TECHNOLOGY / SUMMER 2022
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INOIS ILL A IATION OC of SS
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update
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Tech Trends to Watch and How to Evaluate the ROI www.iasbo.org
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UPDATE Magazine / Summer 2022
INSIDE
IllinoisAssociationofSchoolBusinessOvcials UPDATE Magazine / Summer 2022 / v.30 / i.04
TECHNOLOGY ISSUE
A Whole New World of Education
THE NEXT ISSUE: PURCHASING
Innovating Your Purchasing Process
Delivering a Quality Experience with Hybrid Instruction School districts have a future at their doorstep, a future with new demands thrust upon them by a pandemic world. Learn how implementing a strong remote and hybrid education environment will ensure that quality student learning continues. Cover Story by Dominic Cattera and Jamie Jannotta
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LOOKING FOR PAST ISSUES?
Visit www.iasboupdate.org to access past articles and more!
Death of a Snow Day! While the COVID-19 pandemic continues to drag on and test our fortitude as educational leaders with new variants and challenges, one good thing that has come out of this, is that our ability to imagine and provide daily learning opportunities outside the classroom walls has grown exponentially; so much so that the idea of the snow day might just have died. By Patrick Hoover
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PERSPECTIVE FROM-THE-PODIUM Addressing Technology Spending with ESSER Funds. 07
Bridging the Technology Gap Learn why closing the technology divide is crucial for everyone, not just families with children. Technology should be promoted and supported for all to access, no matter location, ability or age. By Phillip Morris
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FROM-THE-OFFICE Visions of Technology in Today’s Environment. 09
FROM-THE-FIELD Technology: Advancements that uniquely impact the Service Associate. 11
SCHOOL BUSINESS 101 Decisions that districts are reviewing regarding technology. 19
Tech Audits Learn how one district identified cost areas where they might be able to leverage third parties to help identify cost savings that the Business Office team might not have the expertise or time to investigate. By Mindy Bradford
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How to Secure Your Tech SOPPA Rules With each headline of another data leak, this concern has only grown and, in turn, inspired the latest Student Online Personal Protection Act (SOPPA) amendments for Illinois. With this passage comes new responsibilities and benchmarks to adhere to. SOPPA is in place to accomplish the goal of protecting the data. By Isaac Groenendyk
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Learn how funding increases for new and existing programs during the pandemic era have led to a huge influx of funds that can be used for technology hardware, software and infrastructure needs. By Craig Williams and Curt Saindon
RESOURCES
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Organizational Structuring for District & School Technology Support iglrspsk wxe rk riihw erh gsr kyvexmsrw zev kviexp fix iir hmwxvmgxw erh lezi glerkih gsrwmhivefp sziv xmqi Pievr sri hmwxvmgxw gyvvirx xiglrspsk wyttsvx svkerm exmsrep wxvygxyvi
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By Rod Russeau
ON MY LIST Learn about the many technology behavioral addictions by reading this review from Timothy Gavin of East Prairie School District 73. 46
The Final Word Tony Inglese
ChiefFinancialOvcer Batavia USD 101 Tony’sroleistosuperviseallfinancialandoperational functions of his school district, including information technology and instructional technology. Tony believes that because teachers are overloaded with options, they can’t easily discern which ed-tech software tool is the mosteuectivefortheirstudents’needs.
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THE
MAGA ZINE Illinois Association of School Business Officials
CALENDAR OF
Northern Illinois University, IA-103 108 Carroll Avenue DeKalb, IL 60115-2829 P: (815) 753-1276 F: (815) 516-0184 www.iasbo.org
EVENTS
UPDATE Editorial Advisory Board
Check out www.iasbo.org for the latest Calendar of Events included in the UPDATE mailing to see full seminar listings including location, PDC sponsorship and registration information.
July 2022
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T F S 30 1 2 7 8 9 14 15 16 21 22 23 28 29 30 4 5 6
August 2022
September 2022
October 2022
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Event
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Date
Time
Location
7/14/22
9:00am
2022 Leadership Day
Glen Ellyn
7/14/22
2:00pm
PDC Networking Meeting/New Connections Happy Hour
Glen Ellyn
7/19/22
8:00am
Emerging SBO Summit
Naperville
7/26/22
9:00am
ISDLAF+ School Finance Seminar
Naperville
7/27/22
9:00am
ISDLAF+ School Finance Seminar
Peoria
7/28/22
9:00am
ISDLAF+ School Finance Seminar
O’Fallon
9/14/22 to 9/17/22
8:00am
ASBO International Annual Conference & Expo
9/28/22 to 9/30/22
7:30am
CPSFacilitiesCertification&Exam
Barrington
10/4/22
9:00am
ISDLAF+ School Finance Seminar
Naperville
10/7/22
9:00am
PDC Networking Meeting
TBD
10/12/22
6:00pm
2022 Presidents’ Gala
Lisle
Portland, OR
10/18/22
9:00am
ISDLAF+ School Finance Seminar
Peoria
10/19/22
9:00am
ISDLAF+ School Finance Seminar
O’Fallon
10/26/22
8:15am
RegionalConference:Springfield
Springfield
10/27/22
8:15am
RegionalConference:Evngham
Evngham
PDC MEMBERS Jacquelyn Bogan Special Education: Admininistration & Finance Amy Curtin Accounting Auditing & Financial Reporting Myron Spiwak Principles of School Finance Todd R. Drafall Public Policy, Advocacy & Intergovernmental Relations Todd Dugan Technology Timothy J. Gavin Budgeting & Financial Planning Raoul J. Gravel III, Ed.D. Communications Frances A. LaBella Legal Issues Daniel R. Mortensen, CPMM Planning & Construction Thomas M. Parrillo Purchasing Brian K. O’Keeffe Human Resource Management Brian Rominski CPMM, CPS Maintenance & Operations Anthony Ruelli Leadership Development Lyndl A. Schuster Ed.D. Sustainability Mark E. Staehlin Cash Management, Investments & Debt Management Justin D. Veihman Risk Management Wendy Sedwick Food Service Kenneth E. Surma Transportation BOARD & EXTERNAL RELATIONS MEMBERS Jan J. Bush President Charles L. Czachor SAAC Chair STAFF MEMBERS Michael A. Jacoby, Ed.D., SFO, CAE Executive Director / CEO (815) 753-9366, mjacoby@iasbo.org Susan P. Bertrand Deputy Executive Director / COO (815) 753-9368, sbertrand@iasbo.org Craig Collins Statewide Professional Development Coordinator, (630) 442-9203, ccollins@iasbo.org Stacia Freeman Senior Graphic Designer (815) 753-9393, sfreeman@iasbo.org Kevin Nelligan Graphic Designer (815) 753-7654, knelligan@iasbo.org Russ Coomans Communications and Marketing Coordinator, (815) 762-0265, rcoomans@iasbo.org Chris Harley Membership, Communications and Marketing Coordinator, (815) 762-2048, charley@iasbo.org
Illinois ASBO Board of Directors
Jan J. Bush President Eric DePorter President-Elect David Bein, Ph.D., SFO Treasurer Mark W. Altmayer Immediate Past President 2019–22 Board of Directors Maureen A. Jones, Tamara L. Mitchell, Nicole Stuckert 2020–23 Board of Directors Anthony R. Arbogast, Edward J. Brophy, Patrick McDermott, Ed.D., SFO 2021-24 Board of Directors Todd R. Drafall, Sean Gordon, CPMM, CPS, Raoul J. Gravel, III, Ed. D.
Illinois ASBO Board Liaisons
Charles L. Czachor Service Associate Advisory Committee Chair Steven J. Kowalski Service Associate Advisory Committee Vice Chair Deborah I. Vespa ISBE Board Liaison Perry Hill IASB Board Liaison
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All materials contained within this publication are protected by United States copyright law and may not be reproduced, distributed, displayed or published without the prior written permission of the Illinois Association of School Business Officials. You may not alter or remove any trademark, copyright or other notice from copies of the content. References, authorship or information provided by parties other than that which is owned by the Illinois Association of School Business Officials are offered as a service to readers. The editorial staff of the Illinois Association of School Business Officials was not involved in their production and is not responsible for their content.
For a Complete Listing of Upcoming Summer Events Visit: www.iasbo.org/events/calendar
PERSPECTIVE / Board President
FROM–THE–PODIUM Addressing Technology Spending with ESSER Funds When it comes to technology, I fear that I might be a dinosaur. The first time I ever saw a PC, I was a junior in college and had to go to the computer lab as part of my Accounting 321 class. The instructor told the class to log on and start entering numbers into a Lotus 1-2-3 spreadsheet. I didn’t know how to turn the computer on and certainly did not know what a spreadsheet was. That was 1986. You’ve come a long way baby (to quote a 1968 Virginia Slims commercial)… or maybe not! Although I don’t claim to be proficient in any computer software or phone app, and I definitely have not mastered any type of technology known to man. I am an Excel spreadsheet queen. I do almost everything in my life in Excel, but I struggle with almost everything else. That is why I have experts in my school district who are technology geniuses.
