Illinois ASBO UPDATE Fall 2012

FACILITIES TECHNOLOGY ISSUE / WINTER / FALL 2012

INDISPENSABLE TOOL for SCHOOL BUSINESS MANAGEMENT

THE

SPACE

BETWEEN TAKE THE TECHNOLOGY LEAP GOING 1:1 – TWO PERSPECTIVES PG. 14 TRENDS IN CURRICULUM PG. 24 ED REFORM SOLUTIONS PG. 34

www.iasbo.org

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YOUR BEST PRACTICE FOR FINDING BEST PRACTICES. (Like Your Financial Dashboards)

Find and share best practice documents that coincide with your business office tasks. Login to p2p.iasbo. org and visit the Resources page to see the latest topic and add your own document to help build this warehouse of best practice solutions. Need help?

Contact Rebekah at 815-753-9270!

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Update Magazine / Fall 2012

INSIDE

Illinois Association of School Business Officials Update Magazine / Fall 2012 / v.20 / i.01

TECHNOLOGY ISSUE

THE

SPACE

BETWEEN 24 24 24

THE NEXT ISSUE: SC HOOL FINANC E AND BUDGETING Planning today for a solid financial future.

Take the Technology Leap: Trends in Curriculum Driven Technology The “space between,” is not as far as you may have imagined. Trends that are emerging are truly providing an exciting new approach and methodology of education for anyone, at any age.

Cover Story by Jim Burgett

Managing Information Technology: Doing IT Better IT is more than just another cost center – it is key to the success of a school district. Measure, manage, lead and focus your IT to get the most from it, while controlling costs.

By Anton Inglese

20

www.iasbo.org

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PERSPECTIVE

ARTICLES

FROM-THE-PODIUM Looking Into the Future:

Technology will continue to change how students learn and teachers teach. 07 FROM-THE-OFFICE Staying on Top of Emerging Trends:

TechCon brings business officials and tech directors together. 09 FROM-THE-FIELD Proactive Online Practices: Tips to

defend yourself and your institution from cyber attack. 11 SUPPORTING ROLE Award Winners Speak Up: On

receiving their award, the value of getting involved, and the Illinois ASBO Foundation. 13

Your Technology Gauge: Inventory and Assessment Technology assessment can assist your district in maximizing the results of your technology investments. Weigh the alternatives and gain a process and tools to get started.

By Mike Cloud

CASE STUDY Going 1:1: Proven processes and perspectives from two districts with student device initiatives. 14

Cracking Down on Cyberbullying Cyberbullying is too nice a word for acts that can lead to extreme violence and suicide.

Federal and State guidance can help us provide a safer learning environment.

FROM-THE-TABLE

By James D. McEnroe

TechCon Speakers Talk Technology:

38

Apple and Google reps relay their vision for technology in schools. 18 SCHOOL BUSINESS 101 Part of the Discussion: How business

managers and technology directors are getting involved in curriculum. 19

30

Your E-Rate Questions Answered Make sure you are getting your district’s piece of $2.34 billion in available savings through a solid understanding of the E-Rate process and timelines.

By Gerry Zeller

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Update Magazine / Fall 2012

40

RESOURCES

ON MY LIST

INTERCONNECTED! EDUCATION More about relationship:

REFORM POWERED BY TECHNOLOGY SOLUTIONS

Social technologies provide more opportunities than ever to engage with stakeholders. This begins with a new mindset.

New technology solutions are assisting districts in implementing requirements brought about by the Performance Evaluation Reform Act and SB7 to evaluate teachers, track evaluation data and more closely scrutinize teacher performance.

34

By Robert E. Swain and Jeffrey C. Goelitz

THE FINAL WORD Great Ideas from Great Illinois ASBO Members John Gibson

Business Manager Homewood SD 153 Having been directly responsible for technology and having supervised tech directors and their staff, John has built great working relationships. As educators are now using technology in ways that are really creative and interesting, he believes the cost of technology is a restrictive issue that needs immediate attention. Badly needed technology can put a strain on district budgets.

46

43

Web 2.0 Tools: Save Time and Simplify Tasks Screencasts, Social Bookmarking, Curating Content and more solutions from Meg Ormiston of Tech Teachers.

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www.iasbo.org

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“ I always envision this

conference as a Superintendent and Tech Directors’ chance to talk, reflect and plan ahead. ”

2011 TechCon Attendee

Gather Your Team and Get a Tech Vision TechCon is a chance for key staff to come together and reflect on the use of technology in your district.

Superintendents will see the direction technology and curriculum are heading.

Business Managers will understand key initiatives and how they affect the budget.

Technology Directors will gain a practical vision for what technology can achieve.

October 26, 2012 Register your team today at: 6 | Update Magazine / Fall 2012 www.illinoistechcon.com

IL CTO

PERSPECTIVE / Board President

FROM–THE–PODIUM Try to imagine what education will look like twenty-five years from now. Today’s students have been surrounded by technology since birth. How will their expectations and the needs of their children be different for teachers, curriculum and classrooms compared to today?

I can’t say I know what changes will take place in the next two decades, or even in the next ten years. I do believe, however, that the changes will occur and at an ever-increasing rate.

The reason I believe this is, of course, because of the exponential increase rate associated with changes in technology.

Technology is clearly changing the way students learn and teachers teach. Flipped classes, BYOD and Web-based curriculum options are moving past the “pilot” stages and becoming more common in our schools. Educators who first saw cell phones as nuisances needing to be banned from classrooms, now recognize the opportunities such devices provide to create powerful educational connections with their students.

Mark E. Staehlin DISTRICT CONTROLLER COMM. HIGH SCH. DIST. 99

SIMPLY SAYING

Flipped classes, BYOD and Web-based curriculum options are moving past the “pilot” stages and becoming more common in our schools.

