Mosaica 5 Detail App 2

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COR RE C T I N G I NA P P R OP RI A T E COND UC 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 students parents prior to his or her completion of the task. In all cases,
parents will be informed of the childs 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 members 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 students 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 behaviorfighting, assault, verbal assault, physical intimidation,
sexual intimidationstaff 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 students

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: Youre just the custodian. I dont 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 dont 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 custodians 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 Schools 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 setroughly ten simple tasks to be completed (e.g., touch your nose,
stand up, touch your ear, raise your hand).
3. The students 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
schools 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 students parents will be
required to meet with the Head of School or designee and any staff members involved in
the suspension prior to the students 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 students parents will be required to meet with the
Head of School and any staff members involved in the suspension prior to the students
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 schools 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 victims 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 individuals 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 schools 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
1
st
Offense
(All of the consequences listed will be imposed.)
2
nd
Offense
3
rd
Offense
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
immediately
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
(Schools 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.
immediately
mandatory meeting between parent and
CAO, prior to student re-entering School
immediately
HoS, prior to student re-entering School
Parent may be asked to accompany
student to School to assist with teaching
result in expulsion
immediately
re-entering School
Board of Directors and Mosaica(Schools
education management provider) are
notified regarding possible expulsion

Problem
1
st
Offense
2
nd
Offense
3
rd
Offense
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.
immediately
immediately
Parent may be asked to accompany
student to School to assist with teaching
result in expulsion
immediately
re-entering School
Board of Directors and Mosaica Education
(Schools education management provider)
are notified regarding possible expulsion

MosaicaEducation,Inc.
Mosaica Education, Inc.
Personalized Student Achievement Plan, revised 2013-2014
Student Reports
PersonalizedStudentAchievementPlan(PSAP)
Pleasetabtoeachgreyareatocompleteinformationusecursortoclickonandfillincheckboxes
StudentName: Date: / /
IsthereanactiveIEP:Yes: No:
SpeechandLanguage: OT/PT:
Other:
SECTIONI:IndividualStudentData(QualitativeandQuantitative)
Quarter NWEADataLevelReading: Math:

NWEASubscores:
o Math:Number/Operations_____Operations/AlgebraicThinking_____
Measurement/Data_____Geometry______
o Reading:Literature_____InformationalText_____FoundationalSkills/Vocabulary_____
JourneysAssessments Scores:_________
Journeysassessmentsareusedatthecompletionofeachstory/unitinJourneys.Theseassessmentsarea
measurementofthestudentsmasteryofthecontentandskillstaught.
DRA
DRAassessmentsareconductedquarterly.PriorDRAlevel_____,CurrentDRAlevel_____
ParagonPerformanceAssessmentRubrics Unit: Scores:
StateAssessmentResults2013Reading________Math__________Writing________Science________
SocialStudies
TheParagonPerformanceAssessmentRubricshowshowastudentperformedonthecumulativeassessmentforaparticularunit.
Thisqualitativedataisusedtoshowparticularstudentstrengthsorareasofstudentneedthatcanbereinforcedoraddressed
duringParagontimeandthroughouttheday.
TeacherObservation
Teacherobservationoftheindividualstudentisessentialinaddressingstudentstrengthsandneeds.Teacher
observationwillhelptodetermineastudentsbestlearningstylestoensurethateachstudentsucceedsthroughout
theday.Yourchildsteacherobservedthefollowing:
Social/Emotional(i.e.:Whatisthestudentslevelofparticipationthroughouttheday?Whenisthestudent
mostengaged?Hasthestudentexhibitedanymistakengoals?Ifso,explain.WhichoftheMultiple
Intelligencesareconsideredstrengthsofthisstudent?)

Paragon(i.e.:IsthestudentexcitedaboutParagontime?Whichactivitiesengagethestudentthemost?What
arethisstudentsparticularstrengthsinParagon?Whatseemstochallengethestudentmost?Doesthe
studentparticipatewellincollaborativegroups?Whyorwhynot?)

Student Reports
LanguageArts(i.e.:Isthestudentexcitedaboutreading?Aboutwriting?Whatarethisstudentsparticular
strengthsinthisarea?Whatseemstochallengethestudentmost?Whatstrategiesworkbesttoengagethis
student?)