Jan Bush
BUSINESS MANAGER MURPHYSBORO CUSD 186
SIMPLY SAYING
With so much money being spent on technology using ESSER funds, how will the interactive panels, Chromebooks and tablets be replaced in the future since the useful life of this technology is anywhere from 4-8 years, at the very most? As you can probably guess, I don’t know a lot about the theme of this issue: Tech Trends to Watch and How to Evaluate the ROI. However, there are things that concern me about technology as it relates to school funding in Illinois. Specifically, technology that is being purchased with ESSER funds. School districts in Illinois have been spending an unprecedented amount of money on technology over the past two years due to the availability of ESSER funds. Illinois school districts have purchased countless interactive panels, Chromebooks, tablets and many other technology related items using federal funds (ESSER/COVID). This has been a great opportunity to give many students access to technology that they would never have had without ESSER funds. Many Illinois school districts had not previously been able to provide 1:1 devices for each student due to funding issues, and now schools have been able to put devices into the hands of every student. However, there are still challenges and unanswered questions: • Internet access: many families do not have access to the internet. ESSER funds can help with this issue, but what happens when the funding ends? • Connectivity issues: there is limited access to reliable internet service in rural areas, which restricts student access to utilizing the devices provided by the District. This is an ongoing issue. • Sustainability: with so much money being spent on technology using ESSER funds, how will the interactive panels, Chromebooks and tablets be replaced in the future since the useful life of this technology is anywhere from 4-8 years, at the very most? Where will technology funding come from in just a few years when ESSER funds have been depleted? I know, a lot to think about! I am looking forward to reading this UPDATE issue and learning from my peers about tech trends and related technology issues. I need all the help I can get! Remember that every day is a learning opportunity for all of us!
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Illinois ASBO
Presidents’ Gala Save The Date!
Wednesday, October 12, 2022 The Morton Arboretum Join fellow Illinois ASBO members to network, enjoy the scenery and support the Illinois ASBO Foundation! Get inspired by the legacy of Illinois ASBO leaders at this annual celebration of the profession.
Special Thanks to Our Event Sponsors:
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UPDATE Magazine / Summer 2022
PERSPECTIVE / Executive Director
FROM–THE–OFFICE Visions of Technology in Today’s Environment Let me begin by congratulating all of you who worked so hard to make remote learning available to students during the COVID shutdowns. Who would have ever thought that schools would be forced to close and deliver services through remote means? Now that we are back to a sort of “new normal,” technology that served students in the shutdowns will continue to serve students in schools. When it comes to the use of technology, there are advancements every day and this issue of the UPDATE is dedicated to bringing you up to date on several issues, including hybrid instruction, snow days/e-learning days, tech funding, staffing for technology and the ever-elusive bridging of the technology gap for districts and students at home.
Michael A. Jacoby, Ed.D., CAE, SFO EXECUTIVE DIRECTOR/ CEO ILLINOIS ASBO
SIMPLY SAYING
Get a vision for how technology can advance in your school district. Perhaps you can be the futurist your district needs to extend the technology boundaries for your students. Speaking of advancement, I came across something that astounded me regarding a vision for the use of wireless technology. Most of you recognize the name Tesla as the automobile company of Elon Musk. The name Tesla comes from an inventor named Nikola Tesla who sought to develop alternating current (AC) electricity at the same time Thomas Edison was focused on direct current (DC). But get this — In 1926, during an interview for Collier magazine, Tesla said this about a technology that would revolutionize the world. Here’s the quote: “When wireless is perfectly applied, the whole earth will be converted into a huge brain, which in fact it is, all things being particles of a real and rhythmic whole. We shall be able to communicate with one another instantly, irrespective of
distance. Not only this, but through television and telephone we shall see and hear one another as perfectly as though we were face to face, despite intervening distances of thousands of miles; and the instruments through which we shall be able to do this will be amazingly simple compared with our present telephone. A man will be able to carry one in his vest pocket.” Tesla never saw this come to pass, but we have. Today, the students in your schools are glued to technology that was dreamed of nearly 100 years ago. They use it in schools and at home for both learning and communication. Read this issue and get a vision for how technology can advance in your school district. Perhaps you can be the futurist your district needs to extend the technology boundaries for your students.
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Emerging
SBO SUMMIT Tuesday, July 19, 2022 NIU Naperville
Join Illinois ASBO for this conference dedicated to giving those who are new to the profession the tools they need to be successful! Emergewithnewresourcesinthefieldandgainanexpanded professional network.
Attend yourself or recommend a colleague!
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UPDATE Magazine / Summer 2022
OPEN!
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PERSPECTIVE / SAAC Chair
FROM–THE–FIELD Technology: Advancements that Uniquely Impact the Service Associate In his 1962 book Profiles of the Future: An Inquiry in the Limits of the Possible, science fiction writer Arthur C. Clarke authored three laws that eventually came to unimaginably be known as “Clark’s three laws.” The third law has become the most famous and widely circulated: “Any sufficiently advanced technology is indistinguishable from magic.” In the last 25 years alone, the technological advances that have been conceived, designed and willed into existence would surely seem nothing short of magical to those growing up as late as Charlie Czachor SR. V.P. INVESTMENT SVCS./ the 1980’s or even 90’s. I’m not going to delve into all the amazing tech that we now take for LGIP INVESTMENT DIRECTOR granted (or maybe wish was never created in the first place). However, consider for a moment PMA FINANCIAL NETWORK LLC the absurdly powerful piece of technology the world now carries around in their pockets. In 2007 Apple released its first iPhone. Today’s iPhone contains over 100,000 times the processing power of the Apollo computer that landed men on the moon in 1969. The idea that a pocket-sized device could serve as a communication medium, guidance system, encyclopedia, video recorder, camera, etc. was whimsical even for the science fiction stories and movies of the 1960s. SIMPLY SAYING
The challenge many of our Service Associates face going forward will be how to bridge and balance these magical technologies that allow remote work with the critical benefits of collaboration, networking and culture achieved best through real in-person environments. Many of our Service Associates, and the corporate world in general, have been uniquely impacted by the newer technologies that were both forcibly necessitated and exponentially adopted due to the COVID pandemic. Each of us has become adept and proficient with virtual meeting technologies like Zoom and WebEx. (However, I am convinced that the ability to “unmute” oneself correctly is simply a skill that can never be mastered.) Many of our companies invested in newer technologies that allowed us to securely access systems, databases, proprietary software, etc. from the comfort of our own home office, living room or dining room making work from home a viable option indefinitely. There is a healthy percentage of the corporate world that hasn’t stepped foot into an office in over two years. As I write this article, there is a push for a “return to work” in the corporate sector, but that return to work is most assuredly going to look different than it did in February 2020. Technology implemented over the last two years has
completely reshaped the way business looks, feels and transacts. The challenge many of our Service Associates face going forward will be how to bridge and balance these magical technologies that allow remote work with the critical benefits of collaboration, networking and culture achieved best through real in-person environments. The COVID era exacerbated a division in opinion on just about everything. However, there seemed to be almost near universal consensus that remote or learn from home education is a process that does not work over the longterm. Despite this axiom, some of the technologies that were implemented during the pandemic aren’t going anywhere and will continue to be relevant among Illinois schools. This issue of UPDATE magazine is focused entirely on Technology Trends. These topics include How to Support Hybrid Instruction, The End of the Snow Day and The Challenges of Staffing for Technology Support.
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CONTRIBUTORS
Mindy Bradford
Executive Dir./Finance & Operations Yorkville CUSD 115
Dominic A. Cattero
Visionary of the Batavia Fine Arts Centre Batavia Public Schools 101
Isaac Groenendyk
Technology Specialist La Grange Area Dept. of Special Ed.
Transitionedtoeducationfinanceroles Has worked in the theatre industry for withYorkvilleCUSDDistrictfive 5 11 the past 20 years. Roles have included years ago after an extensive career Managing/Artistic Dir. for a theatre, inseniorfinancepositionswithmajor Adjunct Professor of Theatre Arts at the for-profitcompanies.OnJulyMindy ,1 university level and a three-year state is scheduled to become the Finance appointment to the Illinois Arts Council. Director for Libertyville School District He is proud to act as the primary 70. She feels extremely blessed to caretaker and visionary of the Batavia helpmakeapositivediuerenceintheFine Arts Centre and brings the arts to livesofstudents,stau,familiesandthelife for Batavia Public School students community daily. from elementary through high school.
Is the Technology Coordinator at the La Grange Area Department of Special Education. Husband and father of two rambunctious boys, he likes likes spending hilarious time with family, exploring new ideas and cuisine and enjoys a strange obsession with playing mini-hoop basketball.
mbradford@y115.org
dominic.cattero@bps101.net
igroenendyk@ladse.org
Patrick Hoover
Jamie Jannotta
Instructional Technologist Batavia Public Schools 101
Dir./Technology & Operations Kane County ROE
Leads the school district community in its professional learning and growth around all key academic areas and supports the district’s assessment, enrichment and instructional technology initiatives. Prior to joining District 102, Patrick was the STEM and Assessment coordinator for Northshore School District 112 and Director of Mission Lab, as a founding member of ChicagoQuest.
Has taught Spanish at the middle and high school levels before moving into the Instructional Technologist role this school year. She holds a Master’s degree in Curriculum, Instruction and Assessment as well as a Master’s degree in Learning Sciences Education with a concentration in Technology. Jamie is passionate about integrating technology seamlessly into the curriculum to enhance student learning.
Has been with his organization for over 26 years. Phil is a co-founder and current member of IETL along with being the past-president. He holds his CSBO endorsement from NIU and is a current Adjunct Instructor at Aurora University. Phil believes in whatevciencytechnologybringsto educational systems.
phoover@d102.org
jamie.jannotta@bps101.net
pmorris@kaneroe.org
Chief Academic Officer Aptakisic-Tripp School District 102
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UPDATE Magazine / Summer 2022
Phil Morris
Rod Russeau
Dir./Technology & Info. Services Comm. High Sch. Dist. 99
Curt Saindon
Craig Williams
Assistant Superintendent for Business Services Woodridge School District 68
Dir./ Infrastructure Consulting Services CLIENTFIRST Technology Consulting
saindonc@woodridge68.org
cwilliams@clientfirstcg.com
Is a servant leader with a passion for Isaseasonedschoolbusinessovcial Helps school districts make sense of learning, technology and information their IT strategy, systems and spending. with over 24 years of experience in a security.RodholdstheCertified His experiences as a school CIO allow wide variety of school districts. Curt Information Security Manager (CISM) and him to speak the language of CSBOs, CertifiedInformationSystemsSecurity is Co-Chair for the DuPage County Regional Illinois ASBO Group and past Professional(CISSP)certifications, IT leaders and school leaders alike. Chairman of the Illinois ASBO Delegate aswellastheCertifiedEducation Craig leads the education consulting Advisory Assembly. He serves on the Technology Leader (CETL) designation. practice for CLIENTFIRST. Executive Boards for SSCIP and LEND, He has served in his current position and he is an advocate for legislative for nearly 26 years; prior to that Rod reform to streamline operations and designed, programmed and supported improveevciencyforschooldistricts studentandfinancialinformationsystems throughout Illinois. for hundreds of school districts across the country. rrusseau@csd99.org
Would you like to be an UPDATE Contributor? UPDATE articles are brainstormed and solicited through the Illinois ASBO Editorial Advisory Board. If you have an issue you feel needs to be brought to the forefront, present your ideas to Stacia Freeman at sfreeman@iasbo.org.
