Digital Media Grant05

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

o ACTIVITIES
o TIMELINE
o KEY PERSONS INVOLVED
• BUDGET (ED 524) ….………………………………… P 15+
• APPENDICES (RESUMES)
• CERTIFICATIONS & ASSURANCES

ABSTRACT
The Clarkstown Central School District is a public school district with approximately
9,600 pupils enrolled in its ten elementary schools, one middle school, two high schools,
and one special education school. The project, “Multimedia Center, Technology &
Curricula,” has two main goals:
1. MULTIMEDIA CENTER: Felix V. Festa Middle School is in the process of an

extensive construction project to meet the ever-growing needs of our student
population of over 2100 students. Part of the building expansion is an addition to
our school library. With the completion of the construction project, we will
update the library in the fall of 2004. We are requesting the sum of fifty-thousand
dollars to help us create a multimedia center in this new addition. Our school
houses a number of self-contained special education classes, as well as two life
skills classes. The media center will help provide these students with an
opportunity to learn through the use of assistive technology. There is a need to
increase the number of fiction and non-fiction books in the library. As well, we
would like to add books that interest students of all ability levels. In addition we
would like to develop a resource area for teachers, which would include the most
current texts on effective teaching strategies.
The impact of this project would be to improve the overall educational

environment. Throughout the district teachers would be able to avail themselves
of the numerous resources in order to integrate effective strategies, expand the
curriculum, and motivate students in interactive lessons. Students would have the
potential ability to utilize all resources with the assistance of highly-qualified
library media specialists. Students will be given the opportunity to research
material through technology and print resources, which encourage higher-level
thinking. We are moving from a traditional library to a true multimedia center
that helps prepare both teachers and students for the challenges and demands of
the future.
2. TECHNOLOGY & CURRICULA: Students will be able to learn technology

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

Multimedia Center, Technology & Curricula Page 1
NARRATIVE
PART I: MULTIMEDIA CENTER:
Goals and Objectives:
The overall goal of the grant would be to expand the resources of a traditional library to a
true multimedia center in order to meet the demands of an ever-changing educational
framework. In broadening the scope of the library, we would be able to address the
diverse range of our student population. Teachers would be given the tools to
academically expand beyond the walls of the regular classroom. Differentiation of
instruction in a hands-on learning environment would be the ultimate focus.
Specifically:
• Assistive technology would make the library user-friendly, in particular, the
library staff would be better equipped to meet the needs of our special education
population through the integration of supportive resources; i.e. interactive
software. A long range goal would be to assist students in becoming independent
learners.
• Additional resources, such as large print books, interactive software and read-
aloud literature would service the life skills students. Students would be able to
work at their own pace and ability levels.
• The diverse resources would allow staff to focus on differing learning modalities.
The visual presentations will provide concrete examples of various topics.
• Students would be challenged to explore alternative methods for in-depth
research, which will encourage higher-level thinking.
• Library staff would he supportive, encouraging and welcoming to students and
staff with their expertise, they would teach skills to enhance research and
presentations on a daily basis. Through the media center students will be provided
with the tools they will need to succeed in a highly competitive, technologically
sophisticated cyber-society that allows connectivity throughout the world.
• This newly created Teacher Resource Center will encourage the exploration of
effective teaching strategies. Staff within the district would be welcome to review
literature and resources that delineate specific current teaching techniques.

Library Grant Activities
1) Expansion of the Computer Area

The new laptops, desktop computers and printer in the library media center give
students more access to technology. Students will be using the computers for a
variety of research using the Internet and exploration of computer programs.
Some examples are:
• Using Microsoft Word and/or Inspiration to create graphic organizers to

