Networking Guide

Necessary Components

Outside Connections Handbook

School Network Design and Installation Guide

Necessary Components

Wiring Kits

2 Jacks per faceplate kits
Minimum Specifications: 2,000' Category 5, unshielded twisted pair, plenum-rated cable, 40' surface-mount classroom raceway, 4 junction boxes and faceplates, 8 7' classroom line cords.

4 Jacks per faceplate kits
Minimum Specifications: 4,000' Category 5, unshielded twisted pair, plenum-rated cable, 40' surface-mount classroom raceway, 4 junction boxes and faceplates, 16 7' classroom line cords.

Server

Minimum Specifications: Pentium 100MHz, 32 MB RAM, 1.6GB disc or equivalent. Preconfigured to provide Domain Name Service, Internet e-mail and Web server.

Network Electronics

Unaanaged Hubs
Minimum Specifications: unmanaged hubs, Ethernet, 10BaseT, 8 or 12 ports, not rack-mountable.

Managed Hubs(Base Units required, Expansion Units add ports to connect additional classrooms).
Minimum Specifications: Ethernet, 10BaseT, 8 or 12 ports, 1 AUI port, rack-mountable (or put on shelf)HP OpenView for Windows remote management software or equivalent supported.

Internet Connection Equipment

LAN Dial-up Shared Modem
Minimum Specifications: Ethernet, 10BaseT, 1 or 2 telephone lines, multiple dial-out sessions to an Internet Service Provider.

ISDN Routers
Minimum Specifications: Ethernet, 10BaseT, integrated NT-1, multi-link PPP, dial on demand, unlimited number of LAN users.

Dedicated Line/Frame Relay Routers
Minimum Specifications: Ethernet, 10BaseT, V.34 serial interface, 56K to T1 capable.

Internet Service

Choose the method that best fits your projected use from the Outside Connections Handbook, below.

Outside Connections Handbook

Introduction
Almost everyone agrees that the Internet will play a vital role in the educational process. While low-cost or no-cost access to the Internet is in the wind for all Massachusetts schools, schools must budget based on realistic, current expectations. This handbook deals with pricing in general terms since equipment and access pricing is rapidly changing. We provide ranges of prices for the available services based on current published pricing data. This will provide school administrators and consultants with the tools by which they can evaluate options for network connectivity and Internet access. For those of you familiar with the Net Day School Network Design Guide, this guide focuses on #4: Internet Service.

Key Terminology
A key word in this decision-making process is bandwidth which is simply the measure of the speed, or size, of your computer's path for transferring data to and from the Internet.

To employ a common analogy, think of your school system as a house under renovation from the pipes up. Before the plumbers can accurately determine how big a water line to pull in from the street, they need to know how much water you will need. How many bathrooms, sinks and outside faucets do you want? Do your plans include a laundry, dishwasher or outside irrigation system for the lawn? When you see what each of these line items will cost, you will probably have to choose between one amenity and another.

The water analogy is not quite perfect. Once the water line is installed, you only pay for the water that you use. With Internet access, you pay for the size (bandwidth) of your connection every month whether you use it or not.

Bandwidth often gets used interchangeably with references to the speed of data transmission. The faster the speed of transmission, the "wider" the bandwidth is said to be. In terms of the water analogy, the wider the bandwidth, the bigger the pipe is. Common data transmission speeds include 28.8 kb/s (=28,800 bits per second), 56 kb/s, 128.8 kb/s and 1.544 Mb/s (=1,544,000 bits per second, = T1).

Bandwidth is not the only measure of Internet access performance. Two Internet access services may have the same bandwidth, but one may be easier to expand in the future provided that an investment in equipment is made at the beginning. Also, services can be dedicated (a specific access port is reserved for your exclusive use), dial-up (a number of access ports are shared among a larger number of users) or packet-switched (meaning the data is wrapped up in packets for transmission).

So, the purchasing decision becomes more complicated. There are other measures of quality which must be considered as part of the purchasing decision such as the availability and level of customer service, the probability of getting a busy signal or slow responses when you try to connect, and so forth.

Types of Service
The equipment installed in a school must be compatible with the type of connection services selected by the school. There are two types of services which must be established. First, there is the local access connection between the school and its Internet service provider or between the school and other schools in the school district. Then, there is the connection to the Internet service provider itself. The discussion below presents an introduction to the varieties of connection services available. Consideration is given to ranges of costs to be expected, performance levels and any special equipment required. Once the type of local access connection is determined, the types of equipment required and the level of Internet service simply follow.

Local Access Connections
Many types of outside connections are available. Some are standard types with years of operational experience. Some are new and just coming on-line now. Selection of a particular technique involves consideration of:

• Initial costs including set up charges and equipment costs
• Ongoing costs including monthly charges and connection charges
• The number of users to be simultaneously supported
• Whether the connection is dedicated or non-dedicated (often called dial-up)
• The types of applications to be run, and expandability.

1. Standard Telephone Service
Standard telephone service may be used if just one or two computers are to be connected to the Internet and expansion is not expected in the short term. Widely available modems operate at data rates up to 28.8 kb/s. Most of these provide data compression capabilities which roughly double the effective data rate. The exact data rate achieved depends on the nature of the data being transmitted and the quality of the phone line. Some data has more redundant information in it and can be compressed more. Some data has almost no redundancy and does not yield any compression. It is reasonable to assume a compression factor of two, on the average. The modem's actual data rate is determined by a "handshake" when connection is first established. If the run from your school to the nearest telephone central office (CO) is very long, the handshake process will decide that 28.8 kb/s can not be supported and a slower speed is used. Don't expect to achieve the highest performance quoted for a modem. It might not be possible given the length of your phone line and the nature of your data. Standard telephone service is not suitable for video transmissions.

Basic phone service will be available from a number of sources. As of 1996, NYNEX provides measured business service for $17.96 per month in most MA towns with a set up charge of $93.20. In some areas flat rate business lines are also available for $38.42 per month. The usage costs (message units and toll charges) associated with the connection depend on the location of your Internet service provider relative to your school location. Try to choose an Internet service provider which minimizes your connection charges.

2. ISDN
Integrated Services Digital Network (ISDN) moves telephone connections from the analog world to the digital world. This service can quickly and accurately transmit voice, data and video simultaneously. ISDN can provide one or two 64 kb/s channels which can be used independently for voice or data. So, ISDN has two to four times the capacity of basic telephone connections operating at their fastest rate.

ISDN modems are somewhat more expensive than basic telephone modems. Basic modems are around $150 while ISDN modems are around $250. Again, both types are widely available. ISDN set up charges (from the Telecomm provider and the Internet service provider) cost approximately $200 for dial-up lines and $600-$700 for dedicated lines. Dedicated ISDN lines usually require a router which ranges from $1,000 - $1,500.

As of the end of 1996, NYNEX has a trial product called Educational ISDN Communications Service (EICS). This service has a flat rate including installation and no message units. The trial rate of $70 per month per line is available at least through October 11, 1996 with a probable extension through June 1997. Exact pricing on the extension is not yet available. This trial is only available through the Massachusetts Corporation for Education Telecommunications (MCET). Some Internet service providers act as consolidators and also provide flat rate service.

