user files or e-mail. However, you should be aware that authorized Mosaica personnel will take appropriate steps to investigate when there is a suspicion of inappropriate use of Company computing or networking resources. This may include monitoring network traffic, its contents, and examining files on any computer system connected to the network. You should also know that all files on shared (i.e., networked) systems, including e-mail servers, are backed up periodically on schedules determined by Mosaica‟s IT Management. Backup tapes are preserved for lengths of time also determined by Mosaica operating procedures. These tapes can be used to restore files that you have deleted accidentally. This means that the files on the tapes are also available to someone else with reason and authority to retrieve them.

Network monitoring Troubleshooting on the Mosaica network, as well as planning for enhancements, requires the collection of detailed data on network traffic. Corporate IT may periodically run monitoring software that records and reports on the data that is transported across the corporate or school networks. The reports include the origin and destination addresses, and other characteristics of files, including the URLs of the World Wide Web sites that are contacted. This data is accessed and used only by authorized IT staff members responsible for network performance, operations and planning. You should also be aware that many Web host machines on the Internet may collect and log information about you and your identity when you visit their sites. This information may include, but is not limited to, information about the computer you are using, its address, and your e-mail address.

Many educational and business activities at Mosaica require network access to resources on the Internet. To ensure adequate bandwidth to these sites for Mosaica and/or primary educational and business purposes, Mosaica IT staff may restrict the amount of traffic to particular sites and the amount of traffic of specific types.

In an effort to protect the Company‟s computer network resources, Mosaica IT staff may implement software on individual computers that is to remain resident and running at all times. This software may include but is not limited to anti-spyware and anti-spam programs. From time to time these network monitoring activities may allow systems managers to identify individuals whose activities downgrade the performance of the Company network or a segment of the network, or which appear to violate the general guidelines for appropriate use of corporate and/or school computing and network resources. In such instances, a Mosaica and/or school IT staff may ask you to cease these activities. If you continue such activities, or if they include illegal activities, appropriate Mosaica or school authorities may be notified. In extreme cases, network privileges may be revoked on an interim basis pending resolution of the issue. The appropriate Mosaica and/or school authority may impose specific corrective or disciplinary actions.



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MOSAICA EDUCATION COMPUTING USAGE POLICY

Mosaica ‟s Information Technology department has certain rules guiding the use of its resources. These policies apply to all those utilizing Mosaica (Company) network resources, as defined in Mosaica Policy Regarding Appropriate Use of Computing and Network Resources.

The following sections outline the kinds of behavior that violate Mosaica‟s Computing Policy.

1. Actions that constitute abuse of network, internet email or telecommunications resources: Engaging in behavior that impedes normal use of network, Internet, email or

telecommunications resources.

Attempting to gain unauthorized access to resources or information.

Using Company resources in violation of federal, state, or local law.

Running servers that in anyway utilize Company resources.

Using Company resources for commercial purposes unless previously agreed upon by the appropriate Company officer.

Presenting a misleading or false electronic identity.

Using Company computing resources in order to circumvent or violate copyright law.

Deploying computing resources in a manner that violates the Company Policy on Harassment.

Using computing resources to violate the Mosaica‟s Basic Rule of Conduct.

2. Actions that constitute abuse of companies equipment of physical resources

Engaging in behavior that impedes normal use of equipment.

Failing to abide by posted policies or the instructions of Information Technology employees.

Using equipment, or resources in a manner that violates federal, state, or local law.

Attempting to tamper with, misuse, or illegitimately access equipment, hardware, software, or space.

Using Company equipment, software, or resources to circumvent or violate copyright law.

Leaving restricted accounts unattended or distributing some secure logon information.

Behavior that violates the companies Basic Rule of Conduct.

Information Systems & Technology reserves the right to summarily disable, pending investigation, accounts, access, or resources suspected of being used to violate the companies Computing Policy or Mosaica‟ s Policy Regarding Appropriate Use of Computer and Networking Resources. Anti-spam software filtering is implemented preventing the receipt of spam. This software is loaded at the email server and places suspected incoming mail into a quarantined folder to be reviewed, if

desired, at a later time.



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POLICY PROPER E- MAIL USE

This section sets forth Mosaica‟s policy detailing acceptable use of Mosaica Education‟s e-mail system. This policy shall be in effect for all individuals utilizing Mosaica‟s primary or supported email. The Company provides computers and communication systems (telephone, voice mail and electronic mail, all centralized computer systems, and the local/wide area networks) to support the staff in their day-to-day Company related tasks and to provide staff with needed resources. Although limited personal use of the companies system is allowed, Mosaica has established proper use of these resources. The Company may inspect and monitor such use at any time. No individual should have any expectation of privacy for messages or other data recorded in Mosaica‟s email systems if asked for by the appropriate Mosaica Senior Management staff. The following points define proper e-mail use at Mosaica:

No use of these systems (described above) should ever conflict with the primary business purpose for which they have been provided, with the Company‟s ethical responsibilities or with applicable laws and regulations.

Excessive personal use of the e-mail system is not permitted. The Company may inspect and monitor data and communications at any time. This includes

monitoring network usage, including contents, and examining files on any system that is or has been connected to the network.