Math(i.e.:Isthestudentexcitedaboutmath?Whatarethisstudentsparticularstrengthsinthisarea?What
seemstochallengethestudentmost?Whatstrategiesworkbesttoengagethestudentandfosterstudent
understanding?)

Science(i.e.:Isthestudentexcitedaboutscience?Whatarethisstudentsparticularstrengthsinthisarea?
Whatseemstochallengethestudentmost?Whatstrategiesworkbesttoengagethestudent?)

Parent/GuardianObservation
Parent/guardianinputishelpfulindevelopinganoverallplanforthestudent.Addparentinformationgatheredvia
survey(inperson,byphone,orinwriting).
Whatisyourchildsoverallattitudetowardsschool?
Whathaveyounoticedtobeaparticularstrengthofyourchild?Pleaseexplain.
Whathaveyounoticedtobeaparticularchallengeforyourchild?Pleaseexplain.
Whatareyourchildsinterestsathome?
Howwouldyoumostliketohelpsupportyourchildssuccessatschool?
Otherdata:(Observationsfromotherteachers/staff;Datafromotherstandardisedtests).
HasthestudentbeenreferredforMulti TieredSystemsofSupport(RTI)Services:
Hasthestudentreceivedtargetedinterventionforreadingormathematicsfrominterventionteachers,CIS,orother
specialist?Ifyes,pleasedescribe:
Doesthestudentattendafterschooltutoringonaregularbasis?Ifyes,describethetargetedinterventionsthatare
apartoftheindividualizedprogramthestudentreceivesinafterschooltutoring?
Ifapplicable,hasthestudentattendedsummerschoolinthepast?_____Yes_____No,Ifyes,whenandforwhat
subject(s):
ForQ2,Q3,andQ4:NumberofminutesperweekstudentreceivesinterventionthroughCompassOdysseyor
similarprogram?Nameofotherprogram:
ForQ2,Q3,andQ4:NumberofreferralstoBISorHoSfordisciplinaryincidents:
AbsencesforQuarter ;NumberofTardiesforQuarter CumulativeAbsences:

Student Reports
SECTION2:GapAnalysisandOverviewofPersonalizedSupportStrategies
Whereisthisstudentnowascomparedtowhere
heorsheshouldbe?RefertothedatainSection1.
Summarize.Stateifstudentisatoraboveexpected
levelordetailanygaps.*
IndividualizedGoals. Ifthereisanachievement
gap,whatisthegoalforthisstudentthisyear?(i.e.:
StudentwillbeatxxxlevelinreadingbyAprilofthis
year.)
PersonalizedPlanofAction. Whatwillbedone
tohelpthisstudentreachthisgoal?(i.e.:After
schooltutorial,abilitygrouping,etc.)
Social/
Emotional
Goal#: :
ActionPlan:
Paragon
Goal#: :
ActionPlan:
English
Goal#: :
ActionPlan:
Math
Goal#: :
ActionPlan:
Science
Goal#: :
ActionPlan:
*ReferenceIEPforspecialneedsstudents.

Student Reports
SECTION3:IndividualizedWeeklyPlan:Detailtheweeklyplanforthisstudent.(i.e.:Attendafterschooltutorial3
timesperweekfor1houreachday;WorkontargetedMath15minutesbeforeschooleveryday,etc.)
Agreedtoby:
_____________________________________________ __________________________
Teacher Parent/Guardian Student

Student Reports
REVIEW
ReviewofIndividualStudentGoalsandProgress
StudentsName: / /
TodaysDate
Goal# (RestateGoalfrominitialPSAPandnumberaccordingly)
ActionPlanforthisgoal:(RestateactionplanforthisgoalfrominitialPSAP)
StudentProgressHasgoalbeenmet:Yes: No:
Summarizestudentprogress:
AssessmentToolsNote:meansof
assessment.Addscoresifapplicable.
National:
ParagonPerformanceRubrics:
TeacherObservation:
ParentObservation:
Other:
Noteanymodificationstotheactionplanforthisgoal:
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 childs 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 schools 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
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 schools 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 childs 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 childs 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 childs
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 childs 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 childs education, and
4. How parents can assist and make a difference in his or her childs 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 principals 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 schools 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 childs 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