One Caveat: ISDN charges may be higher if your school is more than 3 miles from your nearest serving telephone central office (CO).

3. Frame Relay
Frame relay is a packet-switched protocol which ensures reliable delivery of the data packets. Packet-switched systems allow multipoint connections for bursts of short packets. Frame relay service can support bursty traffic such as that produced by LAN-to-LAN connections or graphical images from the Internet. Frame relay packets can be steered through the public switched network to a series of predetermined destinations of your choice. Schools can use frame relay to connect their schools more cheaply than leased lines. A router with appropriate frame relay software is required at the user end and at the Internet service provider end of the link. Frame relay can operate at 56 kb/s and up. Service providers typically support rates up to T1.

Additional equipment and set up are required for frame relay service. For example, a frame relay router costs something in the range of $800-$3,000. Set up costs are also required. A CSU/DSU (high speed line interface box) is required which costs $300-$1,300 depending on data rate.

4. T1 and Fractional T1 Leased Line
T1 and Fractional T1 are point-to-point leased line services that can handle voice, data and video. Leased lines are a simple but sometimes expensive way to get from the school facility to the Internet service provider. Leased lines operating at T1 or fractional T1 speeds are available from a number of sources so costs are competitive. The data rate of a dedicated T1 connection is 1.544 Mb/s. Fractional T1 services start at 56 kb/s and can be dedicated or non-dedicated.

The equipment required for T1 is similar to that required for frame relay. Namely, a router which costs in the range from $800-$3,000 and a CSU/DSU in the range from $300-$1,300 are required at each end of the leased line. However, there is an important difference between leased line service and frame relay service. Let's say that you want to connect three school facilities to an ISP. If leased lines are used, you would need a router and CSU/DSU at each school and 3 CSU/DSU's at the ISP end connected to 3 T1 ports on a router. On the other hand, only one T1 connection to the ISP is required if frame relay is used. Thus, there is a savings in fixed costs of CSU/DSU's and router ports and T1 line set up charges. There is also a savings in ongoing costs for this configuration. The downside is that the T1 line to the ISP has to be shared among the three schools when frame relay is employed, meaning the bandwidth is shared and flow-through might slow down during times of highest usage.

It is recommended that you get help from people knowledgeable in this area to choose between leased lines and frame relay system configurations. The advice of an expert will save money in the long run. Monthly operating costs for T1 service or fractional T1 service depend on the distance from the school facility to the nearest central office (CO), the data rate and the particular configuration. These rates can be obtained from your selected service provider.

5. Cable
Cable television companies are beginning to offer Internet access over the coaxial cable system. As such, these services will include both the local access and Internet access components of service. Cable modems, like standard telephone modems, transport digital information over lines intended for analog signals such as voice conversations and television channels. Cable modems are capable of supporting data rates from 500 kb/s up to 30 Mb/s, depending on manufacturer. They are generally stand-alone (external) devices with a cable connection to the outside world and an Ethernet connection on the user side of the device. Some cable modems are in the form of a PC adapter card with a cable TV input. These modems cost in the range of $300-$600, but in most cases the modems are supplied as part of the monthly service fee. Some modems are inherently asymmetrical. That is, they provide a wider bandwidth from the Internet to the user relative to that provided from the user back toward the Internet. Some modems are symmetrical providing the same bandwidth in each direction. The industry is assuming that residential users will require less bandwidth in the Internet direction while commercial and institutional users will require symmetrical access.

Internet access services provided by cable companies will be oriented toward residential customers, at first. Expanded services will be geared toward small businesses and institutional customers such as schools. Many cable companies have promised free Internet access services for schools in their serving areas as part of a nation-wide initiative. At the present time, it is anticipated that such services will become available beginning in 1997. They will consist of a connection to the cable network via a cable modem and some free access to the Internet at speeds in excess of 1 Mb/s. This connection, along with some additional equipment such as a router, may serve dozens of simultaneous users. Over time, it is possible that bandwidth will increase so that several hundred simultaneous users can be supported by each cable connection. Stay tuned.

6. Wireless
Wireless connectivity is used in special situations. For example, one can buy a wireless Ethernet extender which has a range of several miles and which costs $5,000-$10,000 per end. Some school systems might find this device to be useful for campus-to-campus interconnection with no monthly ongoing costs.

PCS (Personal Communications Systems) systems are just coming on-line now. These are typically aimed at single users and typically are not set up to provide higher data rate connections.

Internet Service Providers
ISPs provide the connection to the Internet. Again, careful shopping is in order. The quality of an Internet service provider can be measured from a number of perspectives. All are important.

1. Availability
Availability measures the probability that you get access to the Internet when you try to connect. Some vendors have insufficient lines or switching capability. Others have excessive downtime due to equipment failure. Quality ISPs have redundant connections from their facilities to the Internet backbone. Some ISPs have redundant equipment configurations which minimize downtime. Similarly, some have uninterruptible power supplies which also minimize downtime and help to avoid lost data in the event of power failure at the ISP's headquarters and POP's (point of presence). Ask your candidate Internet service provider for information about reliability and availability of its service.

2. Customer Service
Internet service providers must be capable of dealing with a wide variety of customer problems. They must know about PC's and Mac's and all the operating systems which run on these machines. They must know about modems and routers for basic service, ISDN, frame relay and leased line equipment. The Internet itself is the least of their problems.

3. Types of Service
An ISP must be capable of supporting the type of service you require and support any service you expect to grow into. Two types of standard telephone service are typically available, dial-up and dedicated. ISDN service is usually dial-up with the associated message unit fees. But, some ISPs provide the equivalent of dedicated ISDN service with flat fees.

Frame relay and leased line connections are available from many of the ISPs. Set up and ongoing costs vary and some ISPs require the use of more expensive routers and CSU/DSUs than others.

4. Local Access
Be sure that the connection point (POP) to the selected ISP is nearby so that a local call or a free call or a short run in the case of a leased line is all that is required to access the ISP, etc.

5. Costs vs. Services
Some ISP fees do not include all the services required by a school application. Be sure that the service includes all the functions which you will need such as e-mail and access to the world wide web. The service must also cover the number of individual users anticipated at your school. Some ISP's initial charges include the cost of the current release of access software and filtering software while others do not.

6. Additional Services
There are additional services available through ISPs which may be of great interest to your school(s). Features like e-mail and storage of web pages are fairly routine, while features such as filtering, virtual hosting, dynamic or static IP addressing or server collocation are less common but no less important in selecting an ISP whose services are appropriate to your specific and individual needs.

Summary
Hopefully, this handbook has begun to unravel the mystery of outside connections. As you can see, almost everything is variable. Some things to keep in mind:

• Shop carefully.
• Make sure that the services you buy conform to recognized national standards. This will ensure interoperability with the majority of vendor's services and equipment.
• Some equipment appears to be less expensive but has hidden costs. For example, the base price of a router may include a license for just one user or a few users. A school will need an unlimited license.
• Equipment may be limited to the bandwidth, protocol and/or type of connectivity they accommodate. Be sure to understand not only what the equipment will do for you today but how it can grow with you in the future.
• Some routers are priced without the IP protocol. This protocol is mandatory for operation on the Internet. Others have extra charges for data compression algorithms or for management protocols, etc.
• Be sure to compare apples-to-apples.

