Student Data Privacy v2.0

On December 12, 2017, the BVSD Board of Education adopted a Student Data Privacy Policy, as mandated by the state. In response to the rapid advance of technology, this is the first time our district has had a robust policy around data privacy. The wording was adapted from the Colorado Association of School Boards (CASB) model policy that was developed by district leaders from all around the state last year.

There were three placeholders put into the BVSD policy for us to continue to research: Chrome sync, data sharing for research purposes, & centralized vetting of apps. My team is currently working with the District Technology Advisory Committee (DTAC) and Tech Contacts to determine pros & cons for each item, which will be brought back to the board for further review. For more information on each topic, please see below:

1. Chrome Sync

When a user signs in using their Google account, Chrome will sync bookmarks, history, passwords, extensions, and other settings across devices. This allows the user to continue working in a consistent, personalized environment no matter what device they are using. This would affect all users, but specifically, BVSD students who use shared devices such as carts, computer labs, and library computers. For additional information, please see this video.

2. Data Sharing

BVSD has worked in collaboration with the Colorado Department of Education (CDE) and research organizations to participate in Data Sharing Agreements to gather anonymous student data for analysis for research purposes. For example, BVSD has shared anonymized student data with an organization studying the correlation between air quality and absences due to respiratory issues in our schools. Parties wishing to partner with BVSD for research must engage in the district’s Research Review Process. This process includes procedures that align with BVSD Board Policies regarding data privacy, requiring student anonymity, to ensure that research will benefit the district and/or education.

3. Centralized Vetting of Apps

Vetting applications means evaluating them for both their instructional use and student safety and data privacy. Vetting can be done by:

• IT personnel
• Curriculum specialists in Instructional Services & Equity
• Teachers & Teacher Librarians
• Students

Currently, we require a Data Privacy Addendum (DPA) from every vendor that we contract with to purchase software. Additionally, we soon will be asking teachers to watch this video, vet, and list free click-through applications that they are using in their classrooms. Centralized vetting would mean that this responsibility would shift to district personnel.

What's Next?
Teachers will soon get their biannual survey, required by law, to add any apps and/or websites, they use to this list. If you are a teacher, please be on the lookout for this required action early in 2018.

It is essential that we all stay compliant with the law and engage in transparent communication with our community around this important issue of keeping student data private!

Please chime in below with your comments.

Andrew

ConnectME (My Education) - Solving for the Digital Divide Gets Traction!

In 2015, BVSD joined 3,100 other school districts in signing the Future Ready District Pledge, a program through the U.S. Department of Education’s ConnectED initiative. This pledge commits district leaders to fostering and leading a culture of digital learning. A target outcome of this pledge is to help schools and families transition to anytime, anywhere learning.

One of the key barriers to helping all of our families transition to anytime, anywhere learning is the digital divide. The digital divide is a very real equity issue here in Boulder, Colorado, and the surrounding communities. Many of our students do not have consistent access to devices or an adequate internet connection at home. With more and more instructional materials utilizing online tools, this creates an equity issue and an opportunity gap for these students. Solving the digital divide is an essential component to leveling the playing field and giving every student an equal opportunity to learn.

BVSD’s 1:Web program has made great strides with getting a device in every student’s hands at our pilot schools that they can use both at school and at home. We are continuing to expand into a district-wide implementation, with seven new middle and high schools joining this year. As students get devices, teachers are receiving professional development on classroom management, web-based instructional materials, and teaching in the digital age. Through this comprehensive program, every middle and high school student will eventually have access to a device, addressing the first major challenge of the digital divide.

The second piece of the puzzle consists of connecting all students to adequate and sustainable internet access at home. ConnectME, or Connect My Education, was developed to help address this civil rights issue of our day by systematically bringing internet into the homes of our students. We want to ensure that we are approaching this in a way that can expand throughout the district without additional cost and is sustainable over time.

Our efforts in this area began several years ago, in collaboration with Impact on Education and Boulder Housing Partners. This partnership brought internet to ~60 families.  We have since shifted to a more scalable and consistent method of connecting students in need for free through a public/private partnership with a company called LiveWireNet® who specializes in high speed internet over the air. Through the partnership, BVSD is granting Livewire access to schools where they can install their small antenna. In exchange, Livewire is providing free internet to the homes of our students who qualify for free and reduced lunch. This program went “live” at Sanchez elementary last spring, and we anticipate getting Angevine Middle up and running in mid-December. By the end of the school year, we hope to have 30 families connected through LiveWireNet’s free service. We are also exploring another partnership opportunity to make wireless connections available to BVSD families in Kestrel, a Boulder County affordable housing community.