MOSAICAEDUCATION,INC.
SocialMediaGuidelines
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
mediatechnologyforprofessionalpurposes,includingstaffandstudents,dosoinasafeand
responsiblemanner.MEIstrivestocreateprofessionalsocialmediaenvironmentsthatmirror
theacademicallysupportiveenvironmentsofourschools.
3. These Social Media Guidelines (Guidelines) provide guidance regarding recommended
practices for professional social media communication between MEI employees, as well as
betweenemployeesandtheirstudents.
4. Inrecognitionofthepublicandpervasivenatureofsocialmediacommunications,aswellas
thefactthatinthisdigitalera,thelinesbetweenprofessionalandpersonalendeavorsare
sometimesblurred,theseGuidelinesalsoaddressrecommendedpracticesforuseofpersonal
socialmediabyMosaicaEducationstaff.
1
B. DefinitionofSocialMedia
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+,andFlickr.
2
1. Professional social media is a workrelated social media activity that is either schoolbased
(e.g.,aMosaicaEducationHeadOfSchoolestablishingaFacebookpageforhis/herschoolora
Mosaica teacher establishing a blog for his/her class), or nonschoolbased (e.g., a Mosaica
regionalofficeestablishingaFacebookpagetofacilitatemarketing).
2. Personal social media use is a nonworkrelated social media activity (e.g., an administrative
employeeestablishingaFacebookpageoraTwitteraccountforhis/herownpersonaluse).
1
These Guidelines do not address studenttostudent 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
disciplinaryoptionsandguidanceinterventionthatcanbeusedwhenstudentsengageinmisconductinvolvingsocialmedia.
2
TheseGuidelinesdonotaddresstheprofessionaluseofthirdpartycollaborationtoolsforpurposesotherthansocialmedia.
FurtherguidancefromMosaicaEducationaddressingtheuseofthirdpartycollaborationtoolsisprovidedbytheChief
InformationOfficer.
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. ProfessionalSocialMediaUse
1. MaintenanceofSeparateProfessionalandPersonalEmailAccounts
MEI employees who decide to engage in professional social media activities should maintain
separateprofessionalandpersonalemailaddresses.Assuch,employeesshouldnotusetheir
personal email address for professional social media activities. The professional social media
presenceshouldutilizeaprofessionalemailaddressandshouldbecompletelyseparatefrom
anypersonalsocialmediapresencemaintainedbyanemployee.Regularandcontinuoususe
ofapersonalemailaddressforprofessionalpurposes,includingsocialmediause,willresultin
Mosaica Education, Inc. to consider the email address, and the corresponding use of that
address,asaprofessionalaccount.
2. CommunicationwithMosaicaEducationStudents
MEI employees who work with students and communicate

3
with students through
professionalsocialmediasites
4
shouldfollowtheseguidelines:
a. Professional social media sites that are schoolbased will be designed to address
reasonableinstructional,educationalorextracurricularprogrammatters;
5
b. Professional social media sites that are nonschool based will have a reasonable
relationshiptothemissionandfunctionofMEI;
c. Each school year, MEI parents
6
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
andwillinstructparentstocontacttheschoolwithanyquestionsorconcerns;
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
professionalsocialmediaaccountsestablishedbyMEIemployees;
e. MEI employees will berequired toobtain their supervisors approval before setting up a
professionalsocialmediapresence;
f. Supervisors and their designees are responsible for maintaining a list of all professional
socialmediaaccountswithintheirparticularschooloroffice;and
Thetermcommunicates,asusedinthisGuidance,referstoactivity,including,butnotlimitedto,friending,following,commenting,
andpostingmessagesusingsocialmediasites.
4
Thetermsiteandsitesrefertoanonlinesocialmediaaccountorusage.
5OnschoolbasedprofessionalsocialmediasitesthatinvolveMosaicastudents,MosaicaEducationemployeeswillusethesitesfor
professionalpurposesonly.MosaicaEducationemployeesarenottoreviewanypersonalsocialmediaaccountscreatedbytheir
students.
6
Thetermparentmeansthestudentsparentorguardian,oranypersoninaparentalorcustodialrelationshiptothestudent.
Thisincludes:birthoradoptiveparent,stepparent,legallyappointedguardian,andfosterparent.
g.Professionalsocialmediasitesshouldincludelanguageidentifyingthesitesasprofessionalsocialmedia
sites. For example, the professional sites can identify the MEI school, department, or particular grade
thatisutilizingthesite.
3. GuidanceRegardingProfessionalSocialMediaSites
a. MEI employees will treat professional social media space and communication like a classroom
and/oraprofessionalworkplace.ThesamestandardsexpectedinMEIprofessionalsettingsare
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
professionalsocialmediasite;
b. MEI employees should exercise caution, sound judgment, and common sense when using
professionalsocialmediasites;
c. MEIemployeesshould useprivacysettingstocontrolaccesstotheirprofessionalsocialmedia
sites to ensure professional social media communications only reach the intended audience.
However,Mosaicaemployeesneedtobeawaretherearelimitationstoprivacysettings.Private
communicationpublishedontheinternetcaneasilybecomepublic.Furthermore,socialmedia
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
beingutilized;
d. Professional social media communication will be in compliance with existing MEI