School Network Design and Installation Guide

I. School Network Design Guide

Designing a school network is inherently a complex process. There are very good reasons why a custom designed network, created to order by a commercial firm, is typically much more expensive than schools participating in NetDay may be able to afford. The objective of the NetDay effort is to help you get a working network installed which will function fully and which will cost considerably less. We have created this Network Design Guide to help you design the network you will install as part of NetDay.

This guide will help you design a network capable of performing appropriate functions for classroom use with the following characteristics:

• access to e-mail and the WorldWideWeb
• connect as few as four classrooms in the school
• expandable to the entire school by adding modules of four classrooms
• built on Ethernet and unshielded twisted pair cable standards
• cabling configured in a star from a network hub
• serve at least one computer in each of the four classrooms
• expand later to additional computers in the classrooms
• provide an Internet connection to all the computers on the network
• conform to Internet standards
• built on proven, interoperable components using mainstream technology
• upgradable to add a server, remote management, higher bandwidth, and/or segment isolation
• minimize waste or duplication with extensions or upgrades
• cost as little as possible consistent with the above

This guide is written for schools that do not presently have a local area network (LAN) connecting school classrooms. If you already have a Novell network, you can connect it to the Internet easily using a gateway product, such as the Instant Internet from Bay Networks, or others. If you have an AppleTalk/LocalTalk network, you will need to replace the wiring and add Ethernet cards to the classroom computers to make them ready for direct Internet connections. Alternatively, you can install a LocalTalk - Ethernet gateway such as a Shiva FastPath.

Many schools have various physical impediments to installing Local Area Network cabling. These may be as troublesome a barrier as thick stone walls or as hazardous as asbestos. This Design Guide is not intended to provide answers to all of the difficult installation issues which may be encountered in any given school site. Those circumstances will require calling in the professionals.

Rather, we unabashedly admit that the approach of this Guide is best suited for schools that have relatively easier physical plant issues. If your school has dropped ceiling tiles in hallways, easily drilled walls to pass wiring to classroom outlets, and an accessible power outlet in the classroom, it will be much easier to use this Guide to design your school LAN.

Choosing a Network Design Model

This guide will help you design your school's network by providing baseline network design models as a reference
point. Remember that you always have the option of connecting more rooms, using more sophisticated network equipment, increasing the operating speeds, etc. as your circumstances allow. We encourage you to take advantage of the opportunities to obtain components made available to you by the special arrangements through NetDay. How far you go is up to you.

To simplify as much as possible the process of designing a school network, we have created two basic models you can follow: an Entry Level Model and a Growth Model. You can start with the Entry Level Model now for some number of classrooms and later extend it to the Growth Model. Or you can make a bigger commitment right away and follow the Growth Model; this will probably be the way you will want a whole school
network to be designed.

The starting point for choosing the model for your school network design is to answer the two questions below:

Question 1
Do you want to create the smallest, least expensive network that will let a small core of teachers gain some practical experience and to set an example for the others? If so, consider the Entry Level Model.

Entry Level Model
With this model you will be able to build a basic local area network (LAN) which will connect one or two computers in each of approximately four classrooms to a central hub with a basic Internet connection. It will allow students or teachers to send and receive e-mail, to read and respond to Internet News groups, and to retrieve Web resources conveniently from the classroom. It is most suitable for use by a small number of users, probably 10 or fewer. Its most important benefit is that it will provide an experimentation facility which is extendible to additional classrooms and additional computers in a classroom without wasting any of the investment made in this model. If you switch to the Growth Model later, you will probably be able to re-use the unmanaged hub elsewhere in your school.

The major drawbacks to this model include: 1) lack of remote manageability, 2) minimal capacity, 3) limited functionality.
These are not serious problems if the network is being used for experimentation and can be rectified when you implement the Growth Model. These drawbacks are discussed in more detail below.

Ironically, since the Entry Model's network hub cannot be managed by your technical coordinator from a remote location,
more network management skills are required on-site in the school. The speed of retrieving WorldWideWeb pages is limited by the bandwidth of the Internet service access line. A dial-up line is barely tolerable for a single user; if a number of users wanted to use the Internet connection at the same time, delays would become intolerable. At that point you would want to upgrade to a higher bandwidth Internet service. Finally, this model has no server, so your Internet Service Provider
must provide functions such as storing e-mail, hosting a Web server and tracking the names associated with the computers
in your school. Extra services impose extra costs and result in less flexibility and local control.

Question 2
Do you want to take advantage of the low costs of NetDay components to install a more capable network for a core of classrooms or computer labs? This would provide for more classroom outlets and remote network management so that any future expansion will only need to connect additional classrooms. If so, consider the Growth Model.

Growth Model
This model provides a design which is more suitable for a whole school network. Like the Entry Level Model, the Growth Model will allow students or teachers to send and receive e-mail, to read and respond to Internet News, and to access Web resources conveniently from the classroom. The greatest functionality difference, however, is that students and teachers will also be able to publish information for others to view on the WWW server that is included.

This configuration will result in a small core network which will connect multiples of approximately four classrooms to remotely manageable network equipment with (possibly) a higher bandwidth Internet connection capable of serving more users. It provides for an equipment rack and patch panel in the wiring closet for organization of the greater number of wires
involved and to provide for convenient expansion.

This model costs more than the Entry Level Model for the same number of classrooms. It provides for four network jacks per
classroom but it can be expanded with additional wiring kits. Because its electronic components are remotely manageable,
you may need fewer network experts on the district's staff, and the network manager will be able to diagnose and sometimes
solve network problems without having to go to the school.

The major drawback of this model is its higher cost. But since it represents the "best practices" advised by experts, it incorporates features you will probably want to have eventually anyway and you will probably never be able to reduce costs below the special promotional prices available through the NetDay effort.

Network Model Components
Once you have selected a model you wish to follow for your network design, you need to understand the various components which will be involved. While the major categories of components are the same for both network models, the capabilities of products within the respective categories may be substantially different.

Diagram 1 illustrates the major component types and how they interrelate. It shows a complete network from the outlets for the
computers in the classroom at the end of the 1 - Wiring Kit. The 2 - Network Electronics are housed in the wiring closet. All the
classroom wiring runs back to this core, like the rays of a star. Typically also housed in the wiring closet is the 3 - Internet
Connection Equipment. The functionality of this equipment and its type of interface is determined by the type of access line which
connects to your 4 - Internet Service. The 5 - Server is probably also stored in the wiring closet or the office of the Technology
Specialist if the school has one. Finally, in the classroom (or computer lab), the line cords of the wiring kit connect to the
6 - Classroom Computers.

The same component categories are shown on Diagram 2 which illustrates Internet connection options that can be used by either Design Model. Refer to materials distributed by the Outside Wires and Internet Connection Task Forces for more
detailed information.

Below is a discussion of these component categories with a cost estimate for the configuration. This is meant only to aid your choice of model. Actual costs will vary according to the products you choose in each category

Entry Level Model Network Components

Classroom Wiring Kit:
Provides sufficient cable for wiring two outlets in each of approximately four rooms (depending on distance) including
classroom and wiring closet jumper cables.