Our ultimate vision is to provide long-term, affordable ways to connect all of our kids in BVSD. While there are many programs out there that offer small-scale solutions or discounted access, I am committed to working to solve the problem systematically in a way that can expand throughout the district without additional costs. Every student deserves an equal opportunity to learn!

Andrew

Modernizing BVSD's Digital Communications

As technology continues its rapid advance, digital communications are taking on a new level of importance. In order to fully utilize these tools, BVSD is officially embarking on an update and modernization of our communication avenues and we need your help. This effort will impact all of our student, parent, and employee communications, including district websites, mobile apps, branding, and logos, so we need your feedback. Our goal will be to establish modern, consistent and accessible communications with all stakeholders, including those with visual, audio or other disabilities.

We recognize that this will be a significant undertaking. For this reason BVSD has contracted with a company that specializes in the understanding of digital communications. iFactory has worked with several educational facilities such as Harvard University, Stanford University, the University of Chicago, Colorado State University, and Perkins School for the Blind to redesign their digital communications, and they will be working with us this school year.

As a part of iFactory’s work, focus groups surveys will help  gather input about what is working well and what needs still exist.  Through this process we will hear from all of our stakeholders, including students, parents, teachers, and administrators. The input from these groups, along with iFactory’s expertise, will provide us with a framework to redesign our digital communications with a focus on meeting the needs of our all of our users.

Our work with iFactory is only the first phase in a large scale project that will likely take 2-4 years to complete. I recognize that this may seem like a long path, but because this is such a big venture, we want to ensure we do a quality job from the beginning.

We value your input!

We need your feedback throughout this entire process, but most importantly during this initial phase. Our work with iFactory will set the stage for the rest of our work -- giving us a clear path forward as we move into implementation. If you are asked to participate in a focus group, please join! When you get the survey -- please give us honest answers. Additionally, if you have thoughts that you would like to share, please leave a comment below.

Andrew

Fairview Student Helps Convert PhET Simulations

*Photo courtesy of Andrea Lin

As part of our move to cloud-based resources, I understand the concern from our teachers about resources that aren’t yet fully cloud-ready. For example, PhET Simulations designed for K-12 math and science lessons were originally based in dated technology like Flash or Java which does not work on Chromebooks and iPads due to security issues.

Yet, the work to make these simulations ready for devices like Chromebooks and iPads has already begun! Recently, I met with Fairview High School Student, Andrea Lin, a high school intern for PhET at CU - Boulder. Her journey as an intern connects to the work PhET is now doing to to ensure their simulations are fully accessible from the cloud.

Andrea knows that she wants a career in Computer Science. Because of this goal, she is involved in a variety of CS-driven organizations and clubs both at Fairview and in the Boulder community. Through these avenues, she connected with Ariel Paul, Director of Development at PhET Simulations. After Andrea’s first month working on smaller projects, Ariel realized that she had potential to help with the conversion of PhET Simulations from Flash/Java to HTML5. Andrea joined PhET last summer as their first high school student intern.

While listening to Andrea speak about this experience, it is clear that her passion and excitement for her work with PhET and her future career goals in computer science make her a powerful learner. Andrea had a limited knowledge of the programming language needed to port a simulation from Flash/Java to HTML5. Remarkably, she had to learn and teach herself JavaScript, the programming language needed for the development of these updated simulations. Andrea remarked that “I would learn something, read it in a book, and apply it the next day”. She went on to say that because of the value she placed on the work she was doing (making a PhET simulation available on all devices), the learning meant more to her and has stayed with her.

The on-time, on-demand access that Andrea has to learning resources, as well as the immediate need to implement this learning, is the driving force behind 1:Web in BVSD -- we want all of our students to have these kinds of meaningful learning experiences both inside and outside the classroom. The essence of 1:Web is access.