The issue themes that we will be soliciting articles for next year include:
• Purchasing • Risk Management • Accounting • Non-Traditional Programs
We look forward to seeing new faces on this page as we continue to make the UPDATE an indispensable resource for school business management.
www.iasbo.org
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UPDATE Magazine / Summer 2022
ARTICLE
By Patrick Hoover
CHIEF ACADEMIC OFFICER APTAKISIC-TRIPP SCHOOL DISTRICT 102
It’s 4:30am and the previous night’s forecast said to expect heavy snow. It started late in the evening, but now it’s really coming down. The communication from the local village and county is that plows are out and doing the best they can. You’re texting with other area superintendents, business managers and facilities directors knowing that the deadline to decide is fast approaching… cancel school? Late start? Risk it and start as normal? How are conditions in the communities where my staff live? Is it safe to travel? Will they take sick or personal days? This is what a snow day looks like for school administrators across the country… or, at least, it used to be. While the COVID-19 pandemic continues to drag on and test our fortitude as educational leaders with new variants and challenges, one good thing that has come out of this, is that our ability to imagine and provide daily learning opportunities outside the classroom walls has grown exponentially; so much so that the idea of the snow day might just have died.
A Shift in Thinking
Back in 2016, the Illinois State Board of Education (ISBE) started informing school districts that the legislature had amended the school code to allow for what was being called an “e-learning day.” Schools could apply to pilot this new program which would allow them to use these e-learning days in lieu of using emergency days. Then, February 2018 hit, and the Chicagoland area had 9 straight days of snowfall and many schools had to use snow days. A few schools, like Gurnee 56, had opted into the pilot and were able to use these new e-learning days in lieu of an emergency day… and word got out to the rest of us that we could do this too. Heading into the 2018-19 school year, ISBE said that all school districts could apply to their local Regional Office of Education (ROE) and submit their e-learning plans for approval. Many of us put that off, and then in mid-January of 2019, we started getting reports of the “bomb cyclone” heading our way. This winter phenomenon was going to place temperatures as much as 50-60 degrees below zero so we knew there was no way we would be able to have school…unless we created an e-learning plan. The bomb cyclone came and went, and some schools used “e-learning” plans or “remote learning” plans or “self-directed” learning plans instead of emergency days and the papers started to report on this new phenomenon. We here in D102 also scrambled to work with staff to craft these e-learning plans and put together activities and resources that we could give to kids so that we could continue learning outside of school and not need to use emergency days. In hindsight, this process was very much akin to a teacher creating substitute plans. While some learning was taking place, it wasn’t the same rigor or type of learning that someone could expect students to experience while they were at school. We were unable to get our plans ready in time for the cyclone, so we used our e-learning days on two upcoming staff development days to offer remote learning to students instead of the makeup days at the end of the year. Then we got feedback from our parents. While parents were generally pleased with the idea of not adding emergency days to the end of the school year, they were less than impressed with the rigor and quality of the work that had been sent home. Our first foray into e-learning was not a runaway success nor was it a complete failure to be abandoned. One parent even wrote in response to our remote learning plans: “is the expectation for us to be teaching our students while we’re also supposed to be working!?” If only we had known at the time how prescient a question that was.
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Making Preparations Over the summer of 2019, ISBE revised its guidance indicating that the instructional day constituted 5 hours of instructional time and that the school boards, through resolutions and public hearings, could expand the usage of e-learning days. Many schools, like ours, were not yet fully convinced that the e-learning days we had been able to provide were the types of learning experiences that our students and families were looking forward to in lieu of an emergency day, so we sat on the fence for quite some time and did not ask our boards to pass resolutions to support e-learning. Then March of 2020 came. On March 13, 2020, Gov. Pritzker closed all schools across the state for the rest of the month as the World Health Organization (WHO) announced the COVID-19 Virus outbreak was now a global pandemic. As school communities, we all scrambled and rallied to develop plans for e-learning as well as communications for our families and communities around what this meant for school. Here in D102, we looked at the science and data of what was coming out and predicted that we would most likely not be coming back to in-person school. Thus, began planning for a longer stretch of time that we would be engaged in remote learning. As many schools headed into spring break, we remained closed due to the “Act of God” days issued by Gov. Pritzker. We were able to send home learning activities which helped us get through March. On March 31 we communicated to our families that we would be implementing a 3 Phase plan to fully move our staff, students and families to remote learning. This timeline ended up being the right call as Gov. Pritzker announced on April 17 that schools would stay remote for the rest of the academic year. Our 3 Phase plan was an intentional shift from the e-learning plans we had of fully independent work that was, at the time dropped off and new work picked up, to a full remote environment with teachers and students interacting over Zoom or Google meets for much of their day. With the intentionality of moving towards a mix of synchronous and asynchronous learning, students, staff, and families were able to end the year in a good place. An additional aspect of planning through the pandemic and uncertainty of the 16 |
UPDATE Magazine / Summer 2022
future was that it forced us to think strategically in a way that we hadn’t before. Instead of preparing for “the fall” or thinking about the upcoming school year, we were talking about being ready for “day one.” As a result, we used the five emergency planning days schools had been given to have teachers plan for a remote learning environment for the upcoming 2020-2021 school year. Our mantra was “we know how to do in-person learning so let’s take the time to plan for remote learning just in case.” We were lucky enough to have taken that position so that when the 2020 school year started and we all had to go remote, there was no confusion or frustration on the part of our staff since everyone had planned for this reality before heading into the summer. The planning and preparation along with the intentionality of designing for a remote learning environment changed our school community’s entire perception of what it meant to engage in remote learning. Our parents ended the previous school year unsure and weary about what remote learning might look like in this current year given the disjointed nature of what we put forth in the spring of 2019. When the fall started and they experienced their students logging on to Zoom through an iPad, their child’s classes in our learning management system, their child’s schedule in Google calendar and our teachers able to email them through Gmail, they all breathed a collective sigh of relief that they would only need to partner for those organizational and executive functioning skills, not shoulder all of it alone. Our parents also saw a consistent daily schedule that they could plan their days around as well. Most importantly, our parents saw their child interacting with their teacher as well as their classmates, albeit through a screen.
Adapting to Challenges In planning for the 2020-2021 school year, one thing that we, and I think many other schools did differently than the previous year was when planning for the e-learning days. We kept the idea of student interaction and connectedness at the forefront of our design. We knew the upcoming school year was going to be challenging, stressful and to a degree, traumatic, to our students so we were insistent that the most important aspect of remote learning was that we were going
ARTICLE / Death of a Snow Day
to work tirelessly to help students feel connected to their classrooms. We redesigned our bell schedules so that the start of each school day began with students in the younger grade having whole grade level “rise and shine” time with their principals, saying the pledge, hearing a “joke of the day” and having a shared experience with all their friends. We also moved our related arts classes to be asynchronous so students could start their morning at their own speed with teacher videos and activities to begin the day. At the older grades, students started in community time with breakout rooms, games, fun little challenges and other activities to build connections with their classmates and teachers. The redesigned bell schedules took into consideration that families were all starting their days differently at these times and that parents needed structured spaces as well as flexibility within those structures to make school fit with their morning schedules. We heard back from many of our families that our thoughtfulness in planning for this reality and this space made all the difference in their ability to get their kids' days started as well as their own. The remote nature of learning during the pandemic led us to adopt and implement many more digital tools and resources that made student learning much more visible to our families. The idea that our parents could see more of the learning and work that our students were engaging in and producing without having to be the ones to facilitate it was very appealing and one that our families got excited about very quickly. With these tools being at the forefront of the learning experience for our students, we had to rethink the ways in which we designed and facilitated professional development (PD) for our staff as well. We used tools like YouTube, Loom and Screencast to create short tutorials and videos to support specific questions that staff had around a tool. This also modeled how to create videos for other staff as well as share their own expertise with peers. There was great teaching occurring before the pandemic and our staff was not inclined to give up on that identity just because they were now teaching remotely. I think it is this aspect more than any other that differentiates the disposition of how we approached designing e-learning/remote learning before and
during the pandemic. Before the pandemic, we were looking to keep kids busy and occupied with their learning; during the pandemic, we were looking to keep kids engaged with great teaching and learning. This difference in approach resonated strongly with our families and we saw a real shift in the level of frustration around schooling during the pandemic. Heading into the 2020-2021 school year, I don’t think parents were really convinced that meaningful learning could be facilitated remotely and that children really needed to be in person to learn. We demonstrated that with intentionality and thoughtful planning, students could be engaged in meaningful learning remotely and our parent anxiety no longer included a fear of learning loss, rather, just a desire to return to normalcy. We know this to be the case because when we surveyed families about returning to in-person learning during the early spring of 2021, only 30 percent of our families wanted to return to in-person instruction, and of those 30 percent that were returning, only 10 percent shared that it was because remote learning was not working for their student. The pandemic forced us to allocate our resources, knowhow and professionalism to provide the exact art and subtle science of teaching to students through a remote environment and we, as a profession, were able to meet that challenge. I don’t anticipate a future in which remote learning will replace in-person learning, but Anna from Frozen might now say if she were on that 4:30am call:
nna Do you wa day? w o call a sn ve to a h It doesn’t ay. d w be a sno . e Ok by
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Illinois ASBO Monday, June 27, 2022 Stonebridge Country Club Join your colleagues and friends on the course for a day of golf and camaraderie. Participate in tournament play for a chance to win a trophy, or simply select “no competition” during registration and enjoy the outing!