Network Electronics:
We recommend using an 8-port unmanaged hub for lowest possible cost. Substitute a hub with more ports if network
expansion is expected soon. But don't anticipate too far in the future because if you shift to the Growth Model you will
prefer a managed hub for an expanded network.

Internet Connection Equipment:
We recommend a network modem which uses a single telephone line or an ISDN router for lowest cost options to match your Internet service type. An ISDN router will scale better for an expanded network.

Internet Service:
Your Internet Service Provider will assist you in choosing a service which meets your requirements and will help recommend the Internet Connection Equipment.

Server:
Not essential if your Internet Service Provider provides Name Service, e-mail and News (if desired).

Classroom Computers:
These are the Macintosh or PC personal computers you have in the classroom or a computer lab. They may need an Ethernet network card installed in them. They probably need network software which speaks the TCP/IP protocol. Finally, they need Web browser software, which allows them to use the WorldWideWeb, and e-mail and news reading software, which may be built into your browser. To run this software effectively Macs need to be at least LC IIIs and PCs need to be 486s.

We have attempted to give you an order-of-magnitude estimate of the likely cost you will incur using this model in the table below. Realize that the prices are estimates only for the most rudimentary components of this model and are useful only for comparing to the same estimates for the Growth Model.

Sample Entry Level Model Network Configuration

To extend this design to include multiples of four additional classrooms, add Classroom Wiring Kit modules. It is advisable, however, to consider moving to the Growth Model as you extend the network to include all the classrooms in the school. The Internet connection will need increased bandwidth as usage increases, but it is impossible to predict the usage patterns you will experience and therefore at what number of classrooms that need will occur.

Growth Model Network Components

Foundation Wiring Kit
Select one two-outlet wiring module and one four-outlet wiring module for each module of four classrooms. This combination provides sufficient cable for wiring six outlets in up to four rooms (up to 24 outlets). It includes classroom and wiring closet jumper cables and an equipment rack and patch panel for organizing cabling and equipment in the wiring closet.

Network Electronics
We recommend one 24-port (or a pair of 12-port) managed hub(s) for connecting each classroom module. Stackable and SNMP manageable hubs allow easy expansion and can be managed remotely, leveraging expensive technical management skills.

Internet Connection Equipment
We recommend an ISDN router, a shared modem server with multiple telephone lines, or a dedicated line router for the greater bandwidth needed to serve more users on the school LAN.

Internet Service
Your Internet Service Provider will assist you in choosing a service which meets your requirements and will help recommend the Internet Connection Equipment.

Server
Needed for operation if your Internet Service Provider does not provide Name Service, E-mail and News (if desired). The server can also run a Web server software package which allows you to post information for others to retrieve. This is a convenient way to communicate with other people inside the school, in the community, within your state, or across the world.

Client Workstations
These are the same Macintosh or PC personal computers as in the Entry Level Model that you have in the classrooms or computer lab. They need, at the least, the same capabilities as in that model including the Ethernet network card, TCP/IP communications and Web browser applications software. Macs need to be at least LC IIIs and PCs need to be at least 486s.

To take advantage of the additional capabilities this model offers, these computers may need additional software to publish pages on the Web server, for example. Also, with advances in audio, video, distance learning and videoconferencing, you will find in time that these computers will need upgrading with more memory, faster processors, and newer software.

Sample Growth Model Network Configuration

To extend this design to include multiples of four additional classrooms, add Classroom Wiring Kit modules. The Internet connection will need expanded bandwidth as usage increases.

Wiring Layout

The basic steps in designing the wiring layout for your network are:

• Determine the classrooms to be connected
• Choose a location for the wiring closet
• Determine the path the wires will follow from the wiring closet to the classrooms
• Measure the wiring path lengths carefully to stay within distance limits

Step 1

From discussions with the teachers in your school, budget limitations, and other considerations, you will determine the classrooms which are targeted for wiring. You should mark them tentatively on a copy of the floorplan of the school. Don't use the original because you may need to make revisions later.

Step 2

You should next locate a room to use as the wiring closet. It should have the following characteristics:

• reasonably centrally located in the building or within the group of classrooms
• no more than 250 cable feet from the farthest classroom faceplate
• preferably the location of your telephone line connections
• physically secure, lockable
• sufficient electric power (minimum of one 20 amp circuit with 2 - 4 outlets)
• at least 4 feet by 4 feet of free space for an equipment rack and working space
• no water - should not be a janitor's closet
• air conditioning may be desirable, depending on maximum temperatures equipment will reach; at the least, reasonable ventilation is required

Since you want to continue using this cabling regardless of future expansion, you must plan ahead in locating the wiring closet. Make sure there is sufficient space to add an additional rack and working space to accommodate future needs.

Step 3

Lay out cable paths from the wiring closet to the classrooms on paper first, then check foot by foot. Following hallways or other areas where there is a drop ceiling will make cable pulling easier. Avoid going through firewalls, if possible, because you will have to plug the hole for the cables with firestop to meet building codes. You should also avoid routing near large motors, such as for compressors, generators or elevators, although only small separation distances (1 - 2 feet) are required. Make sure that no cable will run parallel with power cables although only small separation distances are required from them as well. They should cross at right angles.

Check the proposed routes VERY CAREFULLY for obstructions. Work closely with the Principal and the Janitor to confirm any obstructions on the cable path. If you need to core cinder block or concrete walls, costs will increase ($50 to 200 per hole depending on the wall material) and you will need to plan ahead on scheduling because coring cannot be done during school hours.

Make sure you draw the cable paths on the school floor plans to use as installation guides. If you do not have blueprints of floor plans, you might be able to use the fire drill exit maps. You should make separate copies of the floor plans for each cable run and give them to the installation crews on those respective runs to follow when they install the cable. Make sure you maintain a master plan with the cable routing "as built." This will become part of your documentation.

Step 4

Finally, measure all cable runs to make sure they are within the 250 foot limit. Don't forget to add in the height of ceilings and 10 feet of slack that should be left in the ceiling.

Below is a sample school floor plan diagram with the classroom cabling shown. You should make sure you prepare such a diagram for several purposes:

• It serves as a double check on selecting the correct wiring kits
• It assists the cable pullers during installation
• It is an important part of the documentation of the project which will be necessary to have in future years.

Classroom Computer Placement

Where you place the network junction box in the classroom is determined by the placement of the computers which will be
plugged into it. Remember the line cord which connects the computers to the junction box's faceplates is only 7 feet long,
so the junction box placement must be reasonably accurate.

When computers are deployed in classrooms, they need to be positioned so that they can be integrated effectively into the
instructional environment. Ideally, a classroom should be set up to allow flexible deployment of computers and other
technologies along with associated furniture, but addition of technology to existing classrooms is typically an exercise in
compromise. Many classrooms are too small even for the number of students assigned to them, let alone for the addition
of technology, and placement of doors, windows, heating systems and electrical power all conspire to limit the options.