Looking forward, political pressures will also steer us toward further integration of technology. The need to deliver guaranteed and viable content based on core curriculum standards favors the increased dependence on technology. Computer-based software, if properly developed and used, provides a huge opportunity for curriculum delivery to be more consistent across grade levels, between schools and from district to district.

Further, assessment components embedded in the software can provide faster and more consistent feedback for our teachers.

Wireless devices have become more powerful and less expensive, setting off the most recent technology explosion in education. While some districts are on the front edge of the wave, many more are struggling to meet the new infrastructure, equipment and professional

development demands associated with this higher level of technology integration. Unfortunately, school business officials are being called upon to address these issues at a time when resources are at their lowest in decades.

Accordingly, regardless of where your district and school community fall on the spectrum of integrating technology into the classroom, and in order to use your district’s resources wisely, you need to stay informed of what other districts are doing and learn from their experiences.

This edition of UPDATE pulls together key articles from experts in the field of technology, and from your peers, who seek to share their experiences in an effort to supplement and expand your technology resource base.

I hope you use this information to help your district be in the best possible position to identify, plan and execute the changes that come with technology.

www.iasbo.org

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THE

COMING FALL

MAGA ZINE

SEMINARS

Illinois Association of School Business Officials

Check out www.iasbo.org on the events page or the lastest Calendar of Events included in the current UPDATE for full seminar listings including location and PDC sponsorship and register for professional development today.

Northern Illinois University, IA-103 108 Carroll Avenue DeKalb, IL 60115-2829 P: 815.753.1276 / F: 815.753.9367 / www.iasbo.org

Update Editorial Advisory Board PDC COORDINATOR MEMBERS Richard A. Lesniak, Ancillary Services Kristopher P. Monn, Educational Enterprise Grant L. Sabo, Facility Management

September 2012

S 26 2 9 16 23 30

M 27 3 10 17 24 1

T 28 4 11 18 25 2

W 29 5 12 19 26 3

T 30 6 13 20 27 4

F S 31 1 7 8 14 15 21 22 28 29 5 6

October 2012

November 2012

S M T W T F S 30 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 1 2 3 4 5 6 7 8 9 10

S 28 4 11 18 25 2

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T 30 6 13 20 27 4

December 2012

W T F S 31 1 2 3 7 8 9 10 14 15 16 17 21 22 23 24 28 29 30 1 5 6 7 8

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F S 30 1 7 8 14 15 21 22 28 29 4 5

Cathy L. Johnson, Financial Resource Management Ann C. Williams, Human Resource Management Robert J. Ciserella, Information Management Paul A. O'Malley, Sustainability

BOARD & EXTERNAL RELATION MEMBERS Mark E. Staehlin, President Aimee L. Briles, SAAC Chair

Date

Time

Session

Location

AT-LARGE MEMBERS Angie Peifer, Illinois Association of School Boards

09/18/12

8:00AM Environmental Health and Life Safety

Arlington Heights

09/21/12

Limiting Rate Increases and Referendum 8:00AM Success and How to Enhance Your Operating Funds

Arlington Heights

10/02/12

9:00AM

ISDLAF+ User Group Seminar Timely Topics: Preparing the Tax Levy

Naperville

10/03/12

9:00AM

ISDLAF+ User Group Seminar Timely Topics: Preparing the Tax Levy

East Peoria

10/04/12

9:00AM

ISDLAF+ User Group Seminar Timely Topics: Preparing the Tax Levy

O'Fallon

10/05/12

9:00AM PDC Meeting of the Whole

Arlington Heights

10/09/12

8:00AM Budget & Financial Projections

Arlington Heights

10/26/12

TechCon: 6th Annual Technology & 8:00AM Financial Issues for the 21st Century

Naperville

10/29/12

9:00AM

5th Annual Midwest Facility Masters Conference

Wisconsin Dells, WI

11/07/12

7:30AM

Educational Facility Design, Renovation & Construction

Downers Grove

IASB/IASA/IASBO 80th Joint Annual Conference

Chicago

Learning From Lincoln: Leadership Practices for School Success - AAC #1098

Chicago

Downers Grove

7:00AM

11/16/12

7:00AM Risk Management Seminar - AAC #1283

Chicago

11/16/12

7:00AM Seminar on School Finance - AAC #1062

Chicago

12/07/12

Educational Support Professionals 7:00AM Conference

03/13/13

8:30AM Leadership Series: Situational Leadership

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Update Magazine / Spring 2012

815.753.9368, sbertrand@iasbo.org Angela D. Lehman, Communications Coordinator 815.753.9371, alehman@iasbo.org Rebekah L. Weidner, Staff Writer/Editor 815.753.9270, rweidner@iasbo.org Brett M. Olson, Designer 815.753.7654, bolson@iasbo.org Tammy A. Curry, Designer 815.753.9393, tcurry@iasbo.org

Illinois ASBO Board of Directors Mark E. Staehlin, President Hillarie J. Siena, President-Elect Nelson W. Gray, Treasurer Richard A. Lesniak, Immediate Past President 2010–13 Board of Directors

Susan L. Harkin, Beth L. Millard, Curtis J. Saindon

11/16/12

05/15/13

STAFF MEMBERS Michael Jacoby, Executive Director Susan P. Bertrand, Assistant Executive Director

10/27/12

Illinois ASBO 62nd Annual Conference & Exhibitions

John A. Gibson, Homewood SD 153

815.753.9366, mjacoby@iasbo.org

AM: Law & Negotiations // PM: How Law & 8:30AM Technology Impacts the Nuts & Bolts

11/16/12

Phyllis A. Hanna, Glen Ellyn SD 41

Naperville Downers Grove Schaumburg

2011–14 Board of Directors

David Bein, Jennifer J. Hermes, Glayn C. Worrell 2012–15 Board of Directors

David H. Hill, Luann T. Mathis, Ann C. Williams

Illinois ASBO Board Liaisons Aimee L. Briles, Service Associate

Advisory Committee Chair Kurt Hintz, Service Associate Advisory Committee Vice Chair Terrie S. Simmons, ASBO International Liaison Gil Morrison, Regional Office of Education Liaison Debby I. Vespa, ISBE Board Liaison Dean M. Langdon, IASB Board Liaison

Privacy Policy 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.