regulations,policiesandapplicablelaws,including,butnotlimitedto,prohibitionsonthedisclosure
of confidential information and prohibitions on the use of harassing, obscene, discriminatory,
defamatoryorthreateninglanguage;
e. NopersonallyidentifiablestudentinformationispermittedtobepostedbyMEIemployeeson
professional social media sites, including student photographs, without the consent of the
studentsparents;and
f. MEI students who participate in professional social media sites are not permitted to post
photographsfeaturingotherstudents.
4. MonitoringofProfessionalSocialMediaSites
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
schoolcommunity;
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
professionalsocialmedia sitesonaregularbasis.If supervisorsdiscoverquestionablecommunications
orbehavioronprofessionalsocialmediasites,they arerequired tocontactappropriateauthoritiesfor
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
authoritiesaswellastheirsupervisorforassistance.
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
theseGuidelines;
d. Toassistin monitoring, asarecommendedpracticetotheextentpossible,thedefaultsetting
forcommentsonprofessionalsocialmediasitesshouldbeturnedoff.Ifthedefaultsettingfor
commentsisturnedon,thecommentsonthesitemustbemonitoredonadailybasis;
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
withintheschooloralargergroupwithinMosaicaEducationcommunitycanparticipate).Itisa
recommendedpracticeforprofessionalsocialmediasitestobeprivatenetworks,unlessthere
isaspecificeducationalneedforthesitetobeapublicnetwork;and
f. DOEsupervisorsshouldmaintainadetailedlogofallreportednoncompliantcommunications
aswellasanyviolationsthatareotherwisebroughttothesupervisorsattention.
5.PressInquiries
Any press inquiries received via professional social media sites should be referred to the
ChiefInformationOfficer:abeaudreaux@mosaicaeducation.com
E. PersonalSocialMediaUse
1. CommunicationwithMosaicaEducationStudents
In order to maintain a professional and appropriate relationship with students, Mosaica
Education employees should not communicate
8
with students who are currently enrolled in
MEImanagedschoolsonpersonalsocialmediasites.Thisprovisionissubjecttothefollowing
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
contactassoonaspossible.
7
ExistingMosaicaEducationreportingrequirementsmustbefollowed.Dependingonthecircumstances,theappropriate
authoritiesmayalsobecontacted(Policedepartment,etc.)
8
Examplesofsuchcommunicationsinclude,butarenotlimitedto,friending,following,commenting,andpostingmessages.
2. GuidanceRegardingPersonalSocialMediaSites
MEIemployeesshouldexercisecautionandcommonsensewhenusingpersonalsocialmedia
sites:
a. MEIemployeesarerequiredtouseappropriateprivacysettingstocontrolaccesstotheir
personal social media sites. However, be aware there are limitations to privacy settings.
Privatecommunicationpublishedontheinternetcaneasilybecomepublic.Furthermore,
socialmediasitescanchangetheircurrentdefaultprivacysettingsandotherfunctions.As
aresult,employeeshaveanindividualresponsibilitytounderstandtherulesofthesocial
mediasitebeingutilized;
b. MEI employees should not tag photos of other employees, volunteers, contractors or vendors
withoutthepriorpermissionoftheindividualsbeingtagged;
c. Personalsocialmediause,includingoffhoursuse,hasthepotentialtoresultindisruption
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
informationviapersonalsocialmediasites,inviolationofMEIRegulations,isprohibited;
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
permissionofMEIsChiefInformationOfficer.
F. ApplicabilityofMEIPoliciesandOtherLaws
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
Childrens Online Privacy Protection Act (COPPA) ( http://business.ftc.gov/privacyand
security/children%E2%80%99sprivacy),FamilyEducationalRightsandPrivacyAct(FERPA)
(http://www2.ed.gov/policy/gen/guid/fpco/index.html),andintellectualpropertylaws.
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
applicableinthesocialmediaenvironment.Theseinclude,butarenotlimitedto,MEICodeof
Conduct,theConflictsofInterestLaw,andSection3020(a)oftheEducationLaw.
3. MEI employees who are mandated reporters