display information.
• Accessing the NOVEL databases for research.
• Gathering background information such as the dress, activities, and
customs during a time period featured in literature read in English classes.
• Internet scavenger hunts/webquests for controlled exploration of a topic.
• Microsoft PowerPoint presentations to enhance oral reports in conducted
in classes.
2) Circulation Desk
The circulation desk replaces the current one that is falling apart. Students and
staff use the desk to check in/out materials from the library. The circulation desk
is where patrons can ask questions and any other need for help. This new desk can
accommodate handicapped patrons with a lower counter height and space for a
wheelchair.
3) Students with Special Needs Equipment/Materials
The library will now better accommodate special needs students. The variety of
software, reading material and equipment will enhance their educational
experience and increase their technological skills. Some examples are:
• The wheelchair accessible mobile workstation can be placed anywhere in

the main library or in the classroom area. A designated computer for the
workstation gives more comfortable access for a wheelchair bound person.
• Students with any visual, audio, and cognitive handicap can manipulate
the IntelliKeys alternative keyboard for a variety of computer programs.
• Kurzweil Software Program & Scanner helps students to become more
independent in their computer use. The program allows teachers to scan
tests and worksheets so that students can type their answers directly onto
handouts. Reading passages can have main ideas and vocabulary
highlighted and read aloud for students. This program increases multi-
sensory teaching and learning.
• The Pix Writer computer program allows beginning students to write
using pictures and symbols.
4)

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

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

Activities Designed to Meet Goals and Objectives
We will incorporate the activities, goals and objectives of The Digital Design course
offered as a career and technical education elective in Washington State
(www.k12.wa.us/careerteched/it/digitaldesign/), to our existing curriculum to further
enhance our program.
Activities:
ELEMENTARY LEVEL (GRADES 3-5)
On the elementary level students will

• Identify misuse of Internet.
• Identify the consequences surrounding inappropriate behavior and use of the
Internet in their school and district.
• Understand the basics of web graphics and Copyright
• Copy and save images and graphics from the Internet using appropriate citation
and safeguards for copyright.
• Use a digital camera to capture and save images.
• Understand the basics of web page design.
• Contribute to a web page template using Macromedia Contribute 3.
• Investigate the use of design principles: composition, balance, unity, contrast,
emphasis, line, and color in logos.
MIDDLE SCHOOL LEVEL (GRADES 6-8)
On the middle school level students will

• Identify misuse of Internet.
• Understand the basics of web graphics and Copyright.
• Use a variety of multimedia equipment to capture and save images.
• Use their understanding of the basics of web page design to develop their own
web pages.

HIGH SCHOOL LEVEL (GRADE 9-12 ELECTIVE)
Title: IT Web Design & Management (Digital Design) 1 & 2

Length: Two semesters
Course Summary:
Introduction to Web Production will provide students with the fundamentals of web
production and design. Through hands-on instruction, students will incorporate audio,
video, animation, graphics and text into web-based projects. Students will create, post
Students will be exposed to software essential for creating professional quality web
pages: Photoshop, Sound Forge, Dreamweaver, Flash and HTML coding.
Student Outcomes – Digital Design 1
Students will be able to/demonstrate:
Unit 1: Introduction to the Internet
• Identify legal implications for misuse of Internet.

• Create an Acceptable Use Policy specific to the needs of their classroom/school.
• Differentiate website views from Netscape and Internet Explorer.
• Identify the different parts of a browser.
Unit 2: Graphic Design Using Macromedia Fireworks MX
2.1 Introduction to Graphics and Copyright

• Understand the basics of web graphics, including:
o GIF, JPEG and PNG formats
o How graphics are viewed
o How graphics are created
• Use copyright terms correctly.
2.2 Introduction to Scanning

• Create scanned black-and-white images and color images.
• Modify file type, resolution, and image size.
2.3 Using a Digital Camera

• Use a digital camera to capture and save images.
2.4 Optimizing Graphics for the Web

• Optimize images as GIF and JPEG files.