PERSPECTIVE / Executive Director

FROM–THE–OFFICE “We need to prepare students for THEIR future not OUR past.”

— Ian Jukes This issue of UPDATE focuses on technology in education. I’m sure most of you can relate, but when I see what we are doing today with technology as we train new school business officials and then recall the technology I had available to me in my first job as a business manager – it is amazing what has changed. In 1986 I walked into that first job and there was one of the first Apple Macintosh computers. It had 512 K in memory with no hard drive! I thought it was so advanced. Now I have more memory than that in my blue tooth earpiece!

Michael A. Jacoby EXECUTIVE DIRECTOR ILLINOIS ASBO

SIMPLY SAYING

Most chief school business officials must utilize technology at a high level, but very few are trained in what it takes to integrate it seamlessly...

“Any smoothly functioning technology will have the appearance of magic.”

— Arthur Clarke Most chief school business officials must utilize technology at a high level, but very few are trained in what it takes to integrate it seamlessly into the central office or the instructional arena of their schools. That is why Illinois ASBO has developed a conference called TechCon. This conference is an opportunity for business officials and technology directors to meet together and be challenged to understand the emerging trends and best practices in educational technology.

“History will say, “They had WHAT tools? And they did WHAT with them?”

— John Davitt

The date for TechCon this coming fall is October 26 and it will be held at the NIU campus in Naperville. In addition to some great break out sessions, the line up of keynote speakers this year is simply outstanding: • Jaime Casap is the Education Senior Evangelist at Google, Inc. • Patrick Beedles is an Account Executive with Apple • Jon Bergmann is the founder of the Flipped Learning Network and Lead Technology Facilitator at Kenilworth School District 38 I know you will find each both entertaining and on point regarding the technology movement in education. Don’t miss it!

“Technology is anything invented after you were born, everything else is just stuff” — Alan Kay

www.iasbo.org

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A New Year of GAINS

Has Begun!

Service Associate members are already beginning to reap the benefits from the first year of the GAINS program. With the new GAINS year in effect as of July 1, now is a good time to evaluate how you can up your participation in Illinois ASBO and reach a higher level of rewards.

Some ways that you can increase your reach within Illinois ASBO and earn GAINS points include: • Running for the SAAC (75pts) – Applications are due in December!

• Attending Service Associate only events (25pts each) • Professional Development Committee involvement (50pts), a possible bridge to becoming a professional development presenter (75pts) New Point Earning Platforms This Year!

• Registration for the Midwest Facilities Conference (25pts)

SERVICE ASSOCIATE ASSOCIATE PARTICIPATION PARTICIPATION REWARDS REWARDS PROGRAM PROGRAM SERVICE

• Legacy Project participation (25pts)

See all you have to GAIN at www.iasbo.org/GAINS 10 |

Update Magazine / Spring 2012

PERSPECTIVE / SAAC Chair

FROM–THE–FIELD Like many others, my password was obtained by hackers in the recent LinkedIn breach; I consider myself fortunate in that it did not appear that my password was decoded. The experience made me think about other sites I visit that store my personal information, though, as I’m sure it will not be the last time a Web site I regularly visit is attacked by fraudsters. The annual Data Breach Investigations Report recently released by Verizon indicated that in 2011 there were over 850 incidents of online data breaches with 174 million records compromised; however, over 97% of these attacks were avoidable if sufficient controls were in place.

The objective of the attack on LinkedIn, like any online attack, was to obtain access to personal information that assists the fraudsters in gaining access to financial accounts.

Fraudsters realize that many individuals use the same password for everything from

Aimee L. Briles VICE PRESIDENT WINTRUST GOVERNMENT FUNDS

SIMPLY SAYING

In 2011 there were over 850 incidents of online data breaches... however, over 97% of these attacks were avoidable... their online banking and email, to shopping and social media; therefore, it is highly recommended that passwords used to access financial information online are unique from those used to access other applications.

It is also critical to maintain strong passwords. Believe it or not, the most common online passwords are: password, 123456 and 654321, and the fraudsters know this. Passwords become increasingly harder to crack the longer they are and when they contain a combination of upper and lowercase letters, numbers and special characters. A six character password that is all lowercase letters or all numbers only takes about 10 minutes for a hacker to randomly guess. That same six

character password that includes upper and lower case letters, plus numbers and special characters stretches the guessing time to 18 days. A password that is extended to nine lowercase letters lengthens the guessing time to 4 months to decode, while adding uppercase letters, numbers and special symbols to that nine character password, makes it virtually impossible to unscramble, as it would take a cyber thief over 44,000 years to crack.

Personal information should only be accessed from a dedicated computer or through a secured wireless network; local wi-fi “hotspots” are easy entry points for hackers to gain access to such Web sites. Any site that hosts sensitive information will never ask for you

to change or verify that information via email, text or online. Emails requesting personal information should be deleted and the company represented should be contacted in order to conduct an investigation regarding its origin.