9
are required to abide by the same reporting
responsibilitiesinasocialmediacontext.
9
VariousMEIRegulationsimposereportingrequirementsonemployeesforissuessuchaschildabuse,child maltreatment,school
related incidents and crimes, corporal punishment, verbal abuse, unlawful discrimination or harassment by MEI employees,
studenttostudentsexualharassment,andstudenttostudentbiasbasedharassment,intimidation,and/orbullying.Pleasenote
thatallpreviousreportingrequirementscontinuetobeinforceandwillapplytobehavioroccurringwithinasocialmediacontext.
G. AdditionalInquiries
Thisdocumentismeanttoprovidegeneralguidanceanddoesnotcovereverypotentialsocial
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,
MosaicaEducationwillregularlyrevisittheseGuidelinesandwillupdatethemasneeded.
H. Frequently Asked Questions

(FAQs)OVERVIEW
1.WhyisMosaicaEducationissuingguidanceregardingsocialmedia?
Socialmediatechnologyoffersmanyeducationalbenefits.MosaicaEducationisissuingthis
guidancetoproviderecommended,aswellas,requiredpracticesforemployeestotake
advantageofthistechnologyinamannerthatencouragesprofessionalism,responsibility,
safetyandawareness.Inaddition,theseGuidelinesproviderecommendedbestpractices
foremployeeswhousesocialmediaforpersonalcommunications.
GETTINGSTARTED
2. What if Mosaica Education employees are already using social media for either
professionalorpersonalpurposes?
Professionalsocialmediause:MosaicaEducationemployeescurrentlyusingsocialmedia
forprofessionalpurposesshouldexaminewhethertheirusealignswiththeSocialMedia
GuidelinesandtheseFAQs.Anyusenotconsistentwiththesedocumentsneedtobealtered
oramendedwithinareasonableperiodoftime.Wewillansweranyquestionsoraddressany
concernsduringtrainingandfeedbacksessions.Ifemployeeshavelinkedtheirsocialmedia
sitetoapersonalemailaddress,theyneedtotransitionthesitetoaprofessionalemail
addressassoonaspossible.
Personalsocialmediause:MosaicaEducationemployeeswhousesocialmediaforpersonal
purposesshouldtakestepstoremovecurrentMosaicaEducationstudents,subjecttothe
exceptionslistedintheGuidelines,fromthosesites.Additionally,employeesneedtoreview
alltheSocialMediaGuidelinesandFAQstoensurefamiliaritywiththerecommended
practices.
3.Whataresomecommontypesofsocialmedia?
Blogs Short for weblogs, these are sites that can function as ongoing journals with
multipleentries.Typically,entriesarecategorizedwithtagsforeasysearching.Mostblogs
allowforreadercomments.Examples:Blogger,Wordpress,TypePad.
MicroBlogs These blogs allow for shorter content posts, typically with a limited set of
typed characters allowed. Microblogs can be used for status updates and to quickly
communicateinformationtofriendsorfollowers.Examples:Twitter,Tumblr.
NetworkingThesesitesallowpeopletoconnectwitheachotheraroundcommon
interests,pursuitsandothercategories.Examples:Facebook,LinkedIn,Google+,Ning.
Photo/VideoThesesitesallowpeopletosharevideos,images,slideshowsand
othermedia.Oftenthesesitesallowviewerstocommentandsharepostedcontent.
Examples:YouTube,Vimeo,Flickr.
4.WhatshouldMEIemployeeswhowanttodevelopprofessionalsocialmediafortheirclassroom,
school,orofficesdotosetitup?
EmployeesshouldreviewtheSocialMediaGuidelinesandFAQsperiodicallytoensurethat
theyarefamiliarwiththeircontentsandareawareofanyupdates.
Employeesshouldresearchandfamiliarizethemselveswiththesocialmediasitethey
intendtoutilize.Forexample,iftheproposedprofessionalsocialmediasiteinvolves
students,employeesarerequiredtoreviewthesocialmediasitesregulationsand
determinewhetherchildrenunderacertainageareallowedtousethesite.Inaddition,
employeesshould,forexample,understandthedefaultprivacyandviewingsettingsforthe
socialmediasite.Wherepossible,werecommendthatMosaicaEducationemployees
establishgrouppages,ratherthanindividualprofiles,foreducationalpurposes.
MONITORING
5.Whomonitorsprofessionalsocialmediasitesandhowfrequentlyaretheymonitored?
Professionalsocialmediasiteswillbereviewedandmonitoredbysupervisorsortheir
designees,suchasawebmaster,onaregularbasis.Thespecificlevelofreviewrequiredfor
eachprofessionalsocialmediasitewilldependontheparticularcharacteristicsofthesocial
mediasite.Sitesthatareinteractive,forexample,thosethatallowcommentsandposting,
