Network Readiness Guide

Is Your School Network Ready?
Network readiness is an important factor in any new IT project
at organizations both large and small. New applications seem
to require more bandwidth than the applications that they
replace. These applications can also bring in new users,
sometimes by the thousands. In some cases, the network
services and/or capacity are not ready for these changes, and
the IT rollout suffers.
Does this same scenario apply to K–12 education networks?
Absolutely—as new educational concepts and trends are
tested and adopted, such as 1:1 learning, flipped learning,
Network Readiness
Guide
bring your own device (BYOD), live video and video on
demand, and professional development, it is important to
understand how the new applications required to address
these trends function, the amount of additional bandwidth
needed to support them, and the impact they have on existing
applications. This guide suggests what questions you should
ask, provides a process to consider, and outlines action points
around network preparedness for standardized or College and
Career Readiness (CCR) assessments for grades 3–11.
This guide covers the following topics: bandwidth, wireless,
firewalls, content filtering, and proxy servers.
Technology Readiness for Personalized
Learning and College and Career Standards
1 © 2016 Cisco and/or its affiliates. All rights reserved.

Bandwidth
There are several online calculators that provide bandwidth
guidelines. Some are affiliated with Partnership for
Assessment of Readiness for College and Careers (PARCC),
Smarter Balanced Assessment Consortium (Smarter
Balanced), or state-based assessments, while others may be
unaffiliated. Be aware that if you choose a tool and provide
the input and then run several other tools using identical input
data, you will likely get very different results.
Much of the reason for this difference in results is the
assumptions. We suggest that you begin with a discovery
baseline using a relatively simple calculation, and use this
baseline throughout the rest of your network readiness
planning.
Action:
Calculate a discovery baseline for bandwidth:
(Number of classrooms taking tests simultaneously) x
(Number of testing devices per classroom) x (30 to 100
Kbps per device) = Discovery Baseline Estimated Total
Bandwidth in Kbps
This is a discovery baseline during an assessment test
window, in Kbps. If you need to convert to Mbps or Gbps, use
an online calculator such as iCalc:
www.ibeast.com/content/tools/band-calc.asp
We are assuming a range of 30 to 100 Kbps per device,
based upon estimates from PARCC and Smarter Balanced.
We recommend using the higher end of the range, so that
schools are prepared for any spikes in usage that may occur.
If you have information from your assessment organization
that indicates a higher range, use this range.
You can also apply this formula to any location with your
school district. For example, you can apply a baseline to a
particular building getting to an aggregated district core, to all
buildings aggregating to the Internet connection going toward
the assessment service, etc.
Once you have a discovery baseline, think about the network
path from the student’s device to the testing service in
the cloud. Work through the entire path, including your
Internet service provider connection, to come up with the
maximum bandwidth for each. Compare the baseline to the
lowest bandwidth in the path from the device itself (wired or
wireless) to the assessment test center. This will give you an
initial answer as follows: The CCR online assessments will
require (discovery baseline) and we have maximum (lowest
bandwidth) available today for the assessments.
How much bandwidth will standardized or
CCR assessments be required at my school?
While preparations can be made ahead of time to understand
background traffic, network applications and traffic are
dynamic and can change quickly. Network traffic may change
on assessment day without the knowledge of technical staff
and may cause assessments to be affected. This scenario
may require immediate action to assess and remediate
impacted background traffic.
Make sure you have network visibility tools ready beforehand
to identify and remediate background traffic if necessary.
How do I measure what else may be happening on
the network during assessment days to ensure that
enough bandwidth is available for the assessments?
To ensure that enough bandwidth is available, enable quality
of service (QoS) in your network and prioritize student test
traffic to “mission critical” status. This can be done by building
a list of standardized or CCR assessment hosts and URLs,
then marking this traffic as critical on the inbound sides of the
traffic flows, including from the Internet and student systems
ports.
Use a network management tool to apply your policy to the
network. The policy tells the network switches and routers
to reserve network bandwidth for assessment traffic, making
sure that at least the amount (for example, percentage)
that you specify is always available for outbound traffic.
Other traffic will be delayed slightly or shaped to fit within
the remaining bandwidth available. This allows student
assessments to always get through, no matter what other
traffic may be using the network at that time.
Action:
Once you have a discovery baseline for assessment
bandwidth, ensure that this bandwidth is always available
by implementing QoS and using traffic marking and
prioritization. Deploy network management tools that show
what is happening on the network in real time, streamline
configuration across multiple switches and routers, and
monitor the prioritized traffic flows.
How do I ensure that enough bandwidth is available
for the assessment on test days, regardless what
else may be happening on the network?