However, when installing network wiring, every effort should be made not to impose new unnecessary restrictions on how
the classroom environment can be shaped. Here are some guidelines to consider:

Try to provide network drops in at least two different locations in the room to allow for a teacher station to be located
away from a student computer cluster.
For example: where 6 network drops are being installed, one box with 2 drops close to the teacher's desk will allow
the teacher's computer and a networked classroom printer to be connected, while another box with 4 drops, possibly on
the other side of the room, could provide an appropriate location for a cluster of student computers. The Wiring Kits for
NetDay are available in either configuration, so you can mix as you desire.

While some sources favor placing the boxes with network jacks below table height, we advise placing them at least 16" above table
height so that you can see at a glance which jacks have a computer plugged into them. This height will also ensure that they will not
be bumped when computers or monitors are moved. (We're assuming that each jack is appropriately labeled on the box and that
this labeling correlates to labeling on the patch panel in the wiring closet. Also, if jacks are made "live," i.e. are connected to ports on
network hubs in the wiring closet, only as they are needed, there needs to be visual differentiation, e.g. colored dots, identifying the
live jacks.)

Make sure there is an appropriate source of electrical power in the same vicinity as each set of network connections.
Most classrooms in older buildings will need electrical upgrades to support clusters of computers. The existence of a power
outlet in an appropriate location is not necessarily sufficient. There may be several rooms on the same circuit and attempts to
power clusters of computers, monitors and printers in each of these rooms may result in circuit overloads. One of the checklist
schedule items to be performed prior to network installation is to confirm the location of sufficient power outlets.

Try to avoid using long patch cables to attach computers (or intermediate network hubs) to wall jacks.
Long patch cables can get easily damaged in a classroom setting, especially when furniture is moved. Also, if the classrooms
are already quite far from the wiring closet, the additional length of the patch cables might result in exceeding specified distances
between computers and network hubs. The line cords (classroom patch cables) included in the wiring kits are 7 feet long to
reduce this problem.

Placement of network connections for the teacher's computer should take into account not only proximity to the teacher's
desk but also potential connection of the computer to a large screen TV (either one that is permanently installed on a wall
bracket or one that can be rolled in on a cart) or to some other presentation system which can allow a large group, such as
the entire class, to view the display.

Where there is a cluster of student computers, try not to place them too close together.
This is the single biggest problem in most classrooms, even those that are not strapped for space. Try to provide enough space
in front and to the sides of each computer or computer table so that 2-3 students can cluster comfortably in front of each computer
when working in small groups. Try to provide enough table space to left and right of the computer so that there is not only room for
keyboard and mouse (on either side) but also room for notepads and books. (Space allocations for computers in many classrooms
seem to imply that you're not allowed to use books or notepads when using the computer!!)

Allowing sufficient distance between several computers, each of which connects to a network jack in a single box, has
implications for the length of the patch cables you'll need (and is potentially in conflict with the recommendation above to avoid
long cables).

Try to provide tables that are deep enough from front to back that the computer need not be pushed right back against
a wall (stressing connecting cables), that there is adequate room for the keyboard in front of the computer/monitor, and
that the user is at a reasonable distance from the screen. (For most computers and keyboards, 30-32" is about right.)
There are other ergonomic issues which should be considered, though we do not know if there are any ergonomic standards
to meet the needs of children of different ages. Certainly, the tables or carts that computers are on should have adjustable
height, and this feature should be exploited in particular classrooms to suit the size of the children in that room. Ideally,
chairs should also be adjustable height to allow for individual variation, but adjustable height chairs that are "ruggedized"
for the classroom environment are very expensive.

Try to avoid placing computers so that they face towards windows or are in bright summer sunlight. Bright reflections
on the screens can make them virtually unreadable.
If you must position computers across the room from windows, consider placing them on tables at right angles to the wall
rather than with their backs to the wall and facing the windows.

Try to avoid placing computers close to radiators or where they will get a lot of heat from the summer sun.
Internet Connection Bandwith

For more detailed information on choosing your Internet connection service and the associated electronic equipment, you
should refer to the Outside Connections Handbook, also part of this technical package. Our purpose in discussing bandwidth
requirements here is to give you some initial understanding of the type of connection equipment you will be focusing on in the
Component Selection section.

It is difficult to advise you on selecting the proper bandwidth for your Internet connection service. As noted above, your school's
Internet traffic will depend on many factors. But, if you can afford it, more bandwidth will certainly be preferable to less. If
performance is too slow, users will be frustrated and the potential of the entire effort will not be realized. As traffic increases over
time, sufficient bandwidth will need to be increased.

Below is a table of the number of users in a school that can be served with different bandwidth services. The total number of
users who can be served by the system is, of course, greater than the number of simultaneous users.

* Due to line sharing, cable modem data rate, recommended number of users, and prices vary widely.

For a small school LAN being used by a few teachers or classrooms, we recommend ISDN instead of a single telephone line dial-up service if you can get it at your location. Especially with NYNEX's flat rate tariff for Massachusetts schools at $89 per month, the performance is attractive for the price. You will also find that ISDN routers are less expensive than network modems.

II. Network Component Selection Guide

Now that you have chosen a Network Design Model and you understand the Component Categories, you will need to select individual network components. This is difficult because there is a great variety of products available from many vendors, some with similar capabilities, others with special features which better serve some installations than others. Even with extensive understanding of the products -- such as a network design firm would have -- it is difficult to match their capabilities with a particular network design.

We hope to simplify this process by giving you minimum specifications for each of the categories of component products for both of the Design Models. In the case of Wiring Kits we have attempted to package individual parts together so that selection is easy.

Minimun Specifications

The Minimum Specifications were established with the objectives of ensuring:

• that the objectives of your chosen Design Model would be fulfilled and
• that common core technical standards would be followed that ensured functionality, interoperability, and mainstream product selections

The point of this is to make sure that you will have a working network if you only follow the minimum recommendations of this paper.

The core technical standards we advocate following are:

• Ethernet
• Category 5
• 10BaseT
• TCP/IP

Below are the Minimum Specifications for the categories of network components discussed in the Design Models. You will see the core technical standards repeatedly in those specifications.

Network Products Minimum Technical Specifications

1. Classroom Wiring Kit

Two Jacks-per-faceplate kits (Entry Level and Growth Model expansion)
Minimum Specification: 2,000' Category 5, unshielded twisted pair, plenum-rated cable, 40' surface-mount classroom raceway, four junction boxes and faceplates with two RJ-45 jacks, eight 7' classroom line cords

Four Jacks-per-faceplate kits (Entry Level and Growth Model expansion)
Minimum Specification: 4,000' Category 5, unshielded twisted pair, plenum-rated cable, 40' surface-mount classroom raceway, four junction boxes and faceplates with four RJ-45 jacks, sixteen 7' classroom line cords

2. Foundation Wiring Kit

Two Jacks-per-faceplate kits (Growth Model)
Minimum Specification: 2,000' Category 5, unshielded twisted pair, plenum-rated cable, 40' surface-mount classroom raceway, four junction boxes and faceplates with two RJ-45 jacks, eight 7' classroom line cords, 72" equipment rack, one rack-mountable shelf, 24-port patch panel, eight 3' patch cords