• Create the smallest possible image file size while maintaining desired image
quality.
• Save and export image files.
2.5 Making a Nameplate

• Use graphics tools and effects in Macromedia Fireworks MX.
• Explain and document a process.
2.6 Planning a Logo

• Create a storyboard using graphic design principles.
2.7 Building a Logo

• Develop a digital logo based on a storyboard.
2.8 Logo Review and Re-design

• Identify aspects of redesign and its importance in web design.
• Reflect on their digital image and identify what to improve.
• Story board the re-design of their logo image.
• Modify an existing image.
2.9 Planning a Virtual Business Card

• Analyze business card uses of graphic design principles including rule of thirds,
proximity, pattern, background color, shape and typography.
• Create a storyboard of an online business card.
2.10 Building a Virtual Business Card

• Use their design storyboard to build an online business card.
2.11 Virtual Business Card Review and Re-design

• Explain goals and identify design requirements to a peer.
• Review a peer’s work, based on design principles, goals, and audience.
• Redesign a project based on a peer review.
2.12 Naming Conventions

• Name files and directories with names that follow standard file naming
conventions.
Unit 3: Electronic Portfolios and Macromedia Dreamweaver MX
3.1 Introduction to Dreamweaver MX

• Identify the panels and work area used in Dreamweaver MX.
• Set up a local site and root folder.

3.2 Analyzing Websites
• Examine elements of consistency, visual layout, and color use in evaluating web
site design practices.
• Investigate content validity of a variety of web sites.
3.3 Planning a Portfolio

• Describe the goals and uses of a portfolio.
• Identify the purpose and audience for an electronic portfolio.
• Select and organize content for an electronic portfolio
• Plan and create a flowchart or site map for a portfolio.
3.4 Managing Files

• Identify a rationale for good file organization.
• Understand the concepts of file organization and structure.
• Identify methods of file and folder structure.
• Provide peers with understandable file structure.
3.5 Planning the Home Page

• Plan and create a detailed story board for the home page of a portfolio.
• Incorporate principles of good user interface in creating a home page.
3.6 Creating a Page Banner

• Create a storyboard for a page banner.
• Apply design principles to create the page banner including balance, rule of
thirds, contrast readability, texture, and consistency.
• Build a page banner following a storyboard.
3.7 Creating a Home Page

• Build a web page in Macromedia Dreamweaver MX based on their storyboard
design.
• Apply use interface design principles and concepts.
3.8 Creating Content Pages

• Identify consistent elements in web page design.
• Create a consistent layout for pages.
• Insert previously created text into a web page.
3.9 Linking Pages

• Construct a text navigation bar for a website.
• Link all content pages to the homepage in the website.
3.10 Examining Usability and Accessibility

• Identify navigation techniques and effectiveness (usability).
• Identify web site elements that promote accessibility, such as alternate text tags
for images and separate text links.

• Identify features of a web site that can increase or decrease usability.
3.11 Making a Graphical Navigation Bar

• Create a simple three-state button.
• Create a navigation bar with multiple buttons.
• Export the navigation bar as an HTML page with a folder of supporting images.
3.12 Quality Assurance – Part 1: Technical Testing

• Create a detailed checklist for technical testing of a website.
• Test the technical operation of their site by checking links, consistency of layout
structures, spelling and compatibility with different browsers.
3.13 Quality Assurance – Part 2: User Testing

• Plan a user test.
• Conduct a user test through observations and questioning.
• Evaluate a home page by applying a user test.
• Implement a home page redesign based on the user test.
3.14 HTML Basics (Optional)

• Write basic HTML tags
• Create a web page by writing HTML code.
• Identify HTML tags and structures, using the Code view in Macromedia
Dreamweaver MX.
Unit 4: Web Photo Album
4.1 Planning the Web Photo Album

• Define a project plan
• Create a directory structure for a web photo album.
4.2 Building the Web Photo Album

• Use the Create Web Photo Album command in Macromedia Dreamweaver.
• Label and link web pages images
• Add alternative text (ALT tags) to web images.
4.3 Adding the Photo Album to the Portfolio

• Students integrate their web photo album into their electronic portfolios.
• Students conduct a technical test of their web photo albums
Unit 5: Interactivity Design with Macromedia Fireworks MX
5.1 Introducing Visual Information Design

• Identify a variety of methods and reasons for organizing and displaying
information.
• View and analyze visual information design on the web.