All data in the Company‟s computer and communications systems (including documents, other electronic files, and e-mail messages) are the property of Mosaica.

The Company‟s system must not be used to create or transmit material that is derogatory, defamatory, obscene or offensive. Such material includes, but is not limited to, slurs, epithets or anything that might be construed as harassment or disparagement based on race, color, national origin, sex, sexual orientation, age, disability, or religious or political beliefs.

The Company‟s systems must not be used to solicit or proselytize others for commercial purposes, causes, outside organizations, chain messages, or other non-job-related purposes.

E-mail marked “personal and confidential” must be treated the same as a document with the same statement.

The Company‟s connection to the Internet is managed by the Corporate Information Technology Department. Use of these services is governed by Mosaica‟s appropriate use policy. All staff and employees are urged to familiarize themselves with this document. Some of its key provisions, along with other important information, are described below.

The computer resources at Mosaica or its managed school facilities may not be used for commercial purposes. Faculty or staff who have questions about the legitimacy of a particular use should discuss this with the appropriate individuals in their department. Company computer resources - including individual desktop machines - may not be used to collect, store, or distribute information in violation of federal, state, or local laws. Since the laws about such matters as copyright, pornography, etc., are evolving, it is not possible to give definitive guidelines in all cases at this time. Caution and common sense usually are adequate guides but, if you are in doubt, you should seek advice before proceeding.



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Your documents, files, and electronic mail messages stored on a networked computer or server are normally accessible only to you; they are protected from unauthorized "prying eyes." However, systems managers within the Corporate Information Technology group have the ability to monitor traffic and directly view any file as it moves across the network, and they must occasionally do so to manage campus network resources. Network maintenance may require that staff members run programs to scan all files on the network. Sometimes, as in the case of a suspected computer virus, even your local hard drive could be scanned by Company IT staff. They are rare, but necessary compromises to the privacy of your files when you work on a network. From time to time, monitoring activities on the Mosaica network may lead systems managers to identify individuals whose activities downgrade the performance of the network or appear to violate Mosaica‟s Policy Regarding Appropriate Use of Computer and Networking Resources. In such instances, you may be asked by a senior staff member of the corporate IT staff or your own facilities information technology support to cease this activity. If the activity continues, or if illegal activities are detected, appropriate authorities may be notified.



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Anti-Virus Tips for Email Usage

This section is intended to provide the Mosaica community with anti-virus tips and is intended for all Mosaica network and computer resources users.

The following is a list of generally accepted tips on reducing the chances of getting a computer virus. This is not meant to be an all-encompassing list. The most important thing to remember is to use your common sense.

The following are tips on helping to prevent viruses:

Do not open any files attached to e-mail unless you know what it is, even if it appears to come from a dear friend or someone you know.

Do not open any files attached to e-mail if the subject line is questionable or unexpected. If you

need to open the file, then save the file to your hard drive and then run your up-to-date anti-virus scanner on the file before opening the file.

Do not open any files attached to e-mail from an unknown, suspicious or untrustworthy source.

Delete chain e-mails and junk e-mail. Do not forward or reply to any of them. These types of e-

mail are considered spam, which is unsolicited, intrusive mail that clogs up the network. Do not download any files from strangers.

Exercise caution when downloading files from the Internet. Ensure that the source is a

legitimate and reputable one. Verify that an anti-virus program checks the files on the download site. If you‟re uncertain, don‟t download the file at all or download the file to a floppy and test it with your own anti-virus software.

Update your anti-virus software regularly. Over 500 viruses are discovered each month, so you

will want to be protected. You may also need to update the product‟s scanning engine as well. When in doubt, always err on the side of caution and do not open, download, or execute any

files or e-mail attachments. Not executing is the more important of these caveats. DELETE THE FILE.



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Use of Internet Services and Network Resources

Computing and Network Use Policies

The computer resources of Mosaica may not be used for commercial purposes. Faculty or staff who have questions about the legitimacy of a particular use should discuss this with the appropriate individuals at their location or with Mosaica IT. Company computer resources -- including individual desktop machines or laptops -- may not be used to collect, store, or distribute information in violation of federal, state, or local laws. Caution and common sense will usually be adequate guides but, if you are in doubt, you should seek advice before proceeding.

Confidentiality of Files on the Network

Systems user‟s documents, files, and electronic mail messages stored on a networked computer or server are normally accessible only to you; they are protected from unauthorized “prying eyes.” However, systems managers have the ability to monitor traffic and directly view any file as it moves across the network, and they must occasionally do so to manage campus network resources. Mosaica‟s IT Management has the capability to monitor files as they traverse their local networks and to view files stored on shared systems. This is necessary for the smooth operation of the network. All staff members working in information technology offices have clear guidelines that prohibit violations of privacy and confidentiality and, in the normal course of their work, do not view the contents of user files. However, you should be aware that a person with such privileges may view your files if there is a need to do so. Furthermore, you should know that all the files on shared (i.e. networked) systems, including e-mail, are backed up periodically. Backup tapes are preserved for lengths of time determined by individual campus policy. These tapes can be used to restore files that you have deleted accidentally. This means that they are also theoretically available to someone else with reason and authority to retrieve them. Network maintenance may require that staff members run programs to scan all files on the network. Sometimes, as in the case of a suspected computer virus, your local hard drive could be scanned by a local IT staff. These measures are rare, but necessary, compromises to the privacy of your files when you work on a network. In some circumstances a knowledgeable and determined “hacker” may be able to penetrate the network and read, delete, or alter files on a shared server. Even files on a local hard drive can be penetrated in this way, but only when the local computer is turned on and connected to the network. Mosaica staff and school officials should be aware of these risks and consult with your information technology office if you believe that extra security precautions are warranted.