willneedtobemonitoredmoreclosely.Otherfactorsthatwillimpactthefrequency
includethelevelofprivacyassignedtothesite,specifically,whetherthesiteisaprivate
network(forexample,limitedtoaparticularclass)orapublicnetwork(opentoanyone
withintheschooloralargergroupwithintheMosaicaEducationcommunity).Employees
whodecidetoestablishprofessionalsocialmediasitescanengageinavoluntaryreviewof
theirspecificsiteonaregularbasis.
STUDENTCOMMUNICATION
6.DotheseGuidelinesapplytoMosaicaEducationstudents?
TheseGuidelinesdonotaddressstudenttostudentcommunicationviasocialmedia.
MEIsCodeofBehaviorsetsforthexpectedstandardsofbehaviorwithrespecttostudent
communication.TheCodeestablishestherangeofdisciplinaryoptionsandguidance
interventionsthatcanbeusedwhenstudentsengageinmisconductinvolvingsocialmedia.
7. How should Mosaica Education employees respond to friend requests by current Mosaica
Educationstudentsontheirpersonalsocialmediasitesandaccounts?
IfMosaicaEducationemployeesreceivearequestfromacurrentMosaicaEducation
studenttoconnectorcommunicatethroughapersonalsocialmediasite,theyshouldrefuse
therequest.Thefollowinglanguageisonesuggestedresponse:Pleasedonotbeoffended
ifIdonotacceptorrespondtoyourrequest.AsaMosaicaEducationemployee,the
agencysSocialMediaGuidelinesdonotpermitinteractionswithcurrentMosaicaEducation
studentsonpersonalsocialmediasites.Ifyoudowanttoconnect,pleasecontactme
throughtheschool(orclass)pageat____[insertlink].
PERSONALUSE
8.CanMosaicaemployeesusingsocialmediaforpersonalusecommunicatewithMEIcolleagues?
TheseGuidelinesdonotaddresscommunicationbetweenemployeesonpersonalsocial
mediasites.MosaicaEducationemployeeswhousepersonalsocialmediaareencouraged
touseappropriateprivacysettingstocontrolaccesstotheirpersonalsocialmediasites.
9.Whyisitarecommendedpracticetohaveseparateprofessionalandpersonalsocialmediasites
andemailaddresses?
Thereasonforthisdistinctionistoensureseparationbetweenpersonalandprofessional
spheresofonlinecommunicationforMosaicaEducationemployees.Inthiscontext,this
separationisintendedtoclarifythatprofessionalsocialmediaandpersonalsocialmedia
aredifferent.Professionalsocialmediaisworkrelatedandmayinvolveemployeeto
studentcommunication.Personalsocialmediaisnotworkrelated,subjecttocertain
exceptionsnotedintheGuidelines,anddoesnotinvolveemployeetostudent
communication.
FEEDBACK
10.CanMosaicaEducationparents,studentsandemployeesprovidefeedbackontheGuidelines?
Yes.MEIwelcomesfeedbackregardingtheseGuidelinesandtheFAQs.Becausetechnology
changesrapidly,MEIplanstoreviewandupdateitsguidanceasnecessary.Ifyouhaveany
feedbackorsuggestions,pleaseforwardthemtoabeaudreaux@mosaicaeducation.com
PARENTS
11.WillMosaicaEducationparentsbenotifiedregardingtheirchildrenssocialmediausefor
schoolrelatedactivities?
Yes.Mosaicaschoolswillnotifyparentsiftheirchildisinvitedtoparticipateinprofessional
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
abouttheirchildren'suseofsocialmediaforschoolpurposesshouldcontacttheschoolfor
moreinformation.
REPORTING
12.WhatshouldMosaicaEducationsupervisorsandtheirdesignees,whoareresponsiblefor
monitoringprofessionalsocialmedia,dowhentheydiscoverorreceiveareportof
inappropriateactivity?
MosaicaEducationsupervisorwhodiscoverorreceiveareportofinappropriateor
questionablecontentpostedonaprofessionalsocialmediasiteshouldcontactthe
appropriateauthoritiesforassistance,inaccordancewithexistingMosaicaEducation
reportingrequirements.
Inaddition,ifothermembersofaschoolcommunityfindinappropriatematerialona
professionalsocialmediasite,theyareencouragedtoreportittoaMosaicaEducation
supervisor.
13. How can Mosaica Education employees and supervisors determine what constitutes
confidential information or personally identifiable student information that should not be
postedordisclosed?
If Mosaica Education employees and supervisors have any questions about what
constitutesconfidentialinformationorpersonallyidentifiablestudentinformation,they
shouldcontacttheirRVP.
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 teachers 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