• Create a presentation and report on visual information.
5.2 Planning an Interactive Image in Macromedia Fireworks MX

• Understand the uses of frames, layers, and behaviors in Macromedia Fireworks.
• Plan an interactive image.
• Produce an interactive image storyboard.
5.3 Building an Interactive Image

• Use storyboards to create an interactive image.
• Create simple and disjoint rollover images.
• Link image slices to other web pages.
• Export an interactive image from Macromedia Fireworks MX as an HTML
document.
5.4 Adding the Interactive Image to the Portfolio

• Integrate in interactive image web page into a website.
• Test an interactive image web page.
Unit 6: Review Workshop
• Provide peer feedback through review workshop.

• Review electronic portfolios, analyzing both design and content.
• Present revised portfolios to the class.
Student Outcomes – Digital Design 2
Unit 7: Building a Basic Client Web Site
7.1 Defining a Client Website Project

• Examine the scope of a project.
• Explore the phases of website production.
• Interview clients to identify the following elements:
• Goals and audience
• Design requirements
• Main content
• Technical (delivery) requirements
• Write a brief design document incorporating information from client.
7.2 Planning a Client Project

• Understand a client’s needs and requirements.
• Define a project plan for a client website project.
7.3 Structuring a Client Website

• Build a site map for a client site.

• Present a site map to a client.
• Create screen views of the home page and a sample content page for a client site.
7.4 Designing a Client Website

• Apply design principles when creating visual designs.
• Create design comps of a home page and a sample content page to show different
looks.
• As a team, select the best design comps to present to a client.
7.5 Reviewing and Revising to Client Specifications

• Present design comps to a client.
• Use active listening skills during client review.
• Revise design comps and present comps to a client.
• Create production storyboards for a client website.
7.6 Building a Client Website

• Work collaboratively to build a client website.
• Use templates and libraries to build consistent web pages.
7.7 Testing a Client Website

• Conduct a user test on a client website.
• Conduct a technical test on a client website and compile a bug list.
• Compile the results of user testing and technical testing of a client website, make
necessary revisions, and add the client site to an electronic portfolio.
7.8 Launching a Client Website

• Create a basic marketing plan for a client website.
• Present a website and marketing plan to a client.
Unit 8: Redesigning a Client Website
8.1 Defining Client Redesign Needs

• Evaluate how the design of a client website meets the client’s goals and audience.
• Evaluate the navigation, consistency, visual layout, and use of color in a client
website design.
• Analyze similar sites and site structures to compare and contrast the effectiveness
of navigation, consistency, visual layout, and use of color.
8.2 Writing a Design Document

• Write a design document for a client website that includes the following elements:
• An analysis of the design of the website
• A site map
• Page-layout solutions (design comps) with font and color samples
• Visual layouts
• A navigation solution

8.3 Reviewing and Revising with Clients
• Present a design document to a client.
• Respond constructively to client feedback.
• Make necessary changes to a design document, based on client feedback.
8.4 Building Components of a Redesigned Client Site

• Build a web page layout based on a design document.
• Design a Dreamweaver document as a Dreamweaver template, using Cascading
Style Sheets.
• Create various technical features, as required:
• calendars
• forms
• image maps
• rollover images
• tables from imported spreadsheets
• pop-up menus
• preparation of photographs
• animated images
8.5 Evaluating and Presenting a Redesigned Site

• Evaluate the redesigned features of a client website based on the redesign goals
and target audience.
• Implement changes to make a client site usable and accessible.
• Present a final site redesign to a client.
Unit 9: Enhancing User Experience on the Web
9.1 Introducing Macromedia Flash MX

• Identify parts of the Macromedia Flash MX workspace: Timeline, frames, layers,
Stage, scenes, tools, panels, and the Property inspector.
• Define symbols, instances, and libraries in Macromedia Flash MX.
• Create a simple animated movie that incorporates motion and shape tweens,
sound, and button symbols.
9.2 Examining Macromedia Flash on the Web

• Identify the use of technical elements such as tweens, images, text animations,
script elements, and sound in Macromedia Flash MX movies and ads on the web.
9.3 Creative Effects and Film Techniques with Macromedia Flash MX

• Examine online examples for Macromedia Flash effects.
• Work with Custom Colors and Gradients in Macromedia Flash MX
• Develop transition effects built through motion, shape, and text tweening in
preparation for enhancing a narrative.
• Build filmmaking effects involving advanced motion and shape tweens.