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Special Thanks to Our Event Sponsors:
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18 | Magazine UPDATE /Magazine / Summer 2020 UPDATE Summer 2022
• Tournament Net • Past Presidents & • Tournament Gross Past SAAC Chair Net • No Competition
PERSPECTIVE / On the Profession
SCHOOL BUSINESS 101 What are some of the significant upcoming decisions your district needs to review regarding technology?
“
Since the start of the pandemic, all our technology decisions have been grounded in creating asustainable,mobileenvironmentforstudentsandstau.Oneexampleofhowweareevolving is our investigation and implementation of smart lockers at both high schools next year. These Amazon-like,self-servicelockerswillallowourstautoplaceinstructionalmaterials,Chrom replacementsandevenitemsthatparentsdropouduringthedayinasecurelocationreadyfo students to pick up. When a locker is activated, students will receive an email or text message with a code alerting them to come to pick up the materials before, during or after school from the locker bay.” RAOUL GRAVEL III, ED.D, Associate Superintendent, Glenbrook HSD 225
that we have fully developed our 1-to-1 take-home program for student devices, we must “ Now figureouthowtobudgetinandpayforthecostofrollingoverapproximatelytwo-gradelevels per year so we can maintain a four-year life cycle rotation and then every four years adding extra devices for our kindergarteners. We are also needing/using more robust and, therefore, more expensive Chromebooks as student device needs have increased. The E-Rate/SLC Emergency Connectivity Fund Program has been a Godsend to help us get set up and going for our most needy students, but unless it gets extended and expanded, that support will be gone after next year's rotation. That is my biggest technology related decision/challenge right now.” CURTIS SAINDON, Asst. Supt./Business, CSBO, Woodridge Elem. SD 68
“
An important topic in the tech and school world is the “how”, “when” and “why” of implementing new security procedures that are highly important to prevent cyber security attacks. It's not unknown that most people don't like change and want technology to work quickly and be easy to use. However, more and more we are taking precautions to support a network that is bombarded dailybycyber-attacks.Theseprecautionscauseextrastepsforstautoaccessthenetwork,block websitesthatstauarefamiliarwithandoftenuseandonoccasionscauseustoquarantinea stau'slaptopwhichnevermakesthemhappy.Todoalloftheseandmore,wehavetostrategically figureoutthehowandwhentomoveforwardandbesuretocommunicatethewhy!” DR. FRANK WILLIAMS, Dir./Business & Operations, Mascoutah CUSD 19
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Bridging the Technology Gap
ARTICLE
Whileworkingonthisarticle,Iwasreflectingonthetimes when we all used the phrase “bridging the gap” on a regular basis. Many of us remember the Illinois Technology Integration Plan required for E-rate and other funding from the Illinois State Board of Education (ISBE) over many years. Part of the strategic planning process was a gap analysis in the areas of technology deployment, professional development, instruction and assessment. As society was evolving at light speed, and technology became present in our everyday lives, E-rate evolved, and technology plans were no longer required for districts to have in place. I do believe, however, that districts should still have a technology strategic plan in place using a modelthatbestfitstheirneeds.
The Technology Dilemma
By Phillip Morris
DIRECTOR OF TECHNOLOGY & OPERATIONS KANE COUNTY ROE
using Zoom, Teams or Meets with students and running into similarissues.Iwasonepersonandwasabletofigureitout - but all districts with technology teams were struggling to accommodate all their teachers and students that needed realtime troubleshooting with unknown systems. We quickly grasped that the worst-case scenario for technology use in schools and all the unknown systems at homes became reality. Districts have done an awesome job at designing, maintaining and upgrading internal systems as well as supporting their users. IT and support teams in all districts, who are used to supporting well documented and like systems throughout the district, had to pivot and support various internet service providers, various Wi-Fi setups and various backgrounds of users.
Asthepandemicbegan,IwashavingdivcultyhavingaZoom The pandemic forced school districts to move to 1:1 remote meeting with just a few people. I would become frustrated and education. Many districts scrambled to purchase the needed reallyhadtotryandfigureoutwhatwasgoingon.Normally equipment and deliver it to students and families. The supply I would be the only person using video over the internet in chain became very sparse and school districts were ordering my home, but with the shutdown, there were three of us equipment in April and receiving it in October. Computer in the home trying to be productive. After a couple days, I equipment going to homes of both teachers and students was changedproviderstohavehighspeedfiberopticdelivered showing to the need for backup gear and shining a light on home our home. By upgrading, I was able to have multiple devices networks and internet capabilities being inadequate or not online which allowed for streaming tv, and video calls, without present. This also was quickly highlighting that District’s anyinterruption.Lookingataschooldistrict,theirstauwas
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technologystauwerebeingpushedbeyondtheirlimits.The various reports pre-pandemic about home-school connectivity and digital equity became real. It is essential for all children and stautohaveadequateequipmentandbandwidth.
The Research
In June 2018, The Consortium for School Networking (CoSN) published a report on Digital Equity to support students and families in out-of-school learning. During that time, their recommendations for districts were to: 1. Partner with Community Organizations to Create “Homework Hotspots” 2. PromoteLow-CostBroadbandOuerings 3. Deploy Mobile Hotspot Programs 4. Install Wi-Fi on School Buses 5. Build Private LTE Networks The CoSN report also discussed how 70 percent of teachers assign homework requiring access to the internet whereas a U.S. Department of Education report from April 2018 found that only 61 percent of households with children, between the ages of 3-18, have the internet. From July to December 2020, the Learning Technology Center of Illinois (LTC) administered a survey to all schools based upon 105ILCS5/10-2.74whichbecameeuectiveinMarch201. The results from this survey were published by the LTC and are available on their website https://ltcillinois.org/. Since thelawwasnotfullyineuect,only53percentofdistrictsin Illinois responded, mainly as a requirement to apply for the Digital Equity Formula Grant (DEFG). Results showed that about 80 percent of districts have a 1:1 program with a majority using Chromebooks at all levels. Data also showed about 13 percent of students lack home internet and almost all districts shared they have one or more barriers in existence for home connectivity. Professional learning and school connectivity to the internet were also reviewed. This survey was also a requirement of the DEFG and was given this past winter and by law will be given each year moving forward.
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Finally, CoSN just recently published a study on Student Home Connectivity. This study was done during the major shift to online learning over the past couple of years and found that “the lack of adequate internet precludes the child’s ability to participate in online instruction.” The study did include data from two Illinois districts, St. Charles CUSD 303 and Forest Ridge School District 142. In reviewing the summary of the study,therewerefourfindings: 1. Learning with Video is Essential for Education 2. Students are Mobile and Rely on Wi-Fi 3. Certain Communities, Especially Remote and Rural Areas, Require More Support and Resources 4. TheRemoteLearningExperienceisSignificantly Impacted by Device Quality Moving forward, we need to continue the following: 1. Continuetoassiststudentsandstauwithobtaining better bandwidth at lowest cost possible. 2. Educate the community on network design for having high quality Wi-Fi in their home. 3. Continue to support the District Technology SupportStau. 4. Promote good cybersecurity practices.
The Obstacles
Districts began to add mobile hotspots as mentioned by CoSN in 2018, however Verizon, T-Mobile, etc. had divcultydeliveringthenumbersneeded.Themainlimitation of the mobile hotspot is location. If you do not have cellular service, then the hotspot will not work. Some districts needed to purchase hotspots from a variety of providers to provide coveragewhereanotherproviderdidnotwork,whichouereda largerstrainonITstauattemptingtohavediuerent devices working. AnEducationSuperhighwayreportidentifiedauordabilityasthe main gap for households accounting for 63 percent of Illinois’ digital divide. They also have shared that only 12 percent of households in Illinois, who are eligible for the FCC Emergency BroadbandBenefitprogram,haveenrolled.Education Superhighway continues to work on the gap by identifying unconnected households, helping households sign-up for federal broadband programs and looking at deploying free Wi-Fi to low-income apartment buildings.