I often wonder how I ever got anything accomplished before I had 24/7 access to information through smart phones, tablets and the internet. I recognize, however, that in spite of the convenience it allows, every time I am online, I am at risk of having my personal information compromised. So as technology speeds forward into the world of remote access to virtually everything, be cognizant of how your online activity can greatly reduce your likelihood of becoming a victim of a cyber attack. www.iasbo.org

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CONTRIBUTORS

Jim Burgett

Mike Cloud

Anton Inglese

President The Burgett Group

Dir. Education & Public Sector Solutions Peters & Associates

Chief Information Officer Batavia USD 101

Jim Burgett was twice named Administrator of the Year in Illinois.

He has served as superintendent, principal, teacher, and named Teacher of the Year. He is an author, professional development provider and passionate educator. jburgett@burgettgroup.com

With his team, has completed well over 50 successful technology assessments for school districts, with more than 30 years industry experience. Provides advisory services for dozens of Chicago area school districts, forming lasting relationships. mike.cloud@peters.com

Anton is an #edtech geek. Among the first ever to become a Certified Education Technology Leader (CETL) through the Consortium for School Networking, he holds an Illinois CSBO endorsement and serves on the Illinois ASBO Technology PDC. Anton.Inglese@bps101.net

James D. McEnroe , Ed.D.

Robert E. Swain

Gerry Zeller

Adjunct Professor, Division of Education Graduate School of Governors State Univ.

Partner, Hodges, Loizzi, Eisenhammer, Rodick & Kohn LLP

Consultant Zeller & Associates

Having served as an ASBO International Meritorious Budget Award reviewer, James is a retired Assistant Superintendent who has served on the Illinois ASBO Finance and Technology Professional Development Committees. jimdmc15@att.net

Concentrates his practice in litigation and is a frequent speaker on managing electronic records. Built his first computer earlier this year. Cowrote his article with Jeff Goelitz, who works primarily in board governance and employment issues, particularly those related to Ed Reform. rswain@hlerk.com

Retiring in 2003 after 15 years as West 40 Intermediate Service Center’s Technology Coordinator, he was coaxed into helping one district with its E-Rate application. Zeller and Associates now assists over 35 applicants including districts, special education cooperatives, and private schools. gzeller@zellerandassociates.com

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Update Magazine / Fall 2012

PERSPECTIVE / Foundation Award Winners

SUPPORTING ROLE

Award Winners Speak Up

2012 award winners voice their thoughts on recognitions, getting involved and giving back.

Featuring :

Emmert Dannenberg

Ken Florey

Gary Stanley

2012 Distinguished Service Award Winner

2012 Above and Beyond Award Winner

2012 Lighthouse Award Winner

On Their Award Dannenberg: It is the highlight of my career and one of the most memorable moments in my life. To be recognized by my peers and included with the outstanding people who have received this award is an honor beyond description.

Florey: I think this new award was an awesome idea. There are a lot of Service Associates who put a lot of time into Illinois ASBO to make it easier for school people to do their job… it must have been difficult to choose.

Stanley: When I looked up what the Lighthouse Award was, it was for special achievement in something that could be duplicated. The energy that I bring, I hope can be duplicated in any other committee.

On Getting Involved Dannenberg: Take advantage of the opportunities available through Illinois ASBO and share your talents, whatever they might be. Love what you do, and do it with conviction, commitment and compassion.

Florey: Go to the committees. Volunteer for the speeches. You are going to meet a lot of great people and learn a lot of good things… It is really about all of us doing group problem solving and putting our minds together. School district members, Service Associates and the Illinois ASBO staff are like a three-legged stool.

Stanley: If you can be or find a mentor, each comes out ahead. If you can pick up the phone and call somebody because they are your mentor and care for you, that IS priceless. Getting involved is how you find those relationships. Then once you find them, it becomes so enjoyable.

On the Illinois ASBO Foundation Dannenberg: The Foundation is about sustainability and an opportunity to give something back. It is critical that we ensure that our profession continues to flourish and that we provide an ongoing opportunity for others to grow, learn and share.

Florey: People just starting out don’t always have access to the kind of funding that used to be available. [The Foundation] could make the difference between someone coming up in the ranks or not, and making the schools a better system.

Stanley: People who want to give do so, and if money is needed, it is there. The Foundation is not about who has the deepest wallet. Foundation recognitions are about leadership by example. That really says it all. Isn’t that what the awards are all about?

Join the work of the Foundation and be recognized beginning with the IASB/IASA/Illinois ASBO Joint Annual Conference this November: Find out more at iasbo.org/foundation www.iasbo.org www.iasbo.org

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GOING 1:1

TWO INITIATIVES, TWO PERSPECTIVES CASE ONE: ANYWHERE, ANYTIME LEARNING

Large District Perspective: Niles Township HSD 219, Serving four cities and over 4,800 high school students Niles Township HSD 219 is preparing for the third year of its 1:1 student laptop initiative titled Anywhere, Anytime Learning (AAL). One of five Board of Education Goals launched in 2010, the planning process began in 2008 and is a phased implementation with a new class being added every year, having begun with the class of 2014. The initiative was comprised of three main domains:

Pedagogical Support

Curriculum and Assessment Integration

Infrastructure and Networking Consideration

DOMAIN ONE: PEDAGOGICAL SUPPORT The District took a multi-pronged approach. A three-level series of in-district technology courses for credit and lane advancement were developed: Will prepare teachers to deliver content in a virtual learning Focused on curriculum development environment.

An overview of Web 2.0 and using the Understanding by Design other tools were offered as both traditional and blended instruction.

LEVEL 1

process.

LEVEL 2

LEVEL 3

Over 98% of 375 teachers in the District have completed the Level 1 course. Professional Development Centers, staffed with an Applications Trainer, provide training and support for teachers while instructors with strong technology skills were given release time to provide content specific support.