To understand how assessment load will affect your network,
it is critical to understand what applications currently utilize
your network.
Action:
As mentioned above, look into network equipment features
that can monitor and report all applications that are in use
and provide a time-based history of usage. This is critical to
develop understanding of existing applications and how they
may impact assessments.
Do you classify applications running on your
network today? Do you receive detailed reports
about usage?
Using hardware priority queues and management, critical
applications, such as student assessments, can be given
highest priority to ensure that they are not affected by other
traffic loads.
Action:
Develop a QoS implementation plan that guarantees
assessment traffic will not be impacted by other application
bursts from elsewhere on the network.
Are the applications currently running on your
network prioritized to handle the most critical
functions first?
If you are running a very high utilization (above 80 percent)
without prioritization, any added load may cause assessments
to time out or have severe delays.
Action:
Look into network management tools that monitor all network
interfaces, including the inbound/outbound Internet usage.
What is the utilization of your main Internet
connection today (in percentage)?
While your Internet service provider probably offers peak
bandwidth times, conduct repeated network performance
tests at various times throughout the school day to assess
actual bandwidth availability.
Action:
Develop a daily, automated, and measureable routine to test
Internet bandwidth availability.
How much total bandwidth do you have available to
the Internet today?
The bandwidth and network utilization between school
buildings will be different than Internet bandwidth, but it is just
as critical.
Action:
Create a network map of all school buildings, how they
interconnect, and what bandwidth they have available. Look
into network management tools that monitor how bandwidth is
utilized throughout the day.
How much total bandwidth do you currently have
available between school buildings?
Make sure that your network caching solution works properly
with your assessment services and does not interfere.
Action:
Evaluate your current network caching deployment and
ensure it actually reduces assessment Internet bandwidth.
Understand load limits and test caching configuration
thoroughly before actual student test loads.
Do you plan to use network caching (or PARCC/
Pearson Proctor Caching) to reduce Internet
bandwidth requirements?