Four Jacks-per-faceplate kits (Growth Model)
Minimum Specification: 4,000' Category 5, unshielded twisted pair, plenum-rated cable, 40' surface-mount classroom raceway, four junction boxes and faceplates with four RJ-45 jacks, sixteen 7' classroom line cords, 72" equipment rack, one rack-mountable shelf, 48-port patch panel, sixteen 3' patch cords

2. Network Electronics

Unmanaged Hubs (Entry Level Model)
Minimum Specification: Ethernet, 10BaseT, 8 or 12 ports, not rack-mountable

Managed Hubs (Growth Model) (Base Units required, Expansion Units add ports to connect additional classrooms)
Minimum Specification: Ethernet, 10BaseT, 8 or 12 ports, one AUI port, rack-mountable (or put on shelf)HP OpenView for Windows remote management software or equivalent supported

3. Internet Connection Equipment

LAN Dial-up Shared Modem (Entry Level Model)
Minimum Specification: Ethernet, 10BaseT, 1 or 2 telephone lines, multiple dial-out sessions to an Internet Service Provider

ISDN Routers (Both Models)
Minimum Specification: Ethernet, 10BaseT, integrated NT-1, multi-link PPP, dial on demand, unlimited number of LAN users

Dedicated Line/Frame Relay Routers (Growth Model)
Minimum Specification: Ethernet, 10BaseT, V.35 serial interface (or RJ-48X if the CSU/DSU is integrated), 56K to T1 capable

4. Internet Service: (Both Models)
Minimum Specification: PPP LAN service, single dial-up telephone line or ISDN port, e-mail accounts, Domain Name Service, WorldWideWeb access

5. Server: (Growth Model)
Minimum Specification: Pentium 100MHz with 32 MB RAM or PowerPC 66 MHz with 24 MB RAM or equivalent and 1.2GB disk. Able to provide Domain Name Service, Internet e-mail and Web server

Expansion Considerations

You may decide that the flexibility of having unused capability or expansion capacity is worth paying for now. You should also realize, however, that the cost of electronic components typically declines and the capability rises over time. Thus, paying a premium for capabilities in electronic components which are not used in the near future becomes less and less attractive. So there are tradeoffs you must balance against the timing of your educational technology plan and the actual pace of network traffic growth your network experiences.

You will find that the entire system you are installing will be used in increasingly varied ways and always to an increasing extent. Once you have a server and a LAN you will find that there are many CD-ROMs which can be very valuable in the classroom, so you will probably want a CD-ROM server. Teachers and students will use e-mail internally, and everyone will want to have electronic bulletin board capability. These additional applications -- beyond the express intentions of NetDay -- will be a significant benefit for your school. They will also create increasing demands on the infrastructure which will necessitate expansion. Servers will need additional memory, bigger discs, faster processors, and more software. Network speeds and Internet connection bandwidths may need to be increased.

Predicting the timing and extent of such pressures for expansion is impossible other than to assure you that it will happen. The best advice we can provide is that the traffic growth curve will start low and build slowly until it reaches some indeterminate takeoff point above which it will grow very rapidly. The takeoff point is influenced by the number of users of all types (teachers, administrators, and students) who start using regularly WorldWideWeb resources for mainstream learning purposes.

You should consider that future expansion of your school network may require extensions of the network equipment. The most likely kinds of network expansions will include some or all of the following at various times:

• connecting additional classrooms or computer labs
• adding outlets in presently cabled classrooms or computer labs
• adding file servers, WWW servers, network printers and/or CD-ROM servers
• segmenting high traffic demands from each other
• segmenting academic and administrative network uses
• increasing bandwidth on the local area network
• increasing bandwidth of the Internet connection

All of these extensions may be made with the Design Models -- and none of them require replacing any of the NetDay cabling. You will be installing additional cabling in some cases, but generally it is the network electronics, access electronics, or other computer devices which are added to or replaced. This preserves your investment in cabling as much as possible.

When you want to connect more computers in a classroom to the LAN, you will need more network ports to plug into. You can accomplish this two ways:

Option 1: You can pull additional cable to an additional junction box, possibly located elsewhere in the classroom.

Option 2: You can plug a small network hub into an existing outlet and connect computers to that hub's ports.

Best technical practices would favor Option 1 -- pulling more cable. This will be the easiest to manage, the most straightforward, and will result in line cords being well-managed and out of the way in the classroom. We created the Wiring Kits especially so you could add cabling with two or four outlets for a four-classroom module. This will also give you maximum flexibility in placement of the jacks in the classroom. This option will cost approximately $100 per computer to add two computers per classroom.

Option 2 is technically allowable under the network design we are recommending; it does not violate the limits on the numbers of hubs on an Ethernet segment. Line cords will limit computer placement options in the classroom, however. The cost will be approximately $100 for a hub with four to eight ports. So the cost per computer would be $13 to $50 per computer to add from two to eight computers.

It is your choice, and both options remain available later regardless of your choices now. Furthermore, the existing cabling is not wasted or replaced later.

Network Components Selection

The Minimum Specifications should guide you in selecting network components. If you choose products from each category that meet or exceed these specs and install them correctly, you should have a working network that is expandable within the constraints of the your design model.

You should keep foremost in mind, however, your own criteria as you consider selecting products. Again, we encourage you to use the Design Model you have chosen as a starting point; it will be the lowest cost, most basic approach to designing and building a sufficiently functional school network.

If the Wiring Kits do not fit the requirements of your school, you can order a la carte from the products available on the "Superlist." We have included later in this document the wiring components section of the Superlist as an example.

The Superlist is available on the NetDay WWW site (www.massnetworks.org) and it contains all the products which vendors have made available on special terms for schools as a part of NetDay, not just those which satisfy the Minimum Requirements of the Network Design Models.

To select components:

Check the Superlist for more information, including prices, on individual products.

Consult the Questions to Ask Vendors section for suggestions of issues to discuss with the vendors to assist you in selecting products. Then use the Vendor Contact Information that you will also find on the WWW site to discuss your questions and requirements.

After you have made your product selections, fill in the Component Selection Form included below. This will simplify your component selection process. It is keyed to the component categories we have used throughout this guide and includes packages of components, especially in the wiring kits, which reduce your risk of forgetting to order critical components. Our objective is to make it unlikely that you will be missing important items when your volunteers are on site and eager to install them. This form should also become part of your network documentation.

Finally, use the NetDay web site again to get vendor contact information for placing your order. List all the contact information for the vendors of the components you installed on the Vendor Contact Information form below in order to add it also to your network documentation.

Wiring Kit Configurations

If you are using the Entry Level Design, you only have to decide, say, on installing 2 or 4 outlets per classroom and then ordering one Classroom Wiring Kit for each multiple of 4 classrooms you want to wire.

If you are using the Growth Design, order one Foundation Wiring Kit to provide the rack and patch panel for the wiring closet and the wiring for four classrooms. Then order one Classroom Wiring Kit for each additional module of four classrooms you wish to wire.

The flexibility of these kits allows not only different configurations and placements of outlets in your classrooms now, but also helps you form an expansion plan. You could, for example, install a two outlet wiring kit now for a single computer. Then, you could add a four outlet kit later for a work area of four student computers elsewhere in the room and use the existing outlets for a teacher's computer. So plan ahead when you choose not only the number of outlets but also their placement in each classroom.