PROFESSIONAL DEVELOPMENT CENTERS, STAFFED WITH AN APPLICATIONS TRAINER, PROVIDE TRAINING AND SUPPORT FOR TEACHERS...

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Update Magazine / Spring 2012

In the conversation:

CASE STUDY

PHILIP LACEY DIR./INSTRUCTIONAL TECH. SERVICES NILES TWP. HSD 219

MARCELO SANZ DIR./OPERATIONS & NETWORKING SERVICES NILES TWP. HSD 219

DOMAIN TWO: CURRICULUM AND ASSESSMENT INTEGRATION The AAL program was integrated with BOE Goal #2, to “ensure a guaranteed and rigorous curriculum and common assessment.” Curriculum revisions for Freshman core classes were rolled out in 2010 and now include 59 revised courses with NETS aligned projects and common summative assessments. Students take a yearly skills assessment to benchmark their knowledge of the ISTE

NETS*S standards and have direct access to a Student Technology Application Support Specialist who works in a dedicated lab to provide support and training resources directly to students. Teachers use the skills acquired in the Tech courses to revise the curriculum. This year, the Freshman through Junior curriculum will be revised and will include over 100 courses.

.

ENSURE A GUARANTEED AND RIGOROUS CURRICULUM AND COMMON ASSESSMENT DOMAIN THREE: INFRASTRUCTURE AND NETWORKING CONSIDERATION Selecting the right portable computer, a sustainable selection of applications and building a reliable network structure were equally important for the 1:1 plan.

Back in 2009, the netbook choices were aplenty and District 219 invested a decent amount of time to sort and select a machine that gave the best return on their investment. They settled for the Dell Mini1012. The long list of criteria considered included screen size, keyboard size, battery life, warranty terms, storage size and memory size. The rest of the specs on their list such as chipset, processor, video card, wireless card and such became irrelevant to the selection process because they had to resign themselves to the manufacturer’s choice, which for the most part was fine.

The software selection, which was expected to be a point of contention, quickly became an area of common agreement with the premise that Open Source software was, to the benefit of the students and the District, a source of free software and thus an equalizer. Ubuntu, a flavor of Linux, was selected to be the OS and several programs from the k12opensource.com site were selected to complement its functionality. As their 1:1 experience matures, they are switching to Ubermix, an Ubuntu based image that comes with a collection of free educational applications that was built and it is maintained by educators.

Finally, blending the experience of sleek computers and free software would not be a pleasant ride if the supporting network wasn’t ubiquitous and reliable. District 219 redesigned their wireless network to be robust, smart and manageable but time has taught them that demands in bandwidth and coverage makes this area a permanent “work-in-progress.” Wireless saturation, capacity and Internet utilization require constant monitoring and adjustments. They’ve had to triple their Internet subscription in order to keep with the demand, fine tune the wireless characteristics and location of antennas and upgrade their URL filtering and firewall capabilities.

DISTRICT 219 REDESIGNED THEIR WIRELESS NETWORK TO BE ROBUST, SMART AND MANAGEABLE BUT TIME HAS TAUGHT THEM THAT DEMANDS IN BANDWIDTH AND COVERAGE MAKES THIS AREA A PERMANENT “WORK-IN-PROGRESS.”

Flip the page to read a private school's perspective! www.iasbo.org | 15Æ

CASE TWO: A CURRICULUM-DRIVEN PROCESS

Private School Perspective: Lake Forest Country Day School, An independent school going 1:1 in their upper school (Grades 5-8) of 180 students Although the scale of this 1:1 initiative may have made it more feasible, the decision and implementation process that Lake Forest Country Day School (LFCDS) used in launching its electronic Portable Anytime Learning (ePAL) initiative is one that other districts can certainly emulate.

The ePAL program came out of a faculty “Teaching and Learning in a 2.0 World” committee, which was convened to investigate how technology could improve student learning. The committee quickly realized that to truly take advantage of emerging technology, they would need to step up their level of hardware deployment.

STAGE 1: RESEARCH AND REFLECTION Subcommittees formed to investigate specific topics in educational technology spent an entire year (2009-2010) reviewing literature on 1:1 student computing programs. Finding that these programs were associated with enhanced achievement and 21st century skills, LFCDS leadership developed a formal vision statement for a 1:1 initiative, then worked to develop buy-in from the rest of the faculty.

STAGE 2: EDUCATIONAL OBJECTIVES During Stage 2, LFCDS progressively expanded the initiative to include more stakeholders over the course of the 2010-2011 year. This began with the entire grade 5-8 faculty, who were surveyed for their reactions to the 1:1 vision and brought together regularly for discussions over the course of six months.

LFCDS didn’t want to go 1:1 simply for technology’s sake; they wanted to make sure that ePAL was driven by teaching and learning. To achieve this, they had each academic department create a high level of list of the technologyenabled learning activities teachers hoped to be able to have students engage in, which the ePAL steering committee then used to make decisions about hardware, software, and infrastructure.

While educational objectives drove the functional requirements, budget considerations were key when finalizing device selection. LFCDS chose school-owned tablet PCs–Windows 7 convertible laptops with tablet pen and touch functionality.

During this phase, LFCDS began conversations with its Board, getting the Board Education Committee involved to discuss the vision and educational objectives of ePAL. In the spring, they began to have parent sessions to explain the potential of 1:1.