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Monitoring Internet Use Troubleshooting on the network, as well as planning for necessary enhancements, requires the collection of detailed data on network traffic. As a diagnostic tool Mosaica‟s IT Network staff may run monitoring software that records certain information about all network packets transmitted through its facilities. The software produces reports that include the names, origins (by IP address), destinations, and other characteristics of all files it detects, including the URLs (addresses) of the World Wide Web sites that are contacted. These reports are accessed and used only by authorized staff members with responsibilities for overseeing the network, and are important for network operations and planning. Similar network diagnostic procedures may also be conducted on local networks by your local IT staff. You should also be aware that many Web host machines on the Internet, log similar information about your identity when you visit their sites. This information may include your e-mail address. From time to time, monitoring activities on the Mosaica network may lead systems managers to identify individuals whose activities downgrade the performance of the network or appear to violate the General Guidelines for Appropriate Use of Mosaica Computing and Network Resources. In such instances, users may be asked by a member of the IT Management to cease this activity. If the activity continues, or if illegal activities are detected, appropriate Mosaica management may be notified. In extreme cases, network privileges may be revoked on an interim basis pending resolution of the issue.



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Policy Web Policy

Details: Introduction: Mosaica‟s Web Policy defines the roles and obligations of the Company, operational units, and individuals in presenting material on the Company Internet and intranet web site. Definitions: Mosaica web server The Company‟s authorized web server is located at http://www.mosaicaeducation.com Mosaica web site: The Company web site consists of the central Company web server, plus all resources that the central web server points to. These resources may be PowerSchool or other educational or storage processes. Mosaica intranet: The Company intranet is the unique Company web page that specifically targets internal users. Access to portions of the Company intranet is restricted, either based on a log in account or based on IP address. Web site: A web site is a group of web pages structured to provide a coherent body of information about a particular subject. Home page: A home page is the initial page of a web site, or the initial page of a specific subset of a web site's information. The majority of desktop machines are initially configured with the Mosaica intranet site being set as the user‟s home page. School web servers: Each school may have a separate and unique Internet web page. This page may or may not have been developed by Mosaica internal staff, but in many cases shall be supported by Mosaica. A standard school template is developed to assist in the management of these sites and may be maintained through a comprehensive GUI content manager. Web site owner (official sites): The web site owner for an official site resides within Mosaica‟s IT functional area. Content will be maintained and updated via Mosaica‟s Webmaster or a designated contractor.

http://www.mosaicaeducation.com/



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Web content manager: The owner of the Company web site may designate a person to handle technical work for the operational unit‟s web site. Only Company IT staff or the defined approved vendor may serve as Web content managers. A dynamic content management system will exist to provide a means for new content to be viewed in a test environment by any designated individual. However, Mosaica‟s IT staff will reserve the right to submit all content changes into the production environment. Web Administration: The Web Editor administers the corporate web site with the guidance of the senior IT officer. Web Editor: The Web Editor is responsible for ensuring the reliability and general organization of the web site. The Web Editor works with web liaisons and content managers to maintain the site. Legal and Policy Requirements: Web site owners are responsible for the content and design of their web sites. These responsibilities include ensuring that all online material conforms to local, state, and federal laws including copyright and other intellectual property laws, license agreements, and contracts. Where appropriate, web site owners should protect material from inappropriate access. All online material and conduct must adhere to Mosaica‟s policies and regulations. Web sites should not provoke activity that interferes with the primary goals of the Company or school facility. The Web Editor has the right to review any pages or activities that generate network traffic to a degree that deprives other users of their legitimate use of these resources or impedes the efficient operation of the network. Use of the Company‟s or schools web resources to promote a commercial venture is specifically prohibited. Web site owners generally should avoid posting images or audio of people without their consent or using information about individuals who do not want the information posted. Location of Information: Servers and Domain Names: The official entry point to the Company web site is through the Company web server located at http://www.mosaicaeducation.com. Mosaica or its designated agent will host all of its official web sites on secured and reliable servers. Each unofficial site shall have a unique web address. Content: Web site owners must ensure that all information on their web sites is accurate and timely. Official Web sites: The official Web Site is the primary vehicle by which Mosaica is presented to the Internet community. Official web sites may link to relevant third party programs and/or processes. The web site owner is responsible for approving any such links. It is the responsibility of the web site owner to ensure the removal of any link determined, after appropriate investigation, to violate any local, state, or federal law or Company policy.