Michelangelos quotation. The class looks at the list of character attributes and leadership
qualities from Walking with Giants and decide that Michelangelos 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. Juliettas 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 whats 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
whats 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. Juliettas heart beats in anticipation: She cant wait to share her observation. When
Ms. Jones asks in her familiar modulation, Well, what did you think of The Two Marias, my
Scholars? Juliettas 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 students fluency in English and confidence in class in such a short
time. Ms. Jones wants to build on Juliettas excitement for the rest of the class, so she asks her to
share her thoughts. Julietta beams, Its like Cinderella! Did they take borrow The Two
Marias from Cenicienta?
Ms. Jones knows a teachable moment when she sees one, and she doesnt 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.
Juliettas mind is crowded with excited ideas about Cinderella, The Two Marias, and
how folktales travel the globe, but the ideas arent 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! Juliettas 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. Its also less intimidating for her to practice her English with just a
few people at a time, but shes very proud of herself for sharing the Cinderella comparison with
the whole class. A classmate in Juliettas 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 couldnt 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, Ohhhhs 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 mates 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: Im 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! Were 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 Bthe 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. Its 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. Todays 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 shes one of the leaders so her friends know shes 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. Juliettas group is
assigned to the Arctic Tundra. Each group goes to one of the classrooms 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.
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At 2:00, it's time for Julietta's favorite subject, Paragon. Right now, Juliettas 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
Gargantuas 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 cant wait to get her mind around these ideas.
Julietta has her first Paragon epiphany of the day: It does sound like Gargantuas 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 Gargantuas 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 its so interesting and there are
unexpected exagerrations about the Giants size. She smiles when she realizes she has
understood the whole story and gets it! The class then discusses Gargantuas Rules for Giants.
Juliettas favorite rules are: Honor your parents and teachers. (Thats really easy for her!) She
also likes, Shun the company of those you do not wish to resemble. It reminds her of her
grandfathers 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. Shes in the mood to learn how to make stick puppets so shell work with that group, and
she wants to be sure they do the creed as a song. Juliettas 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 Gargantuas 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. Shes 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. Theyre
always in the same time period, but theyre usually in different parts of the world for their
Paragon journey. Its 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 Michelangelos inspiring words. Ms. Jones
always loves starting the day with a healthy dose of positive psychology and genius inspiration
especially since its 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 shes 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 students 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 datafrom 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
7 | P a g e