ARTICLE / Bridging the Technology Gap
The cost of bandwidth varies from provider to provider and eachoneisdiuerent.Inthecorporateworld,therearesome location to location. The Federal Communications Commission that exist, which we could never meet in education. When (FCC)hasoueredseveralprogramsovertheyearstoreduce researchingtechnologystavngratios,manywillcomecloseto the cost to low-income students and families for internet 1:10,meaning1supportstaumemberto10staudevices. access. This program received some updates in the past year Obviously, this is not possible and there are several factors to work better but still many districts struggled in the beginning which can bring the number down such as helpdesk ticketing of the pandemic because students could not get connected system, newer equipment and standardized operations. due to many obstacles, one of them being an outstanding balance on their account/address. It took time for the providers Closing the technology divide is crucial for everyone, not just to work with districts to overcome these barriers. families with children. Technology should be promoted and supported for all to access, no matter location, ability or age. IrecalloneSuperintendenttellingmethatthestavngof What this pandemic has highlighted is that all homes need technology departments is like a never-ending money pit; to be better prepared for the digital economy and education but I prefer to look at it as continually changing times in the ecosphere–anditdoesn’tjustbenefittheopportunefew.Asa technologyfield.Overmycareerineducation,Ihavewatched Technology Director and CSBO, I encourage all districts to be the internet be installed in schools, which began around 1996. a member of IETL to stay informed on the latest discussions These computers only worked on dial-up with one workstation. aboutdigitalequity,stavngandcybersecurity. Look how far we have come in such a short period of time! Wenowhavedevices,emailandinternetaccessforeverystau It is time to update where our districts, state and nation stand member and student in many districts. We have continually on technology in K-12 education by looking at results of various worked on the integration of technology into all aspects of surveys over the last couple of years and then identifying the the education system — to the point, we have a high reliance barriers moving forward. We need to recognize that since and almost an expectation of having access 24/7 without March 2020, there has been substantial funding for technology, interruption.Districtshavemadesignificantinvestmentsand much discussion about digital equity and digital divide as over many years building, maintaining, and upgrading their it relates to home-school connectivity. Many of the reports and technology equipment on a regular schedule. surveys will need to be revisited soon. ThefinalareawhichisofhighfocusamongTechnology Directors is Cybersecurity. The number of cyberattacks is References: increasingandtheneedforsystemsandstautosupportthe • Illinois School District Technology Survey: https://ltcillinois.org/resources/ security of the district technology systems is growing. CSBO’s technologysurvey/ • Bruce, A. (2021, February 17). Bridging the technological divide in and Technology Directors have been having to respond to education. Harvard Political Review. Retrieved from https://harvardpolitics. surveys for cybersecurity insurance. Cybersecurity in schools com/education-tech-gaps/ • Education Superhighway Illinois Report: https://www.educationsuperhighway is fast moving and there are many vendors providing various .org/wp-content/uploads/NoHomeLeftOffline_Infographic_Illinois.pdf solutions. The solutions come with a cost and are not cheap. • CoSN Digital Equity Action Toolkit: https://www.cosn.org/tools-andIt is important to remember that it is not IF you will be attacked, resources/resource/digital-equity-action-toolkit/ • CoSN Student Home Connectivity Study: https://www.cosn.org/tools-andit is WHEN. resources/resource/student-home-connectivity-study/
Resources: • Emergency Broadband Benefit Program: https://www.fcc.gov/broadbandbenefit • Illinois Learning Technology Center: https://ltcillinois.org Supportingtheselargeenterprisesystemstakestau • CoSN: https://cosn.org expertise in various areas including wireless, networking, • Illinois Education Technology Leaders (IETL): https://iletl.org
Course of Action
with servers and now security. There are really no metrics on the numberofstaunecessaryinaneducationenvironmentsince
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UPDATE Magazine / Summer 2022
ARTICLE
By Dominic Cattero
VISIONARY OF THE BATAVIA FINE ARTS CENTRE BATAVIA PUBLIC SCHOOLS 101
Jamie Jannotta
INSTRUCTIONAL TECHNOLOGIST BATAVIA USD 101
A Whole New World of Education Delivering a Quality Experience with Hybrid Instruction School districts have a future at their doorstep, a future with new demands thrust upon them by a pandemic world. One in which technology and the classroom itself are more of an integral part of the educational experience than ever before. Technological resources were created with one modality function, which contrasts the new instructional demands. Implementing a strong remote and hybrid education environment to ensure that quality student learning continues must be the main focus as we embark upon this new world of education.
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The unique yet surmountable challenges surrounding a Batavia Public Schools (BPS) school year beginning remotely and subsequently transitioning to a hybrid model accelerated the necessity to develop a team to equitably increase presence in hybrid instruction. Successfully accomplishing this, the team would need to identify both a long-range plan and an immediate solution utilizing existing technology. The team’s greatest challenge was integrating quality audio, video and instructional presentation in a user-friendly manner. Data tells us, “Learning is supported by the brain’s ability to adequately process information from the body and the environment,” (Dr. Ayers, 2020). Crucial to the students’ ability to learn and grow educationally and emotionally, individual instructional elements must be processed as a whole and not in isolation.
Implementing a strong remote and hybrid education environment to ensure that quality student learning continues must be the main focus as we embark upon this new world of education.
Pump Up the Volume Students’ hearing has always been a key component for learning to occur in a mainstream classroom setting. For students to understand, “The teacher’s voice needs to be at least 15 decibels louder than any background noise…” (Dr. Ayers, 2020). While this is important in a fully in-person setting, it becomes imperative in a setting where the control elements are not district maintained. This increase in potential background noise can lead to a decline in student participation and active engagement between peers. In order to quantify this factor, the teacher’s voice must be 15 decibels more than the sum of both the classroom noise, where the teacher and some students may be, plus that of any background noise at the remote students’ locations. The solution is simple: create a system where the speaker’s voice can be set independently at a higher level than the background noise. An inclusive environment must also improve our standard remote systems to a higher level of visual interaction between remote and in-person individuals as well as any presented content. As stated earlier, Dr. Ayers indicates that for learning to occur, the brain has to process information from the body and the environment (Dr. Ayers, 2020). Understanding that the environment is an integral learning component, this new remote learning system needs to allow viewing remote students on one screen while simultaneously presenting content on a second screen.
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ARTICLE / Hybrid Instruction
The BPS Planning Process BPS services approximately 5,400 students throughout eight buildings. Each BPS student in grades 1-12 is supplied with a Chromebook.EachBPSstaumemberisequippedwithaHPlaptop.AllBPSclassroomsareprovidedwithanEpsonprojector and a Screenbeam for wireless connection. Document cameras, voice lift audio systems and Mimeo are also available in various classrooms. A BPS team with diverse skills from business, technology, education and the theatre assembled to create a system for immediate use and a long-range plan for further growth into a completely integrated product. This team brainstormed short and long-term goals and created the following three-phase plan:
PHASE ONE Utilize existing technology with minor upgrades to address the changing needs to be deployed within three months.
PHASE TWO
PHASE THREE
Implement new equipment to allow seamless functionality for any mode of instruction while preparing for districtwide integration.
Integrate enterprise-grade equipment in building systems and room controls. (This final phase is potentially years in the future and must have room for continued growth in its development.)
Knowingthedistrict’sendgoal,theteamwasabletoidentifythedeficienciespreventingimmediatephaseoneimplementati Likemostdistricts,fiscalawarenessanddemandsareguidingfactorstohowquicklyandtowhatextentimplementationcan occur. Combine this with supply chain shortages faced around our nation, the team was fully aware a complete overhaul was unobtainable. On the technological side, the team confronted multiple challenges spanning from audio loops, audio/video quality and voice lift incompatibility. Tethering teachers to their devices and ease of system use created additional problems. Educationally, the greatest challenge was disjointed instruction due to students’ inability to hear and see one another, therefore, denying students whole brain processing abilities. With challenges discussed and this blueprint in mind, the team set out to explore phase one possibilities.
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Tech that Plays Well Together Euectivelydeterminingcompatibletechnologycombinationswhichbalanced our immediate needs alongside our existing classroom equipment was key in developing our phase one prototype. Because BPS is a Google district, Google Meet Hardware Kits (touchscreen, sound box, camera) were readily available for experimentation. Additionally, they came with the added opportunity for a second screen display, which designates one screen for students while dedicating the second to teacher content. These two elements, combined with a camera, freed the tether between teacher and device, solving the visual obstacles. Teachers were also able to pre-set their Google Meet calendar, which increased their daily ease. Audio concerns were a substantially more complex obstacle with potential feedback loops, the science of hearing and the interpersonal demands of a classroom environment. Phase one included adding a ceiling microphone for student participation and utilizing the existing voice lift system for teacher instruction. In order to accommodate both aspects, an audio interface was necessary to bridge components to the Google Meet Hardware Kit. Audio interfaces containing multiple inputs allowed a sound system to independently control a microphone and voice lift, producing the 15 dB gain for student learning. Quickdeploymentdefinedoursuccessfulimplementationofphaseone,utilizingasmuchexistingtechnologyaspossiblewhile keepingcosttoaminimum.Thesemetricsweremet,renderingahybridinstructionaltool,combiningscientificresearchand technologytoprovidethemosteducationallyawuentstudentexperience.
OurteampolledstauandstudentsinBPS’stypicalhybridclassroom,whereateacherrotatesbetweentwobuildings,and students are present in each building and at home simultaneously. During experimentation, this prototype of dual screens with a camera, voicelift and microphone for the teacher and an independently controlled ceiling microphone for students performed well. Allstudentspolledstatedthattheprototypeimprovedtheirabilitytohearandseetheteacher.Specifically,“Ithashelpedbecaus when Mrs. Brach is at the other school I can hear directions more clearly and the students when sharing ideas at the other school.” (A. Student, personal communication, February 7, 2022). In conjunction with the students, the teacher similarly found an increaseinstudentlearning.Thebenefitofthesecondscreenmadeit,“somucheasiertoseethestudentsattheremoteschool,” (J. Brach, personal communication, February, 4, 2022) and the audio enhancement system made it “easier to get thestudents’attentionmoreevcientlywhentheyhearmyvoiceoverthebackgroundnoisefromeitherclassroom.”
All students polled stated that the prototype improved their ability to hear and see the teacher.
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ARTICLE / Hybrid Instruction
System Deployment
With phase one’s completion, the team could successfully implement this system in any classroom within oneweek’stime,withacost-euectivepricetagoflessthan$50.Extremelyversatile,thisprototypeholdstheabilitytofunction withaplethoraofproductsbeyondanyspecificdistrict’sexistingtechnology.InBPS,theteamhasdeterminedthiswillproper serve its purpose as a bridge until further phase implementation.
Phase one’s completion would not have been realized without BPS identifying all possibilities for a future learning environment where technology meets building systems. This new fully integrated ecosystem not only should be easy to use, but also take into account sensory needs necessary for learning to take place. The post-pandemic world has opened an opportunity for school districtstoimproveblendedlearningasamplifiedhybridinstructioncreatesconnectionsfromclassroomstothecommunit
Prepare Now for the New World Envision a classroom where a touch panel holds the capability to simultaneously change the intensity and color temperature of the lighting, turn on the projector, lower the screen, close the blinds, control the classroom microphones and live stream multiple inputs with the touch of one button. The dream of this future is not unlike previous aspirations to provide internet to each classroom, wireless access to each building and supplying a technology device to each student. This envisioned futureparallelspreviousonesandisatourdoorstep.Inordertoeuectivelyimplement this new age of learning, preparations must begin now.