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Personal Web sites: Any personal Web sites are not permitted within the Mosaica Network Computing environment. Design: Official web sites must either use a standard Company web template provided by either the in house Webmaster or approved designee. Web site owners wishing to develop a non-standard template will contact the primary web liaison first to discuss the issue and obtain detailed requirements. The schools will have the ability to update and adjust their individual web content as needed or they may contact Mosaica‟s Webmaster or approved contractor to affect the change. Any discussions required, will be between the Mosaica IT Webmaster and the designated school official (for unofficial sites). For the primary corporate site the discussion shall be with the IT Web liaison and the provider of the content. The content will result in a change of the design or navigation abilities of the sites. Unofficial intranet sites need not adhere to the same web design standards as Company web site. Web site owners, however, should attempt to incorporate standard Company web design elements into their intranet sites. Outsourcing: If a web site owner seeks web development assistance, paid or volunteer, outside of the Company's webmaster or approved contractor, the Company does not guarantee that it will add the products of that labor to the Company web site. Web site owners considering outsourcing web development should contact the Mosaica IT Team. The IT Team may take on the project. Alternately, the IT Team will assist the web site owner to ensure that outsourcing efforts are not wasted. Removal: The Company may actively monitor the contents of web pages. The Company reserves the right to remove materials that violate this policy or other relevant policies and laws, to disable links, and to impose charges for expenses incurred in such disabling and/or removal. Spyware software is to be loaded on every computer attached to the Mosaica network to eliminate unwanted items that may be downloaded arbitrarily via access to the web. Updates are to occur on an automated basis. This software is to remain resident as an icon at all times on all laptop and desktop systems.



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Policy Staff Voice Mail

This section sets forth a policy detailing the use of Mosaica‟s voicemail system and pertains to all who may utilize the system either staff, friends or vendors. The Company provides all staff with voicemail service. This service is offered to provide an effective method of communicating among staff, and the general public. Voicemail offers staff the ability to conveniently manage their phone calls while at the office or remotely. When options are selected, the voicemail system provides staff a practical method to retrieve, store, forward messages to another mailbox, and respond to individuals or a group of individuals. Voicemail boxes allow individuals who are frequently away from their office or on the phone to receive incoming calls or forward them to another phone number. In addition certain staff will be provided with Company cell phones. The policy mentioned above shall also apply to these devices as well. Although limited personal use of the Company‟s system is allowed, Mosaica has established proper use of these resources. The Company reserves the right to inspect and monitor such use at any time. No individual should have any expectation of privacy for messages or other data recorded in the Company‟s systems.

Each staff telephone or cell phone will have voicemail enabled by the Company. Each voicemail box will be setup with the following information: 1. User‟s name will be set.

2. A password.

3. The user of the phone is expected to reset their password and to establish a personal greeting.

Should assistance be required, the appropriate IT staff member is to be contacted.



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Complying with the Digital Millennium Copyright Act This section is presented to all users of the Mosaica („Company‟) network to: indicate their obligation to observe copyright under the Digital Millennium Copyright Act and the

ramifications of infringing copyright on the Company‟s network; to define how the Company handles notifications of alleged copyright infringement on its

network; to indicate to Mosaica staff that the Company supports their ability to protect their own

copyrighted works on the Mosaica network. Members of the Mosaica community are expected to comply with the copyright laws of the United States. These copyright laws apply to copyright-protected materials regardless of whether they are reproduced in digital, electronic, print or other form. On October 28, 1998, President Clinton signed into law the Digital Millennium Copyright Act (DMCA). Among its many facets, the DMCA limits the liability of internet service providers, provided the service provider (1) registers a DMCA agent with the U.S. Copyright Office to receive notification of claimed copyright infringement, (2) adopts a policy of terminating the accounts of repeat infringers, and (3) accommodates standard technical measures to protect copyrighted works. Details:

1. Notifications of Alleged Copyright Infringement (“Notice”)

Anyone who believes their copyrighted work is being infringed on the Mosaica network should notify the Company‟s Senior IT Officer. The notice must include the following elements. Failure to include all elements may result in a delay of the processing of the complaint. A description of the copyrighted works that is the subject of the claimed infringement (if multiple works are being infringed at a single site, a representative list of such works at that site is adequate). A description of the infringing material and information sufficient to permit us to locate the material includes:

Contact information for you, including your address, telephone number and/or e-mail address.

A statement by you that you have a good faith belief that use of the material in the manner complained of is not authorized by the copyright owner, or its agent, or the law.

A statement by you, signed under penalty of perjury, that the information in the notification is accurate and that you have the authority to enforce the copyrights that are claimed to be infringed.

A physical or electronic signature of the copyright owner or a person authorized to act on his or her behalf.



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2. Responding to Copyright Infringement Claims (“Take-Down”)

Upon receiving a complete notification of claimed infringement, Mosaica‟s IT officer will respond to the complainant with a standard letter. The officer will attempt to remove or disable access to the potentially infringing material in an expeditious manner. IT will promptly notify the individual or operational unit responsible for the material in question of the complaint received and the actions taken.

3. Counter Claims

The DMCA provides a mechanism for the individual responsible for the allegedly infringing materials to make a counter notification requesting that the materials or access be reinstated. A counter notification must include the following elements. Failure to include all elements may result in a delay of the processing of the counter notification.