• Identify how Macromedia Flash MX is used to tell narratives online.
9.4 Creating a Script and Storyboard for a Digital Narrative

• Design a narrative to effectively communicate a message for a portion of a
website.
• Write a script for a digital narrative.
• Peer-critique narrative scripts, considering audience, time frame, and client needs.
• Create an animation storyboard.
• Develop techniques for an effective animation storyboard
9.5 Building a Digital Narrative Project

• Improve written communication through development of partner animation
storyboards.
• Import optimized images and self-recorded audio into Macromedia Flash MX.
• Build digital narrative project.
9.6 Reviewing and Redesigning a Digital Narrative Project

• Conduct a peer review of the digital narrative project.
• Incorporate peer-suggested changes into digital narrative project.
• Publish digital narrative project as an HTML document.
We will equip each library media center at the elementary level and multimedia lab at the
secondary level with a projector and interactive whiteboard to be used as the teacher
demo station.
Timeline: We will purchase the software and hardware in the summer months to install
and setup for the opening of the school year 2005-2006. Please refer to the K-8 chart in
the evaluation portion to see when various skills will be introduced. The Digital Media
class in the high school is scheduled to begin in September 2005.
Participants:
The district has established a plan for technology integration at each grade level and has
an assigned “tech liaison” at each building location (see diagram below).
At each grade level, we will assign a “key person” (*indicated in red font) who will oversee the
implementation of the projects we described above.
CLARKS TOWN CENTRAL SCHOOL DISTRICT

INSTRUCTIONAL TECHNOLOGY PROGRAM
Mi Jung An, Director of Technology
Laurel Plains: Link: New City: Strawtown: FFMS (A-wing): FFMS (D-wing): FFMS (C-wing):
LMS- Joann Martin LMS- Dorothea Johnson LMS- Paula Litgow LMS- Lourdes Torres Joe Malgieri Greg Montague Robert Calotta
TA- Helen Cumba TA- Deborah Shandell TA- Jodi Ballard TA- Grace Pineiro
ELEMENTARY SCHOOLS SECONDARY SCHOOLS

Library Media Specialist & Tech TA Partnership Tech Facilitators & Content Teacher Partnership
Congers: Birchwood:
FOCUS : FOCUS :
LMS- Holly Dickerson LMS- Helene Katz
Information Literacy Tech Integration through Push-In
TA- Maura Snyder TA- Gil Dimari
Research using the Big6 Model Digital Media
Basic Computer Tech Skills (basic skills, productivity, communication, research, problem solving)
Bardonia: Lakewood:
Clarkstown Central School
LMS- Mike Frerichs
District LMS-Little
LMS- Pat Seeger
Tor:
Kristen Ward
West Nyack:
LMS- Florence O'Brien
Woodglen:
LMS- Anne Bryant
North High School: South High School:
Justin Brown Justin Brown
Multimedia
TA- ToniCenter,
Piscitelli Technology
TA- Sandra Cardona & Curricula
TA- Denise Farro TA- Marlene Nocerino TA- Susan Kohenak Page 14
% time
Grade Level Name Title
devoted
Elementary School Mike Frerichs Library Media Specialist 20%
Middle School Gregory Montague Computer Technology Facilitator 20%
High School Justin Brown Computer Technology Facilitator 20%
Central Mi Jung An Director of Technology 20%
Evaluation:
K-8 Program
(Key: I=Introduction, P=Practice, M=Mastery)
Students will be able to: 3rd 4th 5th 6th 7th 8th
Identify misuse of Internet. I P P P M M
Identify the consequences surrounding inappropriate
behavior and use of the Internet in their school and
district. I I P P M M
Understand the basics of web graphics and Copyright I I P P P M
Copy and save images and graphics from the Internet
using appropriate citation and safeguards for copyright. I I P P P M
Use a variety of multimedia equipment to capture and
save images. I I P P P M
Understand the basics of web page design. I P P P M M
Contribute to a web page template using Macromedia
Contribute 3. I P M - - -
Use their understanding of the basics of web page design
to develop their own web pages I I P P P P
Investigate the use of design principles: composition,
balance, unity, contrast, emphasis, line, and color in
logos. I I P P P P
Secondary (9-12): Since this is a formal class for our high school students, we will use 2
methods to evaluate the success of this class. First we will evaluate the class based on the
student web work produced at the completion of this course. We would grade their work
based on the 9 units of study. Secondly, we will evaluate the course based on the results
of students’ evaluation of the class.