Works Cited: The Science Behind Classroom Audio. Audio Enhancement. (n.d.). Retrieved February 11, 2022, from https://audioenhancement.com/the-science-behind-classroom-audio/
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Tech Audits:
Costs You May Be Overpaying
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ARTICLE
By Mindy Bradford
EXECUTIVE DIRECTOR/FINANCE & OPERATIONS YORKVILLE CUSD 115
As I transitioned to working in education finance from working as a senior financial leader for profitable companies for more than 25 years, I knew that I had a lot to learn. One area where I felt that I could add immediate value was in indentifying cost areas where my district might be able to leverage third parties to help identify cost savings that the Business Office team might not have the expertise or time to investigate.
w.iasborbagTsEiTCHHNOsLabsr
From my time working for Ameritech, a local phone company, almost 20 years ago, I knew that phone bills were extremely complicated and often contain multiple charges based on terms and acronyms that the average person was not meant to understand. Despite working in the telecommunications industry, even I did not have an in-depth understanding of complex tax and tariff codes, multiple levels of fees and surcharges, usage analysis and complex contract compliance. Nor did I want to take time away from all the areas that I needed to learn to try to complete this analysis — especially without knowing what level of savings I might be able to identify.
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However, from my time in the telecommunications industry, I knew that there were companies with telecommunications industry experts whose sole purpose was to help clients decipher lengthy, complicated telecom bills to help identify billing mistakes, overcharges and potential inefficiencies in a client’s telecom system. Knowing how quickly and vastly our district had grown over the past few years, I firmly believed that there could be sufficient opportunity to reduce our telecommunications costs, which were starting to consume a larger part of our technology budget every year.
Knowing how quickly and vastly our district had grown over the past few years, I firmly believed that there could be sufficient opportunity to reduce our telecommunications costs, which were starting to consume a larger part of our technology budget every year.
How to Proceed
So, I worked in conjunction with my Technology Director to identify several Technology Expense Audit companies who we thought could bring value to our district. A few nonnegotiable items for us were that we did not want to have to make any investment upfront but were willing to pay for these audit services once we understood the savings that were available. We also wanted to minimize the amount of time that any staff from either the Technology Department or the Business Office needed to spend on this project, given all our other extremely high priorities. Finally, we wanted to ensure that we had total control of which savings recommendations we wanted to implement as a result of the telecom audit.
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With those criteria in mind, we discerned the following commonalities with most of the technology audit firms that we investigated: 1) The district would have to submit the most recent two months of all technology related bills (landline, cell phone, internet, etc.) that they wanted audited as well as Letters of Authorization to all our carriers to allow the audit team to work directly with all carriers. 2) After reviewing and analyzing all bills and working with the applicable carriers, the audit team would present specific savings opportunities to the district. 3) The district and audit team would collaborate on identifying and implementing the personalized savings recommendations that made sense for the district. 4) The district would only pay for savings once the audit team worked with the carriers to fully implement the approved recommendations.
A few non-negotiable items for us were that we did not want to have to make any investment upfront but were willing to pay for these audit services once we understood the savings that were available. We also wanted to minimize the amount of time that any staff from either the Technology Department or the Business Office needed to spend on this project, given all our other extremely high priorities.
ARTICLE / Tech Audits
While the specific fees for this service varied across audit providers, a common fee structure was as follows: • 50 percent of any one-time cost recovery (refund or credit received by the district related to past services). • Twelve times any service elimination savings (monthly cost reduction related to the elimination of any current service, including monthly usage cost reductions). • Twelve times any cost reduction savings (monthly cost reduction related to the modification, consolidation or rate negotiation associated with ongoing services). These fees were not required to be paid until the district could verify the savings on a future telecom bill, once there was no risk that the savings would not be realized. This fee structure guaranteed that the district would see a positive return on their investment in no less than one year, and only once the savings were guaranteed to the district.
Weighing the Benefits
Specific areas of savings that were identified in two separate audits that we had completed were as follows:
Identified Monthly Savings
Audit 1: Elimination of Unused Land Lines (identified through a detailed line audit) Elimination of Excessive Wireless Pricing (identified through a detailed plan audit) Elimination of Tax Charges (tax exemption documentation submitted by audit firm) Elimination of Unused Mobile Phone Lines (identified through a detailed line audit) Elimination of Various Listing Charges for Landlines (identified through a bill review)
$ 187 ,4 $ 73 $ 02 $ 64 $ 50
Audit 2: Multiple Mobile Phone Plan Changes (based on a comprehensive plan review) Total Monthly Savings Identified X 12 months Annualized Cost Savings
$ 4 73 $ 5,846 x 12 $ 70,152
To put these savings in perspective, our district’s annual actual Telecom costs from FY17-FY20, averaged approximately 0,5(including 7 1$ FY20Telecomcostsof08,3)per 1$ year.OurFY21actualTelecomcostsinthisareawere0,3 1$ andthedistrictisprojectedtospendlessthan0,2in 1$ thisareaforFY2.As 2 youcansee,thisTelecomTechAudithas been instrumental in helping us deliver bottom-line cost savings. It has allowed us to absorb the incremental costs the past few years of a significant number of hot spots associated with COVID, as well as an increase in the number of administrators and staff who are required to carry mobile phones. I am grateful that Chief School Business Officials and Technology Directors can leverage the third-party technical expertise of organizations like this (without taxing the already stretched resources of the Business Office and Technology Department) to help identify cost savings that allow our districts to keep more resources. This will allow us to do great things for our students and our communities.
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UPDATE UPDATE Magazine Magazine // Summer Summer 2022 2022
ARTICLE
By Isaac Groenendyk
TECHNOLOGY SPECIALIST LAGRANGE AREA DEPT. OF SPECIAL ED.
How to Secure Your Tech
SOPPA Rules www.iasbo.org
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Protecting the District Data: The SOPPA Process It was only weeks before my wife’s birthday, and I had been on the hunt for the perfect gift. I narrowed my search down to a shirt of her favorite sports team (the Golden State Warriors) and was determined to find the best quality shirt at the most compelling price. After bouncing around a few websites, I found the best deal, and with promo codes ready, I ordered my surprise gift with confidence. However, the real surprise was what I discovered after she opened it! The astonishment on her face had a little more intrigue than usual as she explained this curious coincidence: this was the exact same shirt she saw in advertisements that were popping up in her social media newsfeed. So much for my surprise gift! Considering myself a tech-savvy individual, I became soberingly aware of how naive I was to the data-sharing between my own device and our network. How did this happen? How could the browsing history from my device influence the targeted ads on my wife’s phone? I quickly discovered and educated myself on Probabilistic Matching, a statistical approach advertisers and social media platforms use to direct ads to our devices. Companies use this matching technique to predict the correct person to receive their advertisements by linking IP addresses, social media accounts, and web cookies. In this case, they matched wrong, spoiling the Golden State Warrior shirt gift surprise. While this innocent t-shirt example has little impact on our lives moving forward, it became alarmingly evident how these same techniques, used differently, could wield significant dangers or consequences. What if your browsing data was used to determine healthcare coverage or acceptance to attend a university? With each headline of another data leak or hacking incident, this concern has only grown and, in turn, inspired the latest Student Online Personal Protection Act (SOPPA) amendments for Illinois in 2019. With this passage comes 36 |
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new responsibilities and benchmarks to adhere to, but before jumping to the specifics of what this protection act entails, I think it’s important to appreciate “why” we needed the new laws. SOPPA is in place to accomplish the goal of protecting the data.
What student data should I be protecting? When we think about critical student data, we naturally think about Social Security Numbers, health records, etc. While these are important pieces of personal data to protect, SOPPA is concerned with all Personally Identifiable Information (PII). While SSNs usually are near the top of the list, other types of data include but are not limited to: First and last name Home address Telephone number Email address Discipline records Special education data Grades, evaluations and test results Criminal records Medical records Health records Biometric information Socioeconomic information Food purchases Political affiliations Religious information Text messages Search activity Photos Voice recordings Geolocation
Our students’ data is valuable, and as stewards of that data, we ought to protect it and make sure it's safe and used for beneficial educational purposes only.
In short, the mindset should be that if any piece of data can be linked to an individual student, it should be considered PII and therefore protected. At first glance, it's easy to be dismissive of some of these categories thinking, “What could be so bad if someone had __________ data on a student?” However, it is important to realize that data can be combined and used for harmful intentions. If I felt unsettled about my t-shirt shopping being exposed to my spouse, imagine the unsettledness a parent would have if their personal data fell into wrongful hands. We're not saying student data should never be shared (you have to in order for your district to function). It's more to make sure when it is shared; It's done properly for educational purposes. When thinking about all the types and sources of data that need protection, you may consider heading to your IT room and unplugging everything. Don't worry; the following sections will break down what is required to improve the use and protection of student data.
Step 1: Plan the Path to SOPPA Compliance It's easy to get distracted or hung up on one particular part of the SOPPA law, but I think it's helpful to chart out an overall course and get a high overview of what needs to be done. The Learning Technology Center of Illinois (LTC) website information at the end of this article will get you started on your journey with SOPPA.
Step 2: Build Your Team Getting SOPPA compliant in your district is not a solo adventure. While SOPPA demands that you designate a Chief Privacy Officer to be held accountable for enforcing policies, this individual, whether you, the Director of Technology or Superintendent, needs to be supported by a team of people. Many districts may have a technology committee that can be part of this team. If you do not have this type of committee, this is the perfect opportunity to assemble one. When forming the committee, communicate why these changes are important. Stress the goal of obtaining digital safety for the district. It's also important to include a variety of roles as input from various perspectives is essential to success in adopting any new policy.