A physical or electronic signature of the account owner or responsible individual.

Identification of the material that has been removed or to which access has been disabled and the location at which the material appeared before it was removed or access to it was disabled.

A statement under penalty of perjury that the account owner has a good faith belief that the material was removed or disabled as a result of mistake or misidentification of the material to be removed or disabled.

The account owner‟s name, address, and telephone number.

A statement that the individual consents to the jurisdiction of the Federal District Court for the judicial district in which the individual‟s address is located, or if the individual‟s address is outside of the United States, for the Company‟s judicial district, and that the individual will accept service of process from the complainant or that person‟s agent.

4. Responding to Counter Claims (Put-Back)

Upon receiving a complete counter notification, the Company will promptly provide a copy to the original complainant stating that the Company will replace the materials or restore access in 10 business days. IT will replace the materials or restore access not less than 10, nor more than 14, business days following receipt of the counter notice unless the Company first receives notice from the original complainant that they have filed action seeking a court order to restrain the individual from engaging in infringing activity relating to the material on the Company network.

5. Terminating Accounts of Repeat Copyright Infringers.

Mosaica has a policy entitled Mosaica Education Computing Usage Policy. All users of information technology resources at Mosaica are required to become familiar with this policy. Among other regulations, this policy prohibits the use of Company computing resources to circumvent or violate copyright law. In addition, the Company will terminate the informational technology privileges of any user who engages in repeat violations of this prohibition related to copyright-protected materials.



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6. Standard Technical Measures to Protect Copyrighted Works.

Mosaica supports the efforts of its students, faculty, and staff to protect their copyrighted materials from infringement.

7. Additional Information about Copyright

For more information regarding copyright law, you are encouraged to visit the following web sites:

General:

U.S. Copyright Office:

http://www.loc.gov/copyright/

Copyright Basics (from the U.S. Copyright Office):

http://www.copyright.gov/circs/circ1.html

Copyright Laws of the U.S. (from the Legal Information Institute at the Cornell University Law School):

http://www4.law.cornell.edu/uscode/17/

Digital Millennium Copyright Act:

The Digital Millennium Copyright Act (the law itself, PDF)

http://www.copyright.gov/legislation/hr2281.pdf

U.S. Copyright Office Summary of the DMCA (PDF)

http://www.copyright.gov/legislation/dmca.pdf

Additionally, no software is to be installed on any Mosaica computing equipment (servers, desktops, laptops) without the proper licensing required for that product. In compliance with the regulations of the software, only one copy may be made for the purposes of backup on the software. This copy is not to be used on equipment not belonging to Mosaica, or any computer equipment in direct violation to the licensing agreements on the software package.

http://www.loc.gov/copyright/

http://www.copyright.gov/circs/circ1.html

http://www4.law.cornell.edu/uscode/17/

http://www.copyright.gov/legislation/hr2281.pdf

http://www.copyright.gov/legislation/dmca.pdf



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Policy IT/Network Security

Details: 1. Introduction

Mosaica‟s IT/Network Policy defines the roles and obligations of the Company, operational units, and staff in the operations and usage of corporate computing and network resources provided by the Company.

2. Systems User Accounts

Every individual who is to access Mosaica Computer and Network Infrastructure is required to have a unique „user name‟, a default password, access to a corporate shared drive, a personal network logical home directory and access to those elements of the corporate network that are deemed necessary for the individual to perform their assigned tasks. There also will be a corporate email account established for all new employees. These accounts shall be setup by the designated Mosaica IT staff.

There shall be a standard format for User Names, that being the first initial of the first name and the entire last name (i.e. John Smith = jsmith)

The default password that is established for each user will be generic for all new users. Upon installing the new computer, and with the initial user sign on, this default password is required to be changed. The password is to be no fewer that five (5) alphanumeric characters. No special characters can be used. This password is private and personal to the user and is not to be shared. If the password is repeatedly shared, the Mosaica IT management reserves the right to block the account from use. The user accounts are established to require a password change every 60 days. No password may be used consecutively for at least 3 cycles.

Desktop Security Mosaica provides computer capabilities to all staff at the Company. These devices are connected to both the primary corporate environment and to both the Internet and intranet. Mosaica‟s IT staff provides initially configured computers with the necessary material for individuals to perform required tasks. Each computer user will be provided a „user name‟ and a default password upon having a system configured. This user name and password are private and are not to be shared. Listed below are specific processes that the computer community is expected to follow.

The computer user is not to install any personal or new software on the desktop without it first being tested by the local IT technician.

There is Anti-Spyware software loaded on every computer. It should remain running at all times. Anti-virus software is loaded on every computer. It is to remain loaded and running at all times. It should be configured to run at least once a day and scan every file on all local hard drives or floppy diskettes.

Studies have shown that one of the most common security breaches comes from the fact that workstations, which have access to the Internet as well as sensitive data, are left unattended for long periods of time. Therefore, it is necessary to configure a password-protected screen saver on every workstation at Mosaica. In addition, it is necessary to limit the amount of idle time on a workstation before the screen saver is deployed. This will help ensure the security of Company‟s information as well as the privacy of all staff.