The table below, for example, shows the number of classrooms you would be able to wire with one Foundation Wiring Kit plus the indicated number of Classroom Wiring Kits. Depending on the number of jacks in the kit, the number of ports is also shown. Note again you would only order one Foundation Wiring Kit per school. For installations with more than 24 total outlets (marked with an asterisk (*)), you will need to order additional patch panels, line cords and patch cords from the Superlist's à la carte menu.

The Wiring Kits have been specified to include plenum-rated cable. If you know that you are not required by your local building codes to use plenum-rated cable at your site, then you may be able to save some cost by ordering a la carte from the Superlist. This would be the case, for example, if all the cabling were to be enclosed in raceway below the ceiling. The extra expense of the pre-configured kit is a small insurance price, however, against having a building inspector force you to remove all the cable your volunteers have laboriously installed. You would then not only be without the network everyone worked for, but you would have a harder time attracting future volunteers.

Make sure you have adequate wiring supplies and tools, from whatever sources, as shown on the Tools and Supplies Checklist.

Component Selection Form

List of components ordered for NetDay:

Design Model: ____________________Date:____________

School: ________________________

No. Classrooms:_________No. Outlets per Classroom: ____

No. Labs: ______________No. Computers per Lab:________

Superlist Portion Wiring Components Selection Form

Questions to Ask Vendors

General Questions
1. How does your company benefit from this and what do you expect from my school as its role in the partnership? (Use this as an as opportunity to inquire about offered discounts and in-kind donations.)
2. What do you consider to be unique features of this product?
3. What makes your product easier to install and maintain?
4. What are the expansion options for this product?
5. Can it expand enough for our whole school?
6. What alternative similar products do you have and what are the tradeoffs?
7. What capabilities beyond the baseline minimums might I need?
8. What other components or services, continuing or one-time, might I need?
9. Can I use this product with my AppleTalk or Novell network as well as TCP/IP?
10. What higher speeds can I upgrade this product to?
11. What will cause this product to need replacement?

1. Wiring Kit
1. If the kits are for modules of four classrooms, won't I have a lot of waste doing five (or 9, 13, 17, 21, 25, etc.) classrooms?
2. Do I have to order kits if I know that I don't need plenum rated cable?
3. Will I be able to order more of these kits in the future?

2. Network Electronics
1. Can I expand the number of ports to handle my whole school?
2. How would I speed up connections to the server or CD-ROM server later?
3. Can I segregate academic and administrative networks?

3. Internet Connection Equipment
1. Under what circumstances should I order this from my Internet Service Provider?
2. How can I get this re-configured or upgraded to a higher speed Internet service?
3. Will this provide security filters to protect our school network from hackers?

4. Internet Service
1. When will we need a higher speed service and can we upgrade the Connection Equipment?
2. What is your record for network outages and how long have they lasted?
3. What will you do if we have a security incident?
4. What education-oriented services do you offer beyond simple connectivity?

5. Server
1. How will my Technical Specialist learn to manage this server?
2. Will I have to hire someone specially to manage this server?
3. What components of this server can we upgrade without disrupting service for more than a few hours?

Vendor Contact Information Form

You should record the contact information from the NetDay Web site, for information and for ordering, for the vendors of the products you select. The information contact can also tell you how to reach their technical support hotline. In the future you or others will want to reach them.

1. Wiring Kit

Vendor:
Information:
Ordering:
Technical Support:

2. Network Electronics

Vendor:
Information:
Ordering:
Technical Support:

3. Internet Connection Equipment

Vendor:
Information:
Ordering:
Technical Support:

4. Internet Service

Vendor:
Information:
Ordering:
Technical Support:

5. Server

Vendor:
Information:
Ordering:
Technical Support:

Tools and Equipment Checklist

List of Tools:
__ At least two stepladders
__ Tape measures, 6' and longer
__ Wire cutters
__ Extension cords
__ UTP wire strippers
__ RJ-45 termination tools
__ Scissors
__ Pliers
__ Needle-nosed pliers
__ 110 block punchdown tool
__ Flathead screwdriver
__ Labels
__ Phillips-head screwdriver
__ Keyhole saw for faceplate mounting
__ Power screwdriver
__ Hacksaw
__ Power drills
__ Cellular phone (optional)
__ Drill bits for concrete, plaster or wood
__ Walkie-talkies (optional)

Personal Equipment:
__ Dust Masks for working above ceiling
__ Eye Protection
__ Gloves

Supplies:
__ Tie Wraps
__ Electrical Tape
__ Permanent ink felt tip markers
__ Cable clips

Installation Functions and Staff Requirements

The Project Manager of a NetDay school must determine the number of people and types of skills required to carry out the school's NetDay objective. We provide a methodology here to help you assess your needs. At best, this provides guidelines and reminders about the functions which are necessary. Individual school installation specifics will require thoughtful adjustment, of course.

Staff requirements and functions to be performed are organized below according to network component category as with the rest of this paper. Check the number of people and their skills that you have signed up and match them with the requirements you derive from the guidelines below. Then look for supplements in needed skills from the NetDay Volunteer Committee, local volunteers, corporate teams and other sources of help.

1. Wiring Kit
Staffing requirement guideline: 2 hours per jack
Functions and skills required:
Set up rack and patch panel
Pull cables from wiring closet to classrooms/labs
Install classroom raceway and junction boxTerminate cable in classroom jack and install faceplate
Terminate cable in wiring closet patch panel.

2. Network Electronics
Staffing requirement guideline: 1 hour; additional 1 hour if configuring for management
Functions and skills required:
Unpack and install in equipment rack
Plug patch cords between hub ports and corresponding patch panel ports (preferably # X to # X)
Configure hub for management, if desired.

3. Internet Connection Equipment
Staffing requirement guideline: 1 hour
Functions and skills required:
Unpack and install in equipment rack
Plug patch cord between internal port of - Internet Connection Equipment and patch panel port connected to network hub.

4. Internet Service
Staffing requirement guideline: May vary considerably; consult supplier
Functions and skills required:
Configure address, routing and filters as provided by ISP
Connect external port of - Internet Connection Equipment to Internet access line.

5. Server
Staffing requirement guideline: May vary considerably; consult computer and software suppliers
Functions and skills required:
Unpack and physical installation
Install operating system, as required
Install and configure e-mail server software, as required
Install and configure WorldWideWeb server software, as required
Install and configure Domain Name Service server software, as required
Plug line cord into wall jack and computer network interface.

6. Client Computers
Staffing requirement guideline: 1/2 to 1 hour per computer
Functions and skills required:
Install Ethernet network interface cards, as required
Load and configure TCP/IP networking software
Load and configure WWW browser software
Load and configure additional client software (e-mail, news reader, etc.), as desired
Plug line cord into wall jack and computer network interface.

III. Network Documentation Guide

After you have installed the network in your school, you come to the single most important step to perform -- documentation.
You will need documentation of your installation especially if:

• There is a network operation problem
• The network is to be extended to additional outlets
• Equipment needs to be added, upgraded, or replaced
• You change Internet Service Providers and/or access line types
• Security filters need to be added or changed on your router
• You want to create administrative and academic subnets
• Computers in the classrooms are upgraded
• Your server is upgraded
• New equipment, such as a CD-ROM server or a scanner, is added.