For teachers that use PhET Simulations for their students, many are already converted to HTML5, and can be viewed here. Many more are on their way. Recently, I’ve been in contact with Ariel Paul from PhET to discuss the possibility of speeding up the conversion process for the highest-need simulations. Supporting Ariel's efforts to covert to HTML5 is a priority for me as I recognize PhET simulations that don't run in the cloud are a barrier to our staff and students who would like to use iPads and Chromebooks to access these resources.

As for Andrea, I asked what her advice would be for the next generation of students passionate about computer science. Her face lit up as she shared her inspirational circles for this work. These include things like participating in math events, science fairs, math groups, computer science clubs, etc. Her recommendation is just get involved!

For the work in BVSD, it’s heartening to hear that our own students are working to provide the shift to cloud-based applications and resources. My previous blog detailed the move in BVSD to devices that need these kinds of resources. Andrea’s story, as well as the continued support from our educational community to work on this together, demonstrates that we are heading in the right direction.

Please chime in below with your thoughts and comments.

Andrew

Cloud Computing and Learning @BVSD

Today’s teaching environment is broader and more accessible than ever before. The online environment, or “cloud”, that our educators are able to access offers a robust supply of resources, experiences, and connections for both teachers and their students.

Yet, the move to Chomebooks, and cloud computing, in BVSD is sometimes perceived as a limit to experiences and resources needed for learning or working. And while this view is not surprising, especially for those who grew up in an age of Microsoft Windows, Mac OS X and locally installed software, it no longer accurately portrays the access that Chromebooks and cloud computing provide for learning and participating in our global society.

In my role as CIO, I use the Chrome environment and have not turned on my Mac in months. I’ve learned the device does not matter--it’s what I can access through the portal of the device that really impacts my work. I can communicate, collaborate, create, learn and lead with the resources available online. I see this shift to cloud computing in education as even companies like Microsoft are developing tools like the Cloudbook, a future competitor of Chromebooks.

In the shift to cloud devices and resources, we have a dilemma.  As a parent I want to see BVSD eliminate 40-pound backpacks and physical textbooks in favor of digital resources that are hosted in the cloud, but this shift requires devices and time. I’ve heard we don’t need devices until we have digital curriculum, and I’ve also heard that we don’t need digital curriculum until we have devices. The classic catch-22.

Like most transitions, at some point a leap is needed. In our case in BVSD, that leap is to the Chromebook, a device that allows for learning to happen anywhere and at anytime. In the move to the modern world of the cloud, BVSD has purchased an extensive set of educational technology software that is cloud-based -- powerful tools like Google Earth, WeVideo, BrainPop, Voicethread and G Suite (Google Apps) for Education to name a few.  BVSD is exploring digital content resources available from companies like Discovery Education that could potentially replace the physical textbooks that many of our courses still require. In addition, there are many free open-access resources, like Khan Academy, that can begin some of this work now.

This shift to cloud computing is evident in many classrooms in BVSD. For example, Kay Davidson, 1:Web Specialist and Biology teacher at Broomfield High School, leads the efforts to transform teaching by using cloud-based learning. This year, she’s exploring how Google Classroom helps her connect with students beyond the limits of face to face and in an online, blended environment where students can learn and collaborate in real-time. Kay has presented on these ideas in her work with the 21st Century Cohort. Her reflection on her time in the cohort illustrates how these connections impacted her students:

You can view a variety of projects designed and produced by BVSD students using cloud-based resources in our student examples collection.

In the transition to education in the cloud, BVSD will continue to support many device types including PCs, Macs, iPads, and Chromebooks.  There are still a few programs in our schools (Digital Arts, Engineering, etc.) that need a device like a PC or Mac to run software for those specific courses. Even still, many of these programs are moving to the cloud and I anticipate will be available on a Chromebook soon. The latest graphics based program to move from the device to the cloud/browser is Google Earth. It runs just as well on a $180 Chromebook as it does on a $1200 Mac. The same can be said of the iMovie replacement, cloud-based WeVideo.

Regardless of where you are on the journey to using educational resources in the cloud, the transition is happening quickly. BVSD’s general move to Chromebooks and the ability to teach from resources that are always up-to-date and accessible highlights this change.

I know the full transition to the cloud will take a few more years. Be assured that IT and Ed Tech are here for you. We all can learn together in this migration to anywhere, anyplace, anytime education using the cloud.