U.S. DEPARTMENT OF EDUCATION OMB Control Number: 1890-
BUDGET INFORMATION 0004
NON-CONSTRUCTION PROGRAMS Expiration Date: 10-31-2007
Applicants requesting funding for only one year should complete the
Name of Institution/Organization column under "Project Year 1." Applicants requesting funding for multi-
CLARKSTOWN CENTRAL SCHOOL DISTRICT year grants should complete all applicable columns. Please read all
instructions before completing form.
SECTION A - BUDGET SUMMARY
U.S. DEPARTMENT OF EDUCATION FUNDS
Budget Categories Project Year 1 Project Year 2 Project Year 3 Project Year 4 Project Year 5 Total
(a) (b) (c) (d) (e) (f)
1. Personnel $ - $ -
2. Fringe Benefits $ - $ -
3. Travel $ - $ -
4. Equipment $ 7,600.00 $ 7,600.00
5. Supplies $ 109,227.00 $ 109,227.00
6. Contractual $ - $ -
7. Construction $ - $ -
8. Other $ - $ -
9. Total Direct Costs (lines 1-8) $ 116,270.00 $ 116,270.00
10. Indirect Costs* $ 2,173.00 $ 2,173.00
11. Training Stipends $ 5,000.00 $ 5,000.00
12. Total Costs (lines 9-11) $ 124,000.00 $ 124,000.00
*Indirect Cost Information (To Be Completed by Your Business Office):
If you are requesting reimbursement for indirect costs on line 10, please answer the following questions:
(1) Do you have an Indirect Cost Rate Agreement approved by the Federal government? ____Yes ____ No
(2) If yes, please provide the following information:
Period Covered by the Indirect Cost Rate Agreement: From: ___/___/______ To: ___/___/______ (mm/dd/yyyy)
Approving Federal agency: ____ ED ____ Other (please specify): __________________________
(3) For Restricted Rate Programs (check one) -- Are you using a restricted indirect cost rate that:
___ Is included in your approved Indirect Cost Rate Agreement? or ___ Complies with 34 CFR 76.564(c)(2)?
ED 524
Budget Narrative/Justification (Section C- ED 524)
Equipment
For FFMS Multimedia Center:
ITEM/JUSTIFICATION COST QTY TOTAL
Circulation Desk: The circulation desk replaces the current one that is falling
apart. Students and staff use the desk to check in/out materials from the library.
The circulation desk is where patrons can ask questions and any other need for
help. This new desk can accommodate handicapped patrons with a lower
counter height and space for a wheel chair. $7,600.00 1 $7,600.00
EQUIPMENT TOTAL $7,600.00
Supplies
For FFMS Multimedia Center:
Student and Staff Resources
Computers/Monitors: We will provide additional computers in the library to give
students more accessibility to computer technology in the library media center. $800.00 6 $4,800.00
Printers: We will add 3 more printers to the library which accomodates close to
2,100 students during the course of the week. We will be able to place the
printers strategically throughout the library for better traffic flow and increased
access for all students and faculty. $225.00 3 $675.00
Computer Tables: The computer and printers will be placed on top of the tables. $500.00 3 $1,500.00
Laptop Computers: This would enhance our current set of laptops that is utlized
in the library for research and other projects. $1,680.00 10 $16,800.00
Print Resources: (Fiction, non-fiction, reference): Print materials for a variety
of research projects will be ordered to enhance the library collection. Teachers
have requested materials to support their curriculum as well as student interest
requests. $6,000.00
Software: In the effort to provide our students and teachers with online
resources that are manageable and relevant, we subsribe to many databases. In
addition to the existing databases students use for research, we will add a
subscription to Web Feet guide online, which is an electronic system that
provides professionally reviewed Web sites for all age groups. $2,000.00
Teacher Resources: This newly created Teacher Resource Center will
encourage the exploration of effective teaching strategies. Staff within the district
would be welcome to review literature and resources (i.e. professional journals,
texts, and software) that delineate specific current teaching techniques. $3,675.00
Special Education Accomodations
Wheelchair-accessible desk: The wheelchair accessible mobile workstation
can be placed anywhere in the main library or in the classroom area. A
designated computer for the workstation gives more comfortable access for a
wheelchair-bound person. $250.00 1 $250.00
Scanner: This item is to be used in conjunction with the Kureweil 3000 software
to allow teachers the ability to scan in tests and worksheets for easy
manipulation. $250.00 1 $250.00