WHILE EDUCATIONAL OBJECTIVES DROVE THE FUNCTIONAL REQUIREMENTS, BUDGET CONSIDERATIONS WERE KEY WHEN FINALIZING DEVICE SELECTION. 16 |

Update Magazine / Spring 2012

In the conversation: KEITH GILLETTE DIR./INFORMATION TECHNOLOGY LAKE FOREST COUNTRY DAY SCHOOL

STAGE 3: IMPLEMENTATION While formal ePAL implementation did not occur until the summer before the 2011 school year, the groundwork for success had been laid for years. LFCDS faculty had been using tablet PCs themselves for 6 years, which gave them familiarity with the devices all students would soon have.

The network and server infrastructure and user support systems had also been built up and tested over the course of years, so LFCDS had confidence in what they could sustain.

Despite their planning, one thing that took LFCDS by surprise was the level of hardware failure they experienced in their first year. While they purchased tablet PCs from a first-tier manufacturer and held 10% spare inventory for loaners, the combination of high levels of component failure, breakage by students, and multi-week repair times due to global parts shortages caused by the devastating

earthquake in Japan and floods in Thailand, combined to put significant strain on the program during the fall. As Kenneth Gillette, Director of Information Technology reflected, “There is always something overlooked, regardless of how thoughtful your process or how pretty your diagrams.”

Looking to their second year, LFCDS is taking time to reflect on how they are meeting their goals on a curricular level, and tracking their progress against the SAMR (SubstitutionAugmentation-Modification-Redefinition) model of educational technology use. As the faculty and students gain more understanding, they are excited to see how LFCDS will progress "through enhancement of its already effective curriculum to an ultimate goal of transformation in its teaching and learning to achieve levels of student performance not otherwise possible."

Conception

Launch

Educational Goals

Research & Reflection

Program Vision

Educational Objectives

Curricular Innovation

Program Assessment

Program Parameters

Grade Levels

Ownership & Financing

Warranty & Insurance

Standardization Level

Policy Updates

Functional & Technical

Selection & Purchase

Configuration & Deployment

Student Computing Infrastructure Upgrades

Initial Budgeting

Wireless Upgrade

Storage Upgrade

Content Filtering

Internet Bandwidth

User Support

Support Load

Support Budgeting

Procedural Planning

Support Contracting

Parent & Student Training

Faculty Professional Development

Ramp-up & Ongoing Delivery

Parent Readiness

Ongoing Communication

User Training General Planning

Initial Budgeting

Board Involvement

This process, developed by Keith Gillette for Lake Forest Country Day School, could be used by any district in developing their own 1:1 plan.

Get more 1:1 perspective on peer2peer Both District 219 and Lake Forest Country Day School have shared their detailed 1:1 planning documents for your benefit. Find these and other technology resources now!

• Visit p2p.iasbo.org and log in with your member credentials.

• Click on “Resources” and then “UPDATE.”

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PERSPECTIVE /

FROM-THE-TABLE

Two

Speakers Talk Technology Patrick Beedles Education Account Executive, Apple, Inc.

Patrick works exclusively with school districts in the K-12 spectrum to evaluate their current technology and how they can use it to really influence teaching and learning.

What is Apple focusing on to advance technology in schools?

Apple's hardware like the iPad and Mac inspire creativity and hands-on learning with features you won't find in any other educational tool - on devices that students really want to use.

We recently launched iBooks textbooks and iTunes U for iPad which take iPad learning to a whole new level. iBooks textbooks introduces a new kind of textbook that's dynamic, current, engrossing, and truly interactive. iTunes U for iPad allows you to create your own custom interactive courses for iPad. This simple yet powerful app puts all the materials for the course right at the students’ fingertips.

Why is technology important for educators and administrators to focus on?

A great analogy that a seventh grader once told me is this: Going to school is like getting on an airplane. You sit in rows. You are told to turn off all electronic devices and look straight ahead. When the flight is over, you resume your normal life and plug back in.

Today’s generation of kids is a very wired generation. They come to school expecting access to the same tools and resources they have at home. Education leadership needs to be aware of this sudden change and rapid movement.

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Update Magazine / Fall 2012

Jaime Casap Google Education Senior Evangelist

Jaime helps educational organizations across the country find ways to utilize technology and all its potential.

His team brings Google tools to millions of administrators, teachers, and students across the globe.

What is Google focusing on to advance technology in schools?

Google Apps continues to be a key infrastructure for many educators doing blended learning. For example, teachers are using Google Forms to do pre and post assessments.

We just launched YouTube for Schools, which brings thousands of education videos into the classroom.

Google Chromebooks are built from the Web and made to be invisible in the classroom. They boot up in 8 seconds, last all day, and are helping educators rethink how we do computing in the classroom.

Why is technology important for educators and administrators to focus on?

While it is important to always remember that technology is just a tool, we must also remember that technology is enabling a number of solutions, including flipped classrooms, distance learning, and individualized learning models.

Central to these capabilities is the Web. The Web is where we learn, where we find resources, and where we manage our relationships. The Web can help students build critical skills like communication, collaboration, and problem solving.

Hear more from Jaime and Patrick on October 26 at TechCon! Learn more at: www.illinoistechcon.com

PERSPECTIVE / Technology

SCHOOL BUSINESS 101 How can the business manager or technology director insert themselves into the curriculum discussion?

Chris Norman

DIR./FINANCIAL SERVICES, ALTON CUSD 11

Have a question or issue that needs to be addressed by School Business 101?

Submit your ideas or questions to Rebekah Weidner at rweidner@iasbo.org

A: We obviously need to be involved in any discussions that could involve increasing costs. In my case, I am highly involved in the supervision of technology, therefore I have been in those discussions. We are looking at the variety of devices available (smartboards, netbooks, tablets, iPods, etc), making sure the various devices can do everything we need, determining whether individual devices are appropriate for particular situations, and looking at our options for providing professional development so that we don't buy technology that sits on a shelf.