I want to hear from you!  Please chime in below with your thoughts and questions and maybe examples of any software you rely on that requires a Mac or PC.

Andrew

Audio Enhancement is Coming to your Classroom

As part of the bond program, audio enhancement will be installed in most BVSD classrooms to help teachers and students hear each other better. The need for audio enhancement was identified by the Capital Improvement Planning Committee (CIPC) for inclusion in the bond master plan.

Amy Lears, BVSD Audiologist, explains the vision for audio enhancement as a system that “allows for both teachers and students to amplify their voices. Students who tend to be more soft spoken and or shy will be able to use the microphone so all in the learning community can hear their voices, helping them participate and gain confidence in oracy.”

In her work, she encounters research about the meaningful impact of this technology on learning. She explains that “numerous studies have shown the benefit of classroom amplification on standardized test scores, spelling, reading fluency, phonological awareness, math skills and concept understanding, classroom behavior, attention and on task behavior, and increased classroom discussion participation.” Read more about audio enhancement research and background for additional resources.

The audio enhancement systems will be replacing and modernizing the current Calypso systems for sound in the classroom. Part of this change includes an upgrade to a single HDMI wall connection which will replace the two VGA wall connections. The advantages of HDMI (digital) over VGA (analog) include:

• carries audio and video in a single cable
• has flush connector pins that do not bend or break
• has higher quality video output

This upgrade will require changes to many digital devices as well. Most old desktops and document cameras use VGA connections and require a converter in addition to the existing splitter to work with audio enhancement. This leads to a complicated setup that requires several cables and power sources that many would find daunting to use.

After research and testing, the Bond, Ed Tech, and IT teams have concluded that the best course of action moving forward is to adjust the Employee Technology Tools schedule to coincide with the audio enhancement installations. This means that your old desktop and document camera (if you currently have one) will be replaced with a new Chromebook (or an HDMI Windows laptop for CS, Engineering and Digital Arts) and USB document camera when audio enhancement is installed.

This new setup will:

• simplify the teacher experience in connecting devices to project
• eliminate converters/dongles/splitters
• reduce setup and troubleshooting time
• add a path for future connectivity to 4K TVs

I can't underestimate the change involved with this transition. With that in mind, IT will be working closely with the Bond office and key school staff to ensure teachers have the support and training needed for a smooth transition. More information will be available soon, as the install for audio enhancement for Phase 1 schools is going on now and will most likely begin for Phase 2 schools this summer.

The possibilities this technology provides for all of our BVSD students will continue to enhance instruction and learning opportunities in meaningful ways as it is implemented across the district.

Please chime in below with your thoughts.

Andrew

District Technology Advisory Committee Update (Feb 2017)

Educational technology resources and the opportunities afforded through these tools are forever expanding and changing. In the last five years, BVSD has seen an increase in access, digital devices, and resources that provide an engaging and modern learning environment for students.

With that in mind, I understand and value the varying perspectives of our stakeholders with the implementation of these tools, including views from our students, teachers, administrators, district leaders, parents and community members. Due to the accelerated rates of change, these stakeholders often times have both collaborative and conflicting views of technology in our schools.

Because of these rapid changes, varying perspectives, and continued shifts, I felt it to be the right time to develop a sustainable organization that could provide guidance on how technology and resources are decided, deployed, and utilized in our schools and classrooms. This includes the business side of education with regards to infrastructure and security. You can read about the background in my post from December.

I sent out an email in December of 2016 to gather interest for this committee only to find that we had over 230 stakeholders interested! I worked with my team to select a representative balance of community members, parents, business leaders, BVSD teachers, administrators, and most importantly, students (view the DTAC Roster). We also formed an online forum for those not selected to continue to provide feedback and insight to the work of the committee.

The District Advisory Technology Committee (DTAC) launched on January 23rd with an overview of current and future IT services, infrastructures, programs and projects. These included updates on IT Network upgrades, expansion of 1:Web in our high schools, student data security and privacy updates, and budget information. Members were then provided an opportunity to discuss their ideas of the most critical conversations for this committee to consider in future meetings. You can review their responses here.

I will continue to share agendas and notes from each DTAC meeting on our website to maintain transparency of the work that this committee will complete and the guidance they will provide.

If you have thoughts, ideas or suggestions, please chime in below.

Andrew