Step 3: Taking Inventory To understand your district's data flow, you first need to understand what data you currently have and what websites, applications or third-party vendors are using it. It's also important to know what tools your IT team has to manage and make changes to devices. Often these can be built-in resources to automate the inventory process. Mobile Device Management (MDM) systems: MDM systems will show you what apps are installed on devices in your district. The system you use will depend on the device type that you have in place. iPads: We utilize the MDM platform Mosyle for our iPads. This platform has an “App Center” feature that can show you what device apps are installed and where they are installed. Chromebooks: If Chromebooks are used, the “Google Admin Console” is your place to check for app information on the devices. Microsoft Intune: If any of your devices’ platforms are “unmanaged,” “Microsoft Intune” can help you control how your organization's devices are used. You can also configure specific policies to control applications. This function will become essential later when enforcing reasonable security policies.
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But what about apps and websites that our teachers could be using that we may not know about? Unfortunately, ignorance doesn't prevent data breaches or malware. This is where we need to combine some technical controls with a change in your staff's behavior. I'd recommend sending out a survey to staff asking to share what apps and websites they use, then crossreference this with your existing inventory and create a comprehensive list of digital activity.
Step 4: Develop a Process for Evaluating Apps Once you have a list of apps and websites that are being used on devices in your district, the fun part starts with determining which apps are SOPPA compliant and obtaining Data Privacy Agreements (DPA) with those vendors. The goal of the DPA is to confirm the district and vendor are on the same page regarding the student data that is shared. Determining SOPPA compliance is one of the steepest hills to climb. Part of the process is reviewing the terms and conditions for the various apps. For instance, the terms and conditions notice associated with the Candy Crush app takes about 2 hours to read. A Carnegie Mellon study found it would take one person 76 working days to read all the terms and conditions for apps that the average person encounters in a year. To mitigate this challenge, districts will often turn to third-party resources to help sift through the pile of legalese. In our case, we found two resources absolutely helpful for this task. One option that comes free of charge is utilizing the Illinois Student Privacy Alliance (ISPA). The ISPA provides access to other districts' DPA's and easily automates the process of creating DPA's off of another district's contract with a shared vendor by taking advantage of the Exhibit E portion of the Standard Student Data Privacy template. In a nutshell, if another district has an existing DPA with a vendor, for example, Boardmaker, and if the DPA allows it, you can sign the Exhibit E page and piggyback off that existing contract without starting a new one from scratch. The other helpful resource is Education Framework, a feebased service that performs in-depth analysis in situations 38 |
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when the applications don't have DPA's in the ISPA database. Education Framework will analyze the fine print of the terms and conditions and give a simple to understand privacy score on a 5 star scale using their Machine-learning based AI vetting system. We can then determine with our tech committee and lawyers to iron out a DPA and approve the app for use. While there's no one size fits all approach to determining a vendor's compliance, I would encourage anyone to utilize similar resources to assist in this process. Regardless of what tools you use, the rhythm of your staff moving forward will be that any new website or app to be used must be first submitted for review and can only be used when deemed SOPPA compliant and DPA has been reached.
While SOPPA requires plenty of policy changes and paperwork, it's important to remember that through the whole process there's an expectation of reasonable security practices to be executed by the district and vendor.
Step 5: Adhere To and Continue Reasonable Security Practices All of the paperwork involved means little if a hacker can break into a district's system and acquire student data by force. In addition, SOPPA requires public acknowledgment of a data breach to further discourage poor privacy practices. Many of the recommendations mentioned above work in harmony with reinforcing good security postures. For instance, if you do not give the staff the authority to install software on their device, that decreases the likelihood of malware and prevents software sprawled usage of non-SOPPA approved apps. If you already have the groundwork of MDM's and other management systems, this process will be a matter of which buttons to push and levers to pull in your existing systems. I hope you have found this information helpful in your SOPPA journey. Hopefully, as you progress, you'll begin to see the benefits of having a better understanding of your district's software and data flow and the peace of mind knowing you are doing what you can to protect your students' data.
Keep in mind that SOPPA or cybersecurity is not just a onetime project but an ongoing process and mindset moving forward.
Below is an overview of SOPPA spelling out essential specifics: As you progress through the SOPPA journey, keep this document handy as a checklist of action items to complete. https://ltcillinois.org/wp-content/uploads/2020/02/Student-Online-Personal-Protection-Act-SOPPA-Changes.pdf For specifics on what practices you should have in place, I again recommend turning to the LTC and their well-documented guide of Reasonable Security Practices: https://ltcillinois.org/blog/app/reasonable-security-practices/
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Pandemic era increases to existing and new programs have led to a huge influx of funds that can be used for technology hardware, software and infrastructure needs. A new importance has been placed on student devices and robust remote internet connections in light of increased remote learning needs. This increase in funding has led most school districts in the country to develop a 1:1 technology platform and ensure adequate connectivity in our schools, our communities and students’ homes.
Todd Dugan of rural Bunker Hill CUSD 8 reports that during the pandemic, students came and parked in a school parking lot, where they could get sufficient Internet access. One student did homework in the morning at a bar and restaurant before it opened because it was the only place in his community with Wi-Fi. Another student participated in online learning from an unheated attic, the only location in his house where the wireless hotspot would work.
Traditional Title and IDEA grant programs have allowed some flexibility to secure technology to meet evolving student needs, as have the McKinney-Vento Homeless Service programs. These established programs may be the way to continue with ESSER related technology support.
It will be interesting to see if the program becomes a recurring/revolving program or a limited offering. Jessica Rosenworcel, the new FCC Chairperson, has stated that one of her top priorities is improving the homework gap for needy students, which is a good sign for ECF.
These issues are replicated throughout the State in rural, ESSER funds were provided through three different COVID urban and suburban areas. This “homework gap” creates relief measures (the CARES Act, CRSSA Act and ARP further distance between those who have access to Act). They made available resources and those heretofore unheard-of sums who do not. of money to help schools Even with increased technology funding pivot from traditional learning One solution for these connectivity for programs focused on schools, many platforms to remote learning issues has been the E-Rate students still have considerable hurdles to programs, as large numbers Emergency Connectivity Fund of students were required to program (ECF). In the first overcome in using this technology effectively. learn from home or remotely. two waves of ECF, applicants These relief funds are not requested $6.4 billion in internet expected to continue, but there is a growing sentiment to services (hotspots, home Internet connections) and connected provide for some type of ongoing program to help make sure devices (laptops/Chromebooks/tablets). A third wave of that these remote learning programs can be sustained. applications were submitted to ECF in April/May 2022.
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ARTICLE
By Craig Williams
DIR./INFRASTRUCTURE CONSULTING SVS. CLIENTFIRST TECHNOLOGY CONSULTING
Curt Saindon
ASSISTANT SUPERINTENDENT FOR BUSINESS SERVICES WOODRIDGE SCHOOL DISTRICT #68
On the traditional E-rate side, there is also some hope for and Technology (DoIT) formed a consortium to provide the expansion of security offerings that are funded by E-rate. E-rate-funded internet access and wide area network circuits Currently, E-rate will not fund security monitoring systems between district facilities. The DoIT Consortium is offering beyond routers and firewalls. E-rate will also not fund many to provide these connections at zero cost for public schools of the firewall subscription services, which have valuable and at the E-rate discount for private schools. features that protect District staff and information. When FCC adopted rules to start another five-year cycle in 2021, The DoIT Consortium uses the State’s Illinois Century commissioners from both parties mentioned the expansion Network to connect schools to the internet. Private service of services. Cybersecurity was specifically mentioned for providers contract with DoIT to provide the “last mile” expanded funding. Although no eligible services were added connectivity between schools and the internet. DoIT also for 2021 or 2022, there contracts with service providers is a chance that more to connect between facilities For the first time, an E-rate program cybersecurity software and within districts. services will be funded in has provided devices for individual students the future. In addition to providing free or on a nationwide scale. It has also discounted connectivity, DoIT addressed access for students from Even within the regular also provides security services outside of school facilities on a national scale. scope of E-rate eligible that E-rate is currently not paying services, there is room for for. One service is base content innovation. The pandemic filtering through Cisco’s Umbrella. drove schools to expand learning environments beyond the Another service is automatic mitigation for Distributed Denial classroom, including outdoor learning spaces. It is possible of Service (DDoS) attacks, which can interrupt or take down to provide E-rate funded outdoor wireless access points for school Internet connections by flooding the circuits with these spaces, like courtyards, athletic fields and stadiums. internet requests. When incorporating E-rate fund structured cabling into construction projects, E-rate procurement rules must be followed during the bidding process, but the benefit is that the E-rate funding can be used to offset a portion of the project cabling cost. Another new program that continues to support student technology access is the Affordable Connectivity Program (ACP). This program provides a maximum monthly benefit of $30 per month for households with an income below the Federal Poverty Guidelines. Families apply for the benefit directly with carriers, $14 billion has been set aside for this benefit. More information is available at the Affordable Connectivity Program - Universal Service Administrative Company, visit www.usac.org/about/affordableconnectivity=program. At the State level, additional funding is available for technology connectivity. The State Department of Innovation
The DoIT program is gaining traction throughout Illinois. The Consortium is still trying to work out the timing of the initial circuit installation, but participants report good customer support once the services are in place. Schools and school districts should consider DoIT as an option when their current internet and wide area network contracts are near completion. Additional information about the DoIT Consortium is available at www.doitconsortium.com. Here is a link to a map of current and future DoIT Consortium school districts with any DoIT circuits: Map of ICN K-12 Customers - K12-Network www2.illinois.gov/icn/projects/ k12network/Pages/k12_map.aspx. Increased funding through these programs can support technology that expands student instructional opportunities. We have invested billions of dollars nationwide to develop digital learning platforms and programs. Our challenge is to figure out a way to continue and enhance them into the future. These programs have and will continue to help. www.iasbo.org
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Organizational Structuring for District & School Technology Support
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ARTICLE
By Rod Russeau
DIRECTOR OF TECHNOLOGY AND INFORMATION SERVICES COMMUNITY HIGH SCHOOL DISTRICT 99
Technologystavngneedsandconfigurationsvarygreatlybetweendistrictsandhavechangedconsiderablyover time. My technology career began in 1977 and I’ve served in my current role as District 99’s Director of Technology andInformationServicessince1996.SuvcetosayI’veseenwaymorethanmyshareofchange.WhenIbeganat District 99 almost twenty six years ago, our department had only a couple of members. Today, we’re fortunate to have eighteen amazing team members. Illinois has many types of school districts when you consider urban, rural, K-8, high school and K-12 unit districts, tonameafew.Eachofthesedistrictscomewiththeirownphysical,financial,humanresourcesandtechnological challenges.AlargeK-12district,forexample,mayprovidemanytechnologyservicesforstauatacentrallocation, augmentingasneededwithsomelocalstaudeployedinhighcomplexitybuildingssuchashighschools.Much smaller districts may operate totally reliant on one technology expert, augmented by a handful of building-based instructionalandsupportstau. All districts face the same certainties that put tremendous pressure on our support teams: • The expectation that technology access is ‘always on’. • The complexity and variety of the technology we support. • The constant, dangerous cybersecurity threats that grow exponentially. Asahighschooldistrict,ourtechnologystavngmodelstartedasasmallcentralovce“dataprocessing”stauand a few teachers in each building who liked to dabble in computers. There were one or two computer labs in each buildingandnomobiletechnology,sothatwasallweneeded.Ourstavnghasgrownovertheyearstokeeppace with the rapidly changing technology ecosystem and userbase we support. We’ve been a 1:1 district for seven years, issuing Chromebooks to all students. We support over 6,000 users, their devices, thousands of software applications and a complex network infrastructure. High School technology support positions at each of the two buildings: • Network Support Supervisor: This position oversees the local support team and has a certain level of network responsibility to troubleshoot and maintain local network infrastructure issues. • Three levels of IT Support Technicians: These support positions are an essential part of the team who attend to network account issues, hardware, software and student Chromebook troubleshooting, repair and support. • Associate Principal for Operations and Technology: this role provides the team with necessary building leadership, support and guidance.