IntelliKeys: Students with any visual, audio, and cognitive handicap can
manipulate the IntelliKeys alternative keyboard for a variety of computer
programs. $200.00 1 $200.00
SmartBoard: The combination of the projector and interactive whiteboard
creates a fully interactive and digital learning environment which would be ideal
for a multimedia center. This presentation system allows the teacher to control
the presentation computer by touching the screen, capture any notes or work
written on the board, mark over the screen while using any application to draw
students' attention to important information. $3,000.00 1 $3,000.00
Large Print Books/Story-Kits (audio CD for textbooks): Additional resources, $300.00 1 $300.00
such as large print books, interactive software and read-aloud literature would
service the life skills students. Students would be able to work at their own pace
and ability levels. $500.00 1 $500.00
Kureweil 3000 Mac Lab Pak 5: Kurzweil Software Program & Scanner helps
students to become more independent in their computer use. The program
allows teachers to scan tests and worksheets so that students can type their
answers directly onto handouts. Reading passages can have main ideas and
vocabulary highlighted and read aloud for students. This program increases
multi- sensory teaching and learning. $1,950.00 1 $1,950.00
Cowriter and Read Aloud: Co:Writer, a word prediction program, adds linguistic
word prediction to any word processing or e-mail program. Providing word
prediction for struggling writers, Co:Writer assists with explicit vocabulary,
spelling, composition and revision supports that build skill and scaffold struggling
writers. $500.00 1 $500.00
CCSD Digital Media Project:
Software
Macromedia Studio MX 2004 K-12 Site License: The 3 site licenses of the
Macromedia programs will be distributed to our 3 secondary schools. The suite
includes: Flash, DreamWeaver, Fireworks, FreeHand, ColdFusion (all industry-
standard products for web development). The secondary schools will use the
software to provide students with the fundamentals of web production and
design. Through hands-on instruction, students will incorporate audio, video,
animation, graphics and text into web-based projects. Students will create, post
Students will be exposed to software essential for creating professional quality
web pages. $3,209.00 3 $9,627.00
Macromedia K-6 Site License: The 11 licenses for the K-6 Macromedia suite
will go to the 10 elementary schools and 1 special eduation school. The junior
license provides some licenses for the Studio MX and includes full license for
Contribute, the scaled down version of Dreamweaver. Students will have
opportunities to become gain awareness of the web development process. This
junior license always contains valuable curriculum resources (i.e. Animal
Kingdom Digital Encyclopedia, Digital Narrative Project for Flash, and Town
Website Project for DreamWeaver). $1,350.00 11 $14,850.00
Adobe Creative Suite 1.3 : The Adobe suite includes more digital imaging and
publishing tools, such as Photoshop, InDesign, Illustrator, GoLive, and Acrobat.
This program will be used in conjunction with the web development programs
offered by Macromedia. We will provide 1 full license for each building K-12
through this grant and would provide a lab pack for each secondary schools
through the district software budget. $250.00 14 $3,500.00
Hardware
NEC VT570 Projector/Interactive Whiteboard : The combination of the
projector and interactive whiteboard creates a fully interactive and digital learning
environment which would be ideal for the multimedia center we hope to create in
$1,160.00 14 $16,240.00
each of our schools. This presentation system allows the teacher to control the
presentation computer by touching the screen, capture any notes or work written
on the board, mark over the screen while using any application to draw students'
attention to important information. $1,615.00 14 $22,610.00
SUPPLIES TOTAL $109,227.00
Training Stipends
For Digital Media Project
This amount will cover the cost of training for the use of the new software and
hardware. We have already contacted Macromedia to set up some training
options for the “key” people in each building. We will pursue these options: 1-
Our site purchases come w/ online training. Each Key person would go through
the online training and then turn-key. 2- We will pay a Macromedia Training
Partner to come in to train us. This could possibly be a higher ed partner. 3- We
will send teachers to BOCES for additional training. $5,000.00 $5,000.00