Tonisha Sibley

INTERIM BUSINESS MANAGER, WEST HARVEY-DIXMOOR SD 147

A: I’ve been working with director of curriculum to assess the technology needs for the classrooms. Basically, what programs are the teachers using in instructional time, and which do they find useful for students? We started doing this because our technology consultant felt that we had programs the teachers were not using and wasted space. From these discussions we decided to cut three programs, which led to cost savings and the ability to give up one of our servers.

Lyndl Schuster

ASST. SUPT./BUSINESS SERVICES, RIVER TRAILS SD 26

Want to add to the discussion?

Add your response in the Hot Topics Group within the peer2peer Network. Then, watch for the next School Business 101 discussion for a chance to be featured in the UPDATE Magazine.

A: Technology is a tool used to teach. We are a small district, so we (myself and our tech director) are naturally a part of the discussion. We discuss questions including, “What does the 21st Century classroom look like?” And, “How can technology be used to engage students and enhance learning?”

Stephen Chassee

DIR./BUSINESS DEVELOPMENT, ARCON ASSOCIATES, INC.

A: The Technology Director is very important in the curriculum discussion, because they are the link to where the district is today with technology, and where the district will be in 5, 10 and 20 years. As architects, their input is vital for planning the classrooms of the future, and how the curriculum will be delivered. This helps to ensure that the facilities are currently capable of meeting the district’s goals, as well as being able to adapt to the path the district is taking with their curriculum in the future.

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MANAGING

INFORMATION TECHNOLOGY:

Doing IT Better

What is the value of information technology (IT)? Are schools getting what they pay for? Most school business managers see IT as yet another cost center and they grumble. So how do you manage IT to be efficient and effective—and still control costs?

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Update Magazine / Spring 2012

POINT OF VIEW

By Anton Inglese CHIEF INFORMATION OFFICER BATAVIA USD 101

Nowadays, IT now entangles practically every aspect of school operations, including keeping keeps the lights on. Without IT, classrooms are too hot or too cold, the phones are dead, and student learning is limited or severely disrupted. Each year, school leaders invest more into technology, either in hope of unlocking potential and efficiency, or in fear of what might happen if IT breaks. As more and more is spent on IT each year, school leaders are left perpetually wondering if such spending will provide a return on investment. Despite having become a key to supporting student learning, few districts are adept at managing IT. A modern school cannot function without IT, so how can IT be better managed to fulfill its promise?

1. MEASURE IT

IT has probably become the most complicated department in your district. Whether it is staffed by geeks with personality quirks, former teachers who dabble with computers, or “techies” that answer every question with “reboot” or a flat, “no,” every school IT department is delivering increasingly complex services that are ever-more critical to school operations and student learning. So, how do you know if IT is actually doing what you pay them to do?

Peter Drucker, the influential writer and management consultant, famously said, “What gets measured, gets managed.” But sadly, few school IT leaders measure anything other than the number of devices they maintain, and have practically no data to assess IT performance. It's no wonder superintendents and business managers gripe as they appropriate the IT budget each year.

Metrics can lend insight into the chaos of IT: • Is IT meeting customer expectations and needs?

Check the customer satisfaction rating.

• Does IT have the resources to meet demand in a timely fashion? Monitor the average time to request resolution.

• Is the average cost of an IT service request reasonable? Divide the number of requests by total IT spending.

• What is the most common technology issue for teachers and how can we prevent it? Segment IT requests by category and look for themes.

The essential questions and IT metrics will vary for each district and the circumstances under which they operate. What has become clear, however, is that they can no longer be answered by gut feelings or solved by premonitions—the stakes are too high. An IT leader that isn’t monitoring performance can’t complain that there isn’t enough time, staff, or money to do the job properly, or demand more resources. IT is too important to the success of a school district to operate by intuition.

Without IT, students aren’t learning. And without data, how do we really know IT is getting it done?

RESOURCE INDICATORS • IT spending per student (IT spending / students enrolled) • % of total district expenditures allocated to IT (IT spending / district expenditures) • IT staffing (FTE) per student (IT FTE / students enrolled) • Internet bandwidth per student (Internet bandwidth / students enrolled) • Devices per student (user devices / students enrolled)

PERFORMANCE INDICATORS • Customer satisfaction rating (customer’s satisfied / total # of survey responses) • Average time to resolution (# of requests / cumulative response time) • On–time resolution rate (requests resolved within time targets) • System availability (system time up / time interval)

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3. LEAD IT

2. MANAGE IT

HELP IT HELP YOU: DEVELOP A DEMAND MANAGEMENT PROCESS THAT REGULATES REQUESTS FOR IT–ENABLED INITIATIVES TO THOSE THAT HAVE STRATEGIC VALUE.

Most school IT departments are reactive, responding to events and putting out fires as they occur. According to the IT Process Institute (ITPI), typical IT organizations spend between 35-45% of their time on unplanned and unscheduled work.1 Such work, like server outages, can distract an entire IT department for days. Unscheduled downtime can severely impact productivity; system outages can delay payroll processing, jeopardize student learning opportunities or, at the very least, be downright maddening.

Fires will happen, but what can IT do to be proactive and avoid working as full-time firefighters? High performing IT organizations employ consistent, repeatable processes that are carefully monitored and measured. The IT Infrastructure Library (ITIL) outlines a framework of integrated processes that manage IT services and align them to the strategic objectives of the organization. ITIL processes include incident and problem management, release and change management, and capacity and fiscal management. Similar approaches to managing IT services are outlined in the Microsoft Operations Framework (MOF) and the Framework for ICT Technical Support (FITS).

When implemented correctly, these frameworks define good, systematic processes that enable continuous improvement and identify potential issues before they become problems (i.e., organizational learning).

