Limited resources combined with the volume of requests for technical assistance necessitate the prioritization of support issues. The need to prioritize does not minimize the significance of any given problem as every technical difficulty presents hardships to the immediate user(s). Every effort is made to address each request for support as soon as possible. The following descriptions provide some clarification regarding the prioritization process used by the District Technology Department. As a general rule, computers that directly impact the learning process (the more computers down, the greater the urgency) and AS/400-related problems that impact district operations (state reports, payroll) are assigned higher priority levels.

Priority Levels
Level 1 - highest priority, critical for instruction or district operations, no alternatives exist, problem has significant negative impact on learning process. Examples: An entire school is unable to access network; entire classroom is down and learning activities depend on computers; payroll printer will not print checks.

Level 2 - need for resolution is urgent, but not critical, some alternatives can be utilized for a short time. Examples: a large number of computers in a lab are not working, but another lab is available or students can "double up" or e-mail is not working for an entire building, but phones and/or intercom work.

Level 3 - not an urgent request, but learning and/or efficiency will be enhanced once addressed. Examples: e-mail not working for some teachers; small number of student computers not working (isolated, not in same room); new equipment requests to replace broken items.

Level 4 - low priority, current situation is satisfactory and relatively stable. Options exist when equipment or software fails. Little impact on learning, inconvenient, but not urgent. Examples: isolated computer or printer not working, but others are available; rearranging computers within a lab; some memory/software upgrades.

Level 5 - lowest priority, non-instructional issues, plenty of alternatives, current situation is working, but more efficient or effective solution is desired. Examples: remodeling/moving office equipment; new equipment/memory requests when existing hardware is working; moving a jack from one wall to another.

The following questions (among others) are used to determine the priority level of any given request:

1. How many students are potentially impacted?
2. Is there a short-term solution, such as other rooms, computers and/or printers that can be used until the problem is resolved?
3. Are there other ways to communicate (phones, PA, hard copies) if e-mail is not working?
4. What deadlines are related to this issue?
5. Does it appear to be a hardware, software, network or end-user issue?
6. Are the machines involved used for instruction or administrative purposes?
7. Are the current machines working, just not optimally?

The wide variety of circumstances existing across the district makes technical support extremely challenging. Unique conditions exist in each building relative to the make, age and condition of available hardware, the knowledge and skills of staff and the manner in which technology is integrated into daily activities. In addition to daily support issues, long-term plans are in development to address the technological needs of the district. Current and future advances in hardware, software and wiring are being examined and weighed against constantly changing and unpredictable financial realities. Despite the many uncertainties, the pursuit continues to use technology to achieve two goals:  improve learning for students, staff, parents and the community and enhance the efficiency and effectiveness of district operations.