Wireless
Understand how many wireless devices can be active at one
time for wireless network load. Is there more or less load on a
test day? Look into the wireless standards, performance, and
capabilities of the devices.
Action:
Perform a wireless survey to make sure the existing wireless
infrastructure can handle assessment loads. Test heavy
wireless density ahead of time. Take remedial action if
necessary.
Will students be using wireless devices
for assessments?
Determine whether the wireless infrastructure is designed
to handle the activity of 20 or more students per classroom
simultaneously. Additional access points may be needed
depending upon student-to-access point ratio.
Action:
Consider replacing older access points with ones that are
more capable of handling additional traffic and devices
simultaneously. Enable load balancing across multiple access
points so single units are not overloaded.
If students will be using wireless, how many student
assessment devices will be using one access point?
Older 802.11b can only provide 11 Mbps per access point
(about 5.5 Mbps actual throughput), while newer 802.11ac
Wave 1 can provide up to 1.5 Gbps per access point (about
750 Mbps actual throughput; also may be limited by 1 Gbps
wired uplink). 802.11ac Wave 2 can provide even more
wireless bandwidth, as end devices are able to support the
new protocol. If your access points are older, they may be
overloaded by performing assessments from many devices at
once.
Also, WPA2 Personal (WPA-PSK) and WPA2 Enterprise
(WPA-802.1x) must use Advanced Encryption Standard (AES)
to achieve full 802.11n performance. Bandwidth is limited
when using Temporal Key Integrity Protocol (TKIP).
Action:
Consider replacing older access points with ones that are
more capable of handling additional traffic and devices
simultaneously.
If students are using wireless, what wireless speed
and performance standard do you use (802.11b,
802.11b/g, 802.11b/g/a, 802.11n, 802.11ac
Wave 1 or Wave 2)? Dual-radio or single-radio?
Installing 802.11ac access points to provide extra bandwidth
to students requires the infrastructure to handle larger loads
of traffic.
For example, if you install 10 new 802.11ac access points,
each with a 1 Gbps wired uplink, the maximum performance
per access point is 1 Gbps. If the core wireless switching
architecture cannot handle 10 Gbps of traffic from these
access points alone, then they will not be able to deliver 1
Gbps per access point.
Action:
If an older, lower-performing switching infrastructure is in
place today and the wireless access points are capable of
faster performance, consider replacing it with infrastructure
than can handle an aggregated wireless load to avoid lower
end-user performance.
Based on your earlier response, is the local network
(routers, switches, and wireless controller) capable
of handling all the aggregate traffic from the
access points?
If you do not have per-student authentication into the network
today, is it required for access into assessments? Is it critical
that only students that are testing use the network during
tests and not allow guest access during this time?
If you do have wireless authentication using WebAuth, there
may be time out settings that require users to reauthenticate
periodically, and this may occur during an assessment.
Some assessments require that no other applications can
be accessed during the test, therefore the wireless
re-authentication pop up will not appear, nor can it be
switched to during the test. The test will lose the connection
to the server.
Consider using 802.1x authentication, which will not prompt a
re-authentication pop-up notice.
Action:
Enable an authentication system that tells you exactly who
is logged into the network and from what location to reduce
fraudulent testing. Ensure that the wireless authentication
mechanism, such as WebAuth, will not time out during a test
as it results in a lost connection and requires students to re-
authenticate.
How do student wireless devices authenticate into
the network?

Smarter Balanced assessments use dedicated, secure
browsers on each student device. PARCC utilizes specific
versions of existing browsers with SSL enabled. State-
sponsored assessment organizations may use something
similar or different. However, it is a best network practice to
encrypt all wireless traffic between endpoints and access
points. Considerable traffic, sometimes including login names
and passwords, is unencrypted by applications today, and can
be easily captured by any device within wireless range.
Action:
Enable encrypted transport by requiring WPA2 or AES
encryption for all wireless devices. WEP security is considered
non-secure and should be avoided.
Is wireless network traffic encrypted between
devices and access points?
This may indicate that your wireless network has become
unstable, overloaded, or needs maintenance work.
Action:
Look into wireless network management tools that track
wireless coverage, find weak spots, eliminate rogue access
points, and boost signal where it is needed.
Do you have complaints from students or faculty
that their devices sometimes “drop off” the network
randomly and can’t get back on?
Make sure student authentication onto the shared lab
computers does not interfere with assessment authentication.
Will students be using only wired desktop (lab)
computers for assessments?
Do you have a wireless network control panel that shows
active connections and trouble alarms when wireless
problems occur?
Action:
Look into network monitoring tools that alert staff about
outages so they are able to take action quickly to resolve
issues.
If you are using wireless, how do you currently
monitor the wireless network for outages?

Firewall, Content Filtering, and Proxy Servers
Firewalls are critical security devices; however, firewall
configurations can interfere with assessment activity between
student devices and the assessment center. Session timers,
configured in firewall appliances, may need to be increased
for testing. If these timers are set to expire before the end of
a testing session occurs, then the student’s assessment may
be disconnected before they are finished, requiring them to
log in again.
Action:
Look into how your firewall is currently configured. Make sure
that it can be configured per specifications from assessment
centers. Check session timers to ensure they are sufficient for
the length of the assessments.
Does your school have a firewall between your
network and the Internet?
Web proxies can interfere with assessment activity between
student devices and the assessment center.
Action:
Make sure web proxies do not time out after test-taking
connections that may last more than one hour.
Do you currently use web proxy servers?
Make sure that content filtering solutions do not impact
the high levels of performance needed to interact with
assessment centers. If the assessment software uses
interactive mechanisms such as keyword searches, for
example, the keyword may trigger a content alert. Consider
how content alerts appear on the device during a test and
how they might affect the student’s test activity.
Action:
Check the response to content alerts during practice tests
and document the results. Determine whether the content
filtering mechanism needs to be adjusted, and whether it can
be adjusted specifically for assessments.
Do you implement content filtering for inappropriate
content today?