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Associate Principal [Technology] North
District level technology support positions: • Network Infrastructure Manager and Network Systems Administrator: these roles manage all aspects of our overall network infrastructure, including internet connectivity, local and wide area networks and network security. • Information Systems Manager: this position is responsible for all aspects of our numerous data systems, including user support, data transfers, maintenance and upgrades. Thesebriefdescriptionsofwhatthesestaumembersdohardlycomeclosetodoingjusticetoalltheyare responsible for and achieving. My role as Director of Technology and Information Services exists as a cabinet-level position, reporting to the Superintendent, which is critical for ensuring technology is always part of the conversation at that level. District 99 provides robust instructional support for teachers through building Instructional Coordinators (full-time) and Curricular Technology Consultants (teacher release periods.) These roles exist within the instructional side of the building leadership teams, and I connect and collaborate with them within several steering committees.
Information technology security and data privacy concerns have always been present, and today’s world climate has caused these issues to take a high-profile center stage. Managing Cybersecurity Unfortunately, most school districts—except for extremely large ones—don’t have the resources to employ full-time teams of security professionals to manage these dangerous and ever-present threats. At District99,tohelpaddressthatcriticalgapinstavng,weutilizeavirtual ChiefInformationSecurityOvcer(vCISO).Thisisanoutsidesecurity professional that we contract with for their expertise and guidance through weekly meetings and to be on call should we need their expertise in a security incident. We’ve been working with our vCISO now for over two years, and it has dramatically improved our readiness level and overall approach when it comes to information security. A Team Effort As in any successful team, communication and collaboration are crucial. Through the matrix-style organization we have in place and with regular meetings and good relationships, we adopt standardization where it’s important and provide autonomy as well. By working together, IT Support listening, learning from each other and having fun doing it, we Junior supportoneanotherandthestudentsandstauofDistrict99.
Technician
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Network Support Supervisor North
IT Support Senior Technician IT Support Technician
IT Support Technician
ARTICLE / StavngforTechnologySupport
Director of Technology & Information Services Data Privacy Officer
Network Systems Administrator
Network Infrastructure Manager
Associate Principal [Technology] South
Our current technology support structure provides a combination of building autonomy and district standardization.
Information Systems Manager
Network Support Supervisor South
IT Support Senior Technician IT Support Technician
IT Support Technician IT Support Junior Technician
IT Support Junior Technician
IT Support Technician
IT Support Technician IT Support Junior Technician
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RESOURCES You've Got Mail: The negative consequences of technology addiction. Have you ever felt yourself chasing that interact with screens in the home — “empty inbox” dream? How many times “we have seen the dangers of haveyousilentlyagreedtoNetflix’s“play technologyfirsthand.” next” button without even a second thought? If you are currently sporting Us Against the World a wearable, such as a Fitbit or Apple “The problem isn’t that people lack Watch, how many times have you willpower; it’s that there are a thousand checked it today? people on the other side of the screen whose job it is to break down the self“Behavioral addiction is still in its infancy, regulation you have.” When you think and there’s a good chance we’re still at about it that way, it’s easy to see why base camp, far below the peak.” many of us lose this daily (sometimes hourly) battle with our smartphones, Not My Children laptops, televisions, gaming consoles Irresistible: The Rise of Addictive and wearable devices. It’s not a failure Technology and the Business of of character or willpower — we are Keeping Us Hooked sets out to explore simply outnumbered. one key question: “Why are some of the world’s greatest public technocrats Adam Alter authored Irresistible to also its greatest private technophobes?” provide his readers with an opportunity From Steve Jobs refusing to let his toreflectuponthemanybehavioral children own iPads to editors at Wired addictions that have risen to prominence magazine setting strict parameters over the decades. From social media to around when and how their children can the wide-ranging availability of devices that keep us connected 24/7/365, each impacts our lives and relationships and are vying to keep us engaged whenever possible. He notably cites the strong ties between a child’s ability to sustain attention and their success later in life in areas such as language acquisition and the ability to problem-solve.
On Their List Book reviews from your peers on relevant career topics
Timothy Gavin
Chief School Business Official East Prairie School District 73
Tim Gavin began his career in education as a middle school mathematics and science teacher in 2013. He spent the nextfiveyearsintheclassroom working with students before deciding to pursue his Master’sandearnhisCSBO endorsement. He is currently servingintheroleofCSBOfor East Prairie School District 73.
shirks the world around us and makes information more accessible than everbefore.Ifyoufindyourself,asadid, also looking for an opportunity to do someself-reflectiononthepower struggle between attention bandwidth and productivity, then Irresistible is a worthwhile investment of your time.
Technology: The Positives Technology,onlyamplifiedbytheeuects Number of times I checked my phone of the pandemic, does have its upsides while writing this: 14. though. It breaks down the barriers of communication between friends, relativesandcoworkers,auordsus remote work accommodations and has the potential to teach almost anything. It 46 |
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THE FINAL WORD SPEAKING UP ABOUT TECHNOLOGY TONY INGLESE
CHIEF FINANCIAL OFFICER BATAVIA USD 101 What is your role within the district when it comes to education? I supervise all financial and operational functions of the school district, including information technology and instructional technology. What do you see as the biggest technology-related challenge(s) facing school districts right now? During the pandemic, our teachers were forced to learn a lot — quickly — about technology to support remote learning. And now that they are using more technology to teach back in our classrooms, we struggle to help them locate effective ed-tech software tools without considerable planning and effort. Teachers are now overloaded with options, and they can’t easily discern which tool is the most effective for their students’ needs. The multitude of these tools are also expensive, both in terms of purchase cost and the amount of time needed to learn how to use it and build it into lesson plans. While the debate on the return on investment for technology seems to have been settled, the increasing costs of individual software tools begs for scrutiny. What technology-related issue(s) will you be watching over the next few years? I’m eager to see the maturation of data interoperability, to include data sharing standards, multi-factor authentication, single sign on, class rostering and privacy management. Now that we are being held accountable for each data element that we share beyond our internal systems, our approach to data management, visibility and tracking must evolve. This work is tedious and time consuming, so we need new toolsets and strategies to do it well and efficiently. As we automate and integrate more of these information management functions, we can reduce the burden on our tech staff so that they can spend more time on providing better support to teachers. What is one thing school districts can do to improve their educational technology? I recommend that all school districts automate tracking and auditing of their ed-tech software. We’re spending eye-popping amounts on software subscriptions that, for many reasons, offer little value and are not helping us move the needle on student learning.
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2022 REGIONAL CONFERENCES
Bringing Essential Topics to Districts Statewide
TAMMY ADVERTISEMENT SPRINGFIELD October 26, 2022
Regional Conferences EFFINGHAM OCTOBER 27, 2022
REGISTRATION IS NOW OPEN!
Engage with colleagues from across the state about the issues that matter most to you during valuable networking time, and learn more about how school districts in your area are handling current challenges and providing solutions. Designed to meet the needs of superintendents, business managers and provide resources for all of your responsibilities in your school district.
GET THE FULL DETAILS AND REGISTER AT WWW.IASBO.ORG/REGIONALCONF S OFFICIA ES L N
UPDATE Magazine / Summer 2022
OL BU HO SI SC
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INOIS ILL A IATION OC of SS
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I L L I N O I S
Association of School Business Officials
IASPA Illinois Association of School Personnel Administrators