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i.One issue that arises from the implementation of this policy is the fact that if a workstation is “locked”, all unsaved data could be lost if it becomes necessary for Information Technology personnel to perform maintenance on that workstation. Therefore communication between the workstation operator and Information Technology is critical

in order to avoid this problem.

ii. The standard Mosaica workstation will have a security screen saver configured as follows:

Each workstation will utilize a screen saver that is synchronized with the regular Microsoft Windows NT account password.

The time out period (the amount of time a workstation remains idle before the

security screen saver is deployed) will be limited to 5 minutes or less

If maintenance is required on a workstation, and the workstation operator will not be present when Information Technology is scheduled to perform this maintenance, then the workstation operator must save all data, and close all applications before the arrival of Information Technology personnel.

3. Network Server Security

All Mosaica network computer equipment will reside in a secure locked environment. Each system will be configured with an administrative user ID and password.

This user ID and password will be established by a senior Company IT staff member in the area where the equipment resides.

Mosaica IT will establish a general user account to be used by identified individuals and supervised by a senior Mosaica IT staff member at all times. A 3rd party vendor or contractor will not be permitted to login to any Company network devices (servers, routers, switches) without a senior Mosaica IT staff member present and supervising all activities; no 3rd party vendor should have the administrative or supervisory password on any network device within the Mosaica infrastructure. Should higher authorization be required the Mosaica staff member present will log in with their ID and, supervise the activity-taking place, then log their ID off the machine upon completion.

Minimum security is a firewall that is installed at all locations with a network – Internet capable computer. As financing permits, Intruder Detection and Intruder Prevention software is to be installed. Logs established by the IDS, IPS and firewalls will be reviewed at a minimum of three times a week and necessary adjustments will be made. These adjustments are to be made by the Senior Company IT staff member at the specific location. Anti-virus software is to be installed on all Mosaica network computer devices. This software will be configured to auto-update appropriate DAT files, run daily and run as a resident process for the Company email system, this scan should occur for all incoming mail and attachments. Data center (Quest) staff members are to have minimal systems access. Their activity is to be of a monitoring, backup tape change, remote data storage preparation, and system reboot (if required) type. Mosaica IT San Rafael group is to review backup logs daily to ensure that appropriate backups are completed satisfactorily. On a quarterly basis, a test of the restore capabilities of the system is to be conducted.



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4. Laptop (remote/virtual user) Security

Users in this area are provided with VPN connectivity across provided laptops. These connections are secure locations and are to be viewed by the user as if they were in a Mosaica office directly connected to the network computing devices. The remote user is not to leave laptops unattended and logged in. If the laptop or remote device is misplaced or stolen, notification is to be provided immediately to the appropriate Mosaica hub IT staff so that the user account may be disabled. Remote users are encouraged to store their files on Mosaica Network servers, in the user‟s home directory. If not, the user is solely responsible for his/her data loss.

5. Terminated employees and/or staff on extended leave

As staff members are terminated or leave the Company, notification is received from the Corporate Human Resources Department. Once received, the Email Administrator will immediately disable the users account.

IT will contact the appropriate department and verify the termination and determine if any data on the server is required. If so, IT will move the data to the designated director. If not, all data will be removed from the server within a five-day period.

If the staff member is a senior IT staff member with server password knowledge or a Director or an administrator, the passwords on all Mosaica network computing, switches, and routers will be changed within a 24 hour period of time.

All passwords for all Company network computing, servers, switches, router equipment, building codes (for remote data center), online Mosaica IT systems processes or support accounts are to be documented and stored in a secure location within the Company. If there are contractual limits on these processes those too are documented and stored.



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Policy Backup/Recovery of User Files on Network Servers

This section outlines the use of network servers for storage, backup and recovery of user files. Mosaica staff members who have Windows NT accounts also have a file storage folder allocated for their account on a network server. This storage area is usually referred to as the user‟s “H: drive”; and, when the user successfully logs on to their workstation, a network connection is established to the folder which can then be accessed as the H: drive in Windows NT Explorer, Microsoft Word, Excel, etc. Files can be copied from the user‟s workstation to their H: drive, or Word and Excel may be configured to save files directly to the H: drive. The H: drive folders are backed up to magnetic tape, and the tapes are rotated to an off-site storage facility to provide for security and disaster recovery.

Details: The following will summarize the procedures for backup and recovery of user files. 1. Use H: Drive In order to be able to recover lost data for staff who have Windows NT accounts, their files must be saved on the H: drive. Files on the user‟s local workstation drive may not be recoverable if the local drive fails. 2. File Backup The H: drive folders are backed up to magnetic tape cartridges each weekday night. 3. Off-site Storage In order to provide disaster recovery capability, backup tapes are rotated to a secure off-site storage facility. Each Thursday afternoon, the tapes created during the previous five days are cataloged and packaged for transfer to off-site storage Friday morning. The backup tapes are maintained in off-site storage according to the following schedule:

Weekday tapes are stored off-site for two weeks.

Monthly tapes are retained off-site for one year.