Other Topics
Make sure the assessment application requirements are
met by the VDI environment. Understand the network path
performance between the VDI terminals, the VDI data center,
and the assessment center.
Do you plan to use thin clients (virtual desktop or
VDI) for student assessments?
Smarter Balanced allows test administrators to print out
session information and can approve student requests to print
stimuli or test items. This requires administrators to preserve
test security involving paper printing and distribution. The
student devices must also be able to print to the designated
printer(s) with appropriate printer drivers installed. This can
be challenging from mobile devices using tablet operating
systems.
Also understand where the physical printing location will
occur, who has or does not have physical access to the
printer, the queuing capacity of the printer as potentially
hundreds of students print at nearly the same time, and the
ability to re-stock paper.
Is network printing required in the student
assessment process?
Some schools differentiate student-provided devices from
devices owned by the district. For example, instructor iPads
may have more access to the wireless network than student
tablets or smartphones, so instructors have access to more
content and student devices do not interfere with instructor
use.
If these student BYOD tablets are to be used for assessments,
it’s possible that limits placed on these devices will interfere
with the assessment. For example, assessment sites may
be inadvertently blocked. Or bandwidth limitations on BYOD
tablets could be restrictive, causing the assessment not to
operate as well as it should.
Also consider security aspects of BYOD devices in terms of
how to deploy and manage applications on these devices.
They must be secure and not tampered with. Remember
that Smarter Balanced, among possibly other assessments,
requires that special browser software be installed and
configured manually on each testing device.
Action:
If your student assessment devices are BYOD or multipurpose,
make sure the network is configured for the best assessment
experience, both on practice day and test day. Develop a plan
around BYOD for testing and a methodology for installing and
securing test software on these devices.
Are you planning to use student-provided tablets
for assessments? If so, does your current network
environment limit network access for these devices?

Schools have found that students can become distracted or
have difficulty if there are differences between practice exam
and actual summative exam environments. This includes the
technology used in the exams—some practice exams may
be held in one part of the network on one set of equipment,
while the summative exams may be on a different part of the
network, with different student technology.
Action:
Try to ensure that the practice tests are using the same room,
network topology, and location as the actual summative
exams. As practice tests occur, look to your network
performance monitor tools to gather feedback and watch
network statistics. The goal is to have student familiarity with
the environment, fewer distractions, and the same network
infrastructure experience to draw from.
Are practice exams being conducted on the same
technology and at the same physical location as the
summative exam?
Domain Name Service (DNS) is used to translate the names
of Internet devices into their actual IP address. When you type
in a name, the network should respond with the correct IP
address within a few seconds. If these take more than a few
seconds (some sites may have 30-40 second lookups), it can
seriously impact the time that students are waiting for the test
to respond. You may hear complaints regarding how long it’s
taking to load, yet there is plenty of bandwidth available. Long
DNS resolution times are usually the result of poor or incorrect
DNS server lookup configuration in the network equipment.
Action:
Test your DNS response times in advance, using a DNS
lookup tool. Enter several different domains in succession. If
response time is poor (more than a few seconds), look into
changing the DNS server settings for the network.
How quickly do DNS lookups occur on the
school network?
Antivirus scanning tools can be configured to regularly scan
the entire hard drive, sometimes at any time of day. When this
occurs, usually a pop-up message will appear on the screen,
indicating that the scan is starting, progress of the scan,
and possibly the option to postpone. Depending upon the
software load and the performance of the computer, it may
drag down computer interactive speed until the scan finishes.
Other popups may occur, such as when antivirus databases
are updated.
If this happens during an assessment, what is the result? Does
the student see the popup and need to know how to disable
it? Is the student unable to clear or move the popup because
it is blocked by the assessment software as an inappropriate
application? Can the scans be reliably scheduled for an after-
school time?
Action:
Determine whether automatic scanning software is installed
on student assessment computers during practice and non-
practice assessments. If these are disruptive to tests, consider
manually disabling the software during all assessments.
Do you use antivirus scanning tools on the
computers or tablets that will be used for
assessments?