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TABLE OF CONTENT

• NARRATIVE …………………………………………... P 2-14

o GOALS & OBJECTIVES

• BUDGET (ED 524) ….………………………………… P 15+

• CERTIFICATIONS & ASSURANCES

1. MULTIMEDIA CENTER: Felix V. Festa Middle School is in the process of an

The impact of this project would be to improve the overall educational

2. TECHNOLOGY & CURRICULA: Students will be able to learn technology

Clarkstown Central School District

Goals and Objectives:

Clarkstown Central School District

1) Expansion of the Computer Area

• Using Microsoft Word and/or Inspiration to create graphic organizers to

3) Students with Special Needs Equipment/Materials

• The wheelchair accessible mobile workstation can be placed anywhere in

Clarkstown Central School District

Timeline: Immediate purchase and implementation of program (School year 2005-2006).

Clarkstown Central School District

Goals and objectives:

Clarkstown Central School District

ELEMENTARY LEVEL (GRADES 3-5)

On the elementary level students will

MIDDLE SCHOOL LEVEL (GRADES 6-8)

On the middle school level students will

Clarkstown Central School District

Title: IT Web Design & Management (Digital Design) 1 & 2

Student Outcomes – Digital Design 1

Students will be able to/demonstrate:

Unit 1: Introduction to the Internet

• Identify legal implications for misuse of Internet.

Unit 2: Graphic Design Using Macromedia Fireworks MX

2.1 Introduction to Graphics and Copyright

2.2 Introduction to Scanning

2.3 Using a Digital Camera

2.4 Optimizing Graphics for the Web

Clarkstown Central School District

2.5 Making a Nameplate

2.6 Planning a Logo

2.7 Building a Logo

2.8 Logo Review and Re-design

2.9 Planning a Virtual Business Card

2.10 Building a Virtual Business Card

2.11 Virtual Business Card Review and Re-design

2.12 Naming Conventions

Unit 3: Electronic Portfolios and Macromedia Dreamweaver MX

3.1 Introduction to Dreamweaver MX

Clarkstown Central School District

3.3 Planning a Portfolio

3.4 Managing Files

3.5 Planning the Home Page

3.6 Creating a Page Banner

3.7 Creating a Home Page

3.8 Creating Content Pages

3.9 Linking Pages

3.10 Examining Usability and Accessibility

Clarkstown Central School District

3.11 Making a Graphical Navigation Bar

3.12 Quality Assurance – Part 1: Technical Testing

3.13 Quality Assurance – Part 2: User Testing

3.14 HTML Basics (Optional)

Unit 4: Web Photo Album

4.1 Planning the Web Photo Album

4.2 Building the Web Photo Album