Fiscal Year End and Calendar Year End tapes remain off-site for five years. Email backups are conducted every evening. These backups are at the brick level so as to capture individual mail items if necessary. 4. File Recovery In order to have a file restored from the backup tapes, the user should contact Information Technology and provide as much of the following information as possible:

User‟s name and telephone extension.

Indicate the date of the last known good version of the file – this will help identify the set of backup tapes to use in attempting to restore the file.

If the file is a Windows file, provide the user‟s Windows NT user name, the filename of the file to be restored and, if possible, the folder on the user‟s H: drive in which it was located.

If e-mail needs to be restored, indicate the name of the user‟s mail server, the user name used to log on to the mail server, and the date, subject, etc. of the email.



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If the necessary backup tape is on-site, files can usually be restored within a few hours or less. If the tape has been sent to off-site storage, it can be recalled without charge on a scheduled Friday pickup. In order to recall a tape on the regular Friday delivery, the request should be submitted to Information Technology by 12:00 noon on Thursday. Emergency requests for return of tapes from the off-site facility can usually be accommodated within a few hours, but there is a significant added charge for this service. The individual‟s department will be billed for this additional service charge.

Redundancy of data is essential for purposes of business continuity. Replication of critical network data, telecom and WAN equipment will be achieved by having alternate versions of hub data in a remote Mosaica location. Connectivity is achieved through both VPN connections and DS3 data line.



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Policy IT Equipment Purchases

This section outlines the procedure to follow when purchasing IT non-consumable equipment. Following this procedure is necessary as it may affect the reimbursement of out of pocket expenses.

In an effort to maximize the corporate I.T. purchasing power, Mosaica follows a process that will:

ensure purchases are approved and budgeted prior to their acquisition

be tracked for simple re-allocation when needed

enable the Company to take advantage of special financing

allow the Company to take advantage of special vendor relationships. Whether an employee is located in a corporate office/hub or a virtual office, I.T. will be the first stopping point for I.T. purchases of non-consumable items. This includes but is not limited to:

computers

laptops

desktops

monitors

printers

scanners

external hard drives

all-in-one devices

fax machines

phone lines

video equipment

digital projectors & software These items are not reimbursed via expense reports. Consumable items such as cables, mice, and printer cartridges are not included and can be purchased at your local store. Cell phones & copiers are still to be ordered through the Purchasing Manager with supervisor approval. Process:

Determine the need

Get supervisor approval (the supervisor will determine if the item is budgeted)

Send request to the I.T. Administrative Assistant in San Rafael, CA for processing

I.T. will identify that the item has been budgeted and approved, spec out the request, identify special financing, and select a vendor

I.T. will forward the request to the Purchasing Manager


Policy Disposal of Replaced Workstations

This section establishes the policy and procedure by which replaced workstations and printers are recycled at Mosaica or locations within its management authority including staff and facility laptops, workstations and printers.

Workstations are replaced on an as necessary basis and printers on an as needed basis. This

practice insures that all staff members have workstations, laptops and printers that meet minimal standards. Mosaica staff does not support replaced workstations and printers that no longer meet the minimum standard. As part of Mosaica‟s community outreach program, replaced workstations and printers will be donated to local organizations that can make better use of this equipment. These local organizations will vary from community and location and should be determined by the staff or employee resources at the facility.

Disposal of replaced workstations:

1. Replaced workstations will be removed from the office and put in storage for at least one week. This will insure that all needed files can be retrieved if the user discovers within that week they are missing important files.

2. After two weeks, Corporate IT will format the hard drive to remove all Mosaica licensed programs, and documents.

3. The workstation will then be picked up and put into special storage.

4. Replaced monitors, keyboards, mice and printers will be taken directly to storage.

5. The proceeds and/or documentation of any sale or donation of equipment will be provided to the appropriate Mosaica accounting hub at the earliest convenient opportunity.



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Policy Replacement Cycle of Workstations

This section establishes the procedure by which workstations are replaced and purchased at Mosaica. This policy covers all workstations and/or laptops purchased for staff and school use. A life cycle plan of workstations is needed to guarantee that Mosaica is proactive in the area of technology. With the current rate of advancements in technology, workstations and/or laptops are considered obsolete after four years. In order to keep in the lead, a life cycle of four years, minimum, is established for workstations where either a replacement or upgrade is to be considered.

Replacement of workstations:

1. The budget allocated for workstations and/or laptops will be centrally directed and

governed by the Company.

2. No department or office, except for Information Technology at Mosaica, will have any responsibility for configuring, purchasing or maintaining equipment.

3. All workstations will be recycled after their useful life has been determined and upgrades have become impractical.

4. Academic departments and administrative offices will request specialized equipment, new equipment, and upgrades during the budgeting cycle (in the May/June budget process).

5. Replacement equipment will be installed by IT in a manner consistent with the needs of the environment in which the equipment is placed.

6. Personnel of Information Technology will be responsible for ordering, configuring and

installing new workstations.

7. Staff members are not authorized to purchase hardware or software without the approval of IT.

8. Information Technology will work with departments and offices to arrange for a time to replace the workstations that will seek to minimize the impact on that unit.