On-screen, virtual keyboards are supported by Smarter
Balanced. However, they occupy valuable screen real estate.
Do virtual keyboards interfere with the test?
PARCC requires physical keyboards for all devices, wired
or wireless, due to limited tablet display real estate. While
popular, most wireless keyboards utilize Bluetooth protocol.
Bluetooth uses the same 2.4 Ghz frequency spectrum
as other wireless technology, such as 802.11, and can
experience interference from other electronics. In addition,
pairing of the correct keyboard with the correct wireless
device can be difficult and problematic when you have 30
or more Bluetooth devices in the same room and another
30 or more devices in a neighboring room that are active.
Also, during or between assessments, Bluetooth pairing
may become lost, which requires manual intervention by an
administrator.
An example of a wired keyboard for iPad is the Logitech
Wired Keyboard for iPad. View this keyboard here:
www.logitech.com/en-us/product/wired-keyboardipad?wt.
mc_id=global_news_wiredkeyboardforipad
Action:
Deploy wired keyboards for wireless tablets to avoid potential
wireless interference and Bluetooth pairing issues before and
during assessment tests.
For wireless tablets, what type of keyboard will be
used by students?
Wireless headphones are popular and typically use Bluetooth
technology. Since these also have the issues stated above
for wireless keyboards, wired headphones eliminate these
concerns.
Action:
If audible sound is used during assessments, deploy wired
headphones to avoid potential wireless interference and
Bluetooth pairing issues before and during assessment tests.
If audible sound is used for listening during
assessments, what types of headphones will be
used by students?
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Guide
Based on your earlier response, is the local network
(routers, switches, and wireless controller) capable
of handling all the aggregate traffic from the
access points?
How do student wireless devices authenticate into
the network?
Is wireless network traffic encrypted between
devices and access points?
Do you have complaints from students or faculty
that their devices sometimes “drop off” the network
randomly and can’t get back on?
Will students be using only wired desktop (lab)
computers for assessments?
If you are using wireless, how do you currently
monitor the wireless network for outages?
Will students be using wireless devices
for assessments?
If students will be using wireless, how many student
assessment devices will be using one access point?
If students are using wireless, what wireless speed
and performance standard do you use (802.11b,
802.11b/g, 802.11b/g/a, 802.11n, 802.11ac
Wave 1 or Wave 2)? Dual-radio or single-radio?
Wireless
How much bandwidth will standardized or
CCR assessments be required at my school?
How do I measure what else may be happening on
the network during assessment days to ensure that
enough bandwidth is available for the assessments?
How do I ensure that enough bandwidth is available
for the assessment on test days, regardless what
else may be happening on the network?
Do you classify applications running on your
network today? Do you receive detailed reports
about usage?
Are the applications currently running on your
network prioritized to handle the most critical
functions first?
What is the utilization of your main Internet
connection today (in percentage)?
How much total bandwidth do you have available to
the Internet today?
How much total bandwidth do you currently have
available between school buildings?
Do you plan to use network caching (or PARCC/
Pearson Proctor Caching) to reduce Internet
bandwidth requirements?
Bandwidth

Do you plan to use thin clients (virtual desktop or
VDI) for student assessments?
Is network printing required in the student
assessment process?
Are you planning to use student-provided tablets
for assessments? If so, does your current network
environment limit network access for these devices?
For wireless tablets, what type of keyboard will be
used by students?
If audible sound is used for listening during
assessments, what types of headphones will be
used by students?
Other Topics
Are practice exams being conducted on the same
technology and at the same physical location as the
summative exam?
How quickly do DNS lookups occur on the
school network?
Do you use antivirus scanning tools on the
computers or tablets that will be used
for assessments?
Does your school have a firewall between your
network and the Internet?
Do you currently use web proxy servers?
Do you implement content filtering for inappropriate
content today?
Firewall, Content Filtering, and Proxy Servers

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