The following documents should be included in your documentation set:

• The checklist schedule as completed
• Cabling routing diagram on your school's floor plan
• Component selection form of the products you installed
• Vendor contact information
• Configuration information forms

Configuration information forms are provided on the following pages. They are organized according to the categories of network components we have used throughout this entire document for ease of understanding and consistency. Duplicate pages as necessary.

Make sure that the configuration forms are completed as soon as the working configuration is completed. Our emphasis is to urge you strongly not to allow this to be put off, or you will run the risk that it will not be completed or inaccurate information will be recorded. Documenting configurations should be performed by whomever was responsible for performing the configuration.

If you do not maintain accurate and complete documentation, you will incur higher costs in the future when anyone has to maintain or expand your network. You may also have a longer period without service during a failure.

At least three copies of this documentation should be put in small binders, and you should add the brochures of the products you installed. Keep together one set of the product manuals for more detailed reference information.

Distribute these network documentation binders to the Superintendent, the Principal of the school, and the Technical Coordinator. This document should be treated like a bank book and kept in a secure place. N.B. Equipment access passwords are kept in this documentation so you should be appropriately careful about its security and distribution. You may wish to maintain passwords separately (as on the last form of the documentation) so you can provide configuration information to those with a need to know without providing passwords at the same time.

Finally, documentation is living information that changes every time something it records changes. Make sure you keep it up to date when changes are made to your network.

School Network Documentation

School: __________________________________

Person(s) Responsible:______________________

Date:_____________________________________

Office Tel:_________________________________

Home Tel:_________________________________

Fax:______________________________________

E-mail:____________________________________

Contents

1. Cabling Jacks
2. Network Hub
3. Router
4a. Internet Service Provider
4b. Internet Access Line
5a. Server Computer
5b. Domain Name Server Software
5c. E-mail Server Software
5d. WorldWideWeb Server Software
6. Network Computers
7. Additional Passwords

1. Network Cabling Jacks: Wiring Center Location in Building

2. Network Hub

Make and Model:

Serial Number:

Service Contract:

Tel: _________________________________

Fax: ________________________________

E-mail: ______________________________

IP Address: ___________________________

Subnet Mask: _________________________

Ethernet Address: ______________________

Passwords:

Access Level: ________ Read: ________ Password: ________

Acces Level: ________ Write: ________ Password: ________

3. Router

Make and Model: _____________________

Serial No.: _____________________

Service Contract: _____________________

Tel: _____________________

Fax: _____________________

E-mail: _____________________

Ethernet Address: _____________________

IP Address: _____________________

External Port: _____________________

Subnet Mask: _____________________

Internal Port: _____________________

Subnet Mask: _____________________

Passwords:

Telnet: _____________________

Access Level: ________ Read: ________ Password: ________

Acces Level: ________ Write: ________ Password: ________

Syslog:

Host: _____________________

Facility: _____________________

4a. Internet Service

Internet Service Provider: _____________________

Address: _____________________

Customer Support Contact: _____________________

Tel: _____________________

Fax:

E-mail: _____________________

Dedicated Port? Y / N

IP Network No.: _____________________

Subnet Mask: _____________________

Domain Name: _____________________

Domain Name Servers:

Primary: _____________________

Secondary: _____________________

Mail Server:

Name: _____________________

IP Address: _____________________

WWW Server:

Name: _____________________

IP Address: _____________________

4b. Access Line

Access Line Provider: _____________________

Service Contract: _____________________

Tel: _____________________

Fax: _____________________

E-mail:_____________________

Access Line Provider: _____________________

Service Contract: _____________________

Tel: _____________________

Fax: _____________________

E-mail: _____________________

Dial-up Line:

Tel: _____________________

Baud: _____________________

Parity: _____________________

Data Bits: _____________________

Stop Bits: _____________________

Flow Control: _____________________

Timeout: _____________________

ISDN Line:

Switch Type: _____________________

Tel. No. Ch. 1: _____________________

Tel. No. Ch. 2: _____________________

SPID Ch. 1: _____________________

SPID Ch. 2: _____________________

Timeout: _____________________

Dedicated Line:

Type: _____________________

Bandwidth: _____________________

Framing: _____________________

Encoding:_____________________

No. DS0 Channels: _____________________

5a. Server

Computer Make and Model: _____________________

Serial No.: _____________________

Support: _____________________

Tel: _____________________

Fax: _____________________

E-mail: _____________________

IP Address: _____________________

Subnet Mask: _____________________

Ethernet Address: _____________________

Ethernet Vendor: _____________________

RAM: _____________________

Disks: _____________________

Bus: _____________________

Passwords:

User: ________ Root: ________ Password: ________

User: ________ Sys: ________ Password: ________

Operating System Brand: _____________________

Model: _____________________

Serial No.: _____________________

Support Contract: _____________________

Tel: _____________________

Fax: _____________________

E-mail: _____________________

5c. Domain Name Server

DNS Program Path: _____________________

Version: _____________________

Hosts File Path: _____________________

Password:

User: ________ Sys: ________ Password: ________

5c. E-mail Server

Mail Server Software: _____________________

Protocol: _____________________

Version: _____________________

Serial No.: _____________________

Support Contact: _____________________

Tel: _____________________

Fax: _____________________

E-mail: _____________________

Mail Server Program Path: _____________________

Passwords:

User: _______ Postmaster: ________ Password: ________

5d. Web Server

Brand: _____________________

Model: _____________________

Serial No.: _____________________

Support Contact: _____________________

Tel: _____________________

Fax: _____________________

E-mail: _____________________

Web Server Program Path: _____________________

Passwords:

User: ________ Webmaster: ________ Password: ________

6. Network Computers

IP Addresses: _____________________

Subnet Mask: _____________________

Gateway: _____________________

Domain: _____________________

Mail Server: _____________________

WWW Server: _____________________

TCP/IP Vendor: _____________________

WWW Browser Installed: _____________________

E-mail Client Installed: _____________________

7. Additional Passwords

School Network Design and Installation Guide

© 1997 Mass Networks Education Partnership, Inc.

Site Preparation Task Force

James A. Warner, Jr., Chair
M assachusetts Telecomputing Coalition
Paul Mentzer, Anixter
Mark Tabor, Panduit
Pete Hanson, IBM
Dena Lehman, Boston Edison
Dan Kehoe, Merrimac Education Center
Earle Hancock, Minuteman Science-Technology High School
Martin Huntley, BBN
Carl Derner, 3Com
Chris North, Net Daemons
Doug Faria, CCR
Maurine Turcotte, Thomas & Betts
Chris Ciandella, Anixter
Justin LaPierre, Microsoft
Tom Hanlon, Champlain Cable
Jerry Verzino, Pacer Electronics

Other Contributors

Michelle Gardner, IBM
Scott Goodrich, CCR
Jerry Coffey, Digital Equipment
Sue King, Berkshire County Chamber of Commerce
Patrick Wright, Cisco
Joe Dallatore, Cisco
Mike Turzanski, Cisco