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Policy Purchase of Obsolete Workstations

This section establishes the procedure by which obsolete workstations or computer equipment can be purchased from Mosaica. The Company recognizes that older workstations, which have fallen behind the curve of technology, and thus are not useful for office work, may nevertheless, retain utility for some internal staff of either Mosaica or the school. The Company thus makes available the opportunity for staff to purchase obsolete workstations that are scheduled for replacement. The following guidelines apply to purchasing an obsolete workstation:

1. Upon notification from Information Technology of an impending workstation replacement, a staff

member may request to purchase an obsolete workstation if it cannot be used elsewhere within the organization, for a nominal purchase price. Only full-time staff members are eligible to request the purchase of a workstation. In recognition of the need for advance warning of the availability of workstations for purchase, Information Systems and Technology will notify the user in writing of the workstation or laptops potential replacement.

2. If the prospective buyer chooses to purchase a workstation, a request must be made in writing, within five working days of receipt of written notification of the workstation replacement, to the Corporate IT office in San Rafael, California or their local office IT contact.

3. Decisions regarding the availability of computers for sale to staff members will be made in consultation with the Information Systems and Technology group.

4. If the purchase of the obsolete workstations and/or laptops is approved, the prospective owner is required to remove all Mosaica-Licensed software on outdated workstations. IT will provide instructions regarding this process.

5. Once the sale of the workstation is approved, the purchaser will sign an “As-Is” agreement, releasing Mosaica from any responsibility to support the workstation or laptop after purchase.

“As-is” Agreement: All computers and related hardware are sold solely for the benefit of employees. Mosaica offers no warranty, implied or otherwise, as to the condition of this equipment, nor promise of future maintenance support. Peripheral cables, speakers, keyboards, monitors, and any other such equipment may or may not be included in the sale; it is the buyer’s responsibility to acquire all such items as may be necessary to render the computer operational. The buyer is invited and encouraged to check all equipment to ensure that it is in good working order prior to sale. Mosaica offers no refunds, replacements, or credits toward future purchase.

If the user does not request to purchase the old workstation that is being replaced, the central IT group will determine the most appropriate use for the obsolete workstation or laptop.



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Policy Standard Mosaica Workstation Software Configuration

This section defines the current configuration of software installed on workstations and laptops and states the policy regarding all software purchased for staff and relevant employees at Mosaica for use on Company owned workstations or laptops. Mosaica provides workstations or laptops to staff and school members so they can perform their daily tasks in support of the mission of the Company. In order to ensure that the flow of information between all parties is as smooth as possible, a standard software configuration is essential. The configuration will be based on current technology combined with the needs of the Company. These standards will be re-evaluated on an annual or on an as needed basis. Mosaica will not install any software on workstations until it is determined that either it is absolutely needed to accomplish the mission of the Company or has had the first service pack released. Mosaica will not install any beta software on production machines. The standard staff workstation software configuration is outlined in a document on the Network IT folder holding configurations.



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Policy Standard Employee Workstation Hardware Configuration

This section defines the current configuration of workstations and laptops purchased by Mosaica. This policy covers all workstations and laptops purchased for staff and employee use at Mosaica. Workstations and/or laptops are provided to all required employees of Mosaica in order that they can perform their daily tasks in support of the mission of the Company. In order to ensure that flow of information between all parties is as smooth as possible, a standard hardware configuration is essential. The configuration will be based on current technology combined with the needs of the Company. These standards will be re-evaluated on a quarterly basis. The standard workstation and/or laptop configuration is outlined in the Network IT folder holding all configuration files.



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Policy Standard Remote/Virtual Laptop Hardware Configuration

This section defines the current configuration of Laptops purchased by Mosaica and states the policy for all laptops purchased for remote and/or virtual employees at Mosaica or its managed facilities. Laptops are provided to all members of the faculty at Mosaica in order that they can perform their daily tasks in support of the mission of the Company. In order to ensure that flow of information between all parties is as smooth as possible, a standard hardware configuration is essential. The configuration will be based on current technology combined with the needs of the facility or employee. These standards will be re-evaluated periodically to maintain relevant and current computing capabilities. A review of the standard laptop configuration is available in the Network IT folder holding a listing and drawing of the configuration.



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Policy Standard Staff Printer Hardware Configuration

This section defines the current configuration of printers purchased by Mosaica. This policy covers all printers purchased for staff use at Mosaica. Printers are provided to staff members at Mosaica, as needed, in order that they can perform their daily tasks in support of the mission of the Company. In order to ensure reduced maintenance costs, a standard printer configuration is essential. The configuration will be based on current technology combined with the needs of the Company. These standards will be re-evaluated on a semi-annual basis or as deemed necessary. Printer configuration files are stored in the Mosaica Network IT documentation area.



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Network Configurations

All network physical layout documentation is in both Visio formatted files and Microsoft Word based files. These documents are not presented here but are stored on the Mosaica Network IT folder along with configuration files. The configuration of the various Mosaica Hub offices will be stored at those facilities. In all instances as the infrastructure evolves, these drawings are updated and maintained in a current status by the appropriate local Mosaica IT staff.

mosaica 5 detail app 2

Documents