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 childs 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 todays lesson to the entire class, and then divides the
students into three groups based on the results of yesterdays 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. Todays lesson on
the Renaissance ties to the inspiration for Walking with Giants. Its 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. Gargantuas Creed and the Rules for his School for Giants
provide a nice dose of EQ learning, as well. Its easy to stay inspired as a teacher youre your
8 | P a g e

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. Its so easy to teach like a master teacher when its 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, its presented in fun, accessible kid-speak. Ms. Jones wants to save the
activity from that lesson as an ice-breaker for parents in next years 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
Vincis 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

IT Policies and Procedures 7-04
2

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 ConfigurationPage 31
19) Standard Remote/Virtual Laptop Hardware Configuration Page 32
20) Standard Staff Printer Hardware ConfigurationPage 33
21) Network configurations for all Hub locations Page 34

3
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.

4

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 Companys 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.

5

ACCESS TO RESOURCES
Access to computer network and telecommunications resources is a privilege, which is allowed
only to Mosaicas 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. Mosaicas 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 Mosaicas 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 Mosaicas 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.

6

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.

7

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 Mosaicas 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 Companys 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.

8

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 Mosaicas 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 Mosaicas 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.

9

POLICY
PROPER E- MAIL USE

This section sets forth Mosaicas policy detailing acceptable use of Mosaica Educations e-mail
system.

This policy shall be in effect for all individuals utilizing Mosaicas 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
Mosaicas 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 Companys 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 Companys computer and communications systems (including documents,
other electronic files, and e-mail messages) are the property of Mosaica.
The Companys 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 Companys 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 Companys connection to the Internet is managed by the Corporate Information Technology
Department. Use of these services is governed by Mosaicas 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
Mosaicas 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 youre uncertain, dont 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 products 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 users 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.
Mosaicas 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 Mosaicas 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.

14

Policy
Web Policy

Details:

Introduction:

Mosaicas 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 Companys 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 users 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 Mosaicas IT functional area. Content will be
maintained and updated via Mosaicas Webmaster or a designated contractor.

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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 units 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, Mosaicas
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 Mosaicas 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 Companys 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 Mosaicas 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.

17

Policy
Staff Voice Mail

This section sets forth a policy detailing the use of Mosaicas 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 Companys 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 Companys 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. Users 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 Companys 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 Companys 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.

19

2. Responding to Copyright Infringement Claims (Take-Down)
Upon receiving a complete notification of claimed infringement, Mosaicas 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 owners 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 individuals address is located, or if the individuals address is outside of
the United States, for the Companys judicial district, and that the individual will accept service of
process from the complainant or that persons 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.

21

Policy
IT/Network Security
Details:
1. Introduction
Mosaicas 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.
Mosaicas 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
Companys 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 users 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.

24

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 users 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 users 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 users 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:
Users 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 users Windows NT user name, the filename of the
file to be restored and, if possible, the folder on the users H: drive in which it was located.
If e-mail needs to be restored, indicate the name of the users mail server, the user name
used to log on to the mail server, and the date, subject, etc. of the email.

25

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 individuals 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.

26

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 Mosaicas 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.

28

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.

29

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 buyers 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.

30

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.

31

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.

32

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.

33

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.

34

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.

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C

Quarter NWEADataLevelReading: Math:

ParagonPerformanceAssessmentRubrics Unit: Scores:

Mosaica Education School Based Parental Involvement Plan

MEI employees who work with students and communicate

d. Professional social media communication will be in compliance with existing MEI

3. MEI employees who are mandated reporters

H. Frequently Asked Questions

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