For IT to support the strategic objectives of a school district—or any organization—it must be part of the decision making process. Too often, hardware and software solutions are selected and strategy is set with little or no consultation of IT. Whether your district’s IT department is led by a former teacher, principal or someone who has experience in the private sector, IT representation at the highest levels of district leadership is critical. The Framework of Essential Skills of the K-12 Chief Technology Officer (CTO), developed by the Consortium for School Networking (CoSN), outlines the skills, responsibilities and knowledge needed by an education technology leader to strategically

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Update Magazine / Spring 2012

If continuous improvement isn’t reason enough, here’s IT’s dirtiest secret of all: ITPI research shows that, on average, 80% of all IT issues and outages are the direct result of configuration changes made by IT staff.1 In other words, IT is its own worst enemy. IT systems are complex and integrated, but without proper planning and controls— like a change management process—unforeseen consequences and downtime will occur.

What’s worse, ITPI notes that IT staff spends an average of 80% of all downtime searching for what caused the problem (i.e., attempting to find a configuration change that they recently made). Only 20% of repair time is spent actually fixing the problem.1 According to ITIL, change management is a “primary control process,” yet most IT leaders contend that any such red tape will prevent them from getting the real work done. Yet as Stephen Katz, former Chief Information Security Officer of Citibank wisely remarked, “Controls don’t slow the business down. Like brakes on a car, controls actually allow you to go faster.”1 Unfortunately for our students and teachers, very few school IT departments use such a control process to manage system configuration changes.

support a school district. The criteria of the framework establish the expectation that to be successful, IT leadership should, “Actively participate with members of the superintendent's cabinet (e.g., district senior management) to create a vision for how technology will support the district’s strategic and operational goals.”2 A district’s success—and its students’ learning—have become contingent upon how well IT performs. It isn’t just about consulting with IT to make better decisions; it’s about ensuring that IT understands the part it plays in improving student achievement. To do so, IT must be represented on the district’s executive team.

4. FOCUS IT

Just as districts endeavor to conserve utility and energy consumption, like water, gas, and electricity, they can— and should—save precious IT resources. Unlike utilities, however, school leaders cannot simply turn down the thermostat or install efficient fixtures to conserve IT capacity. To be effective and efficient with limited IT resources, districts need a strategic focus.

Generally, school administrators advocate for IT investments without knowing, or asking, whether such investments make sense at a strategic level.3 Many principals will admit (or should) that they approve “urgent” IT requests from teachers, never considering what fulfilling such a request will take to implement. The classic example is to ask (or demand) that IT install a new instructional software title onto dozens of computers—by tomorrow morning. Too often, the actual cost and value of implementing that software is uncalculated and unlinked to strategic initiatives. What’s worse, the capabilities and feature-set of that new software is probably available from another title or service already supported by IT. Yet IT is

expected to install that software immediately, with little or no regard for IT’s limited capacity and responsibility to keep the lights on.

It is likely that your IT department will spend hundreds of hours this year bending and contorting modern systems to support 20-year-old legacy software deemed “essential to the curriculum,” but which hasn’t been re-evaluated in over 10 years. Everyone knows that IT resources in schools are extremely scarce. IT’s attention and time should be guarded and focused on supporting strategic objectives. Help IT help you: develop a demand management process that regulates IT requests to those that have strategic value.3 Peter Drucker is also famous for saying, “Effectiveness is getting the right things done.

Efficiency is doing things right.” So, stop expecting IT to do everything. Focus IT on that which is strategic, and use data and processes to ensure that it is done well. do everything. Task IT only on the right things, and use data and processes to ensure that they do it well.

PUTTING IT TOGETHER

Working in IT is a tough job. IT delivers complex services to demanding customers that, generally, don’t understand the organizational impact of their individual expectations and requests.3 It’s not hard to imagine why IT feels overextended—or why school leaders feel that IT fails to deliver cost-effective value. So, the next time you see your IT leader, shake his or her hand, thank them for all their hard work, and politely ask to see their performance metrics.

TO GET THE MOST FROM IT: 1. Involve IT leaders in senior decision making circles 2. Adopt an IT service management framework (ITIL, MOF, FITS) 3. Strictly manage IT configuration changes 4. Hold IT accountable: measure and monitor performance metrics

Endnotes 1. Kevin Behr, Gene Kim, and George Spafford, The Visible Ops Handbook: Implementing ITIL in 4 Practical and Auditable Steps (IT Process Institute, 2008), 17-18.

2. Framework of Essential Skills for the K-12 CTO (Consortium for School Networking, 2012), http://www.cosn.org/Portals/7/docs/Certification/Framework_1212_2011_ Public.pdf.

3. Adapted from Susan Cramm, 8 Things We Hate About I.T. (Harvard Business Press, 2010), 4, 79.

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Update Magazine / Spring Fall 2012 2012

COVER STORY

By Jim Burgett PRESIDENT THE BURGETT GROUP

TAKE THE TECHNOLOGY LEAP TRENDS IN CURRICULUM DRIVEN TECHNOLOGY

The “space between” is not as far as you may have imagined... find a new approach of education for anyone, at any age. www.iasbo.org

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The trends that are emerging in technology and curriculum are truly providing an exciting new approach and methodology of education for anyone, at any age.

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I qualify for Social Security. I get a deal on a cup of coffee at many diners without asking. They just look at my hair. In spite of my years, my six grandkids, ages 4–17, don’t think I’m ancient. In fact, when I recently showed them my third generation iPad and a few of my newest apps, they almost forgot I was their Gramps. And, when I challenge them to a game of Cut the Rope, or Angry Birds, or we look up things or try out new apps, they think I’m kind of cool…until I call them by the wrong name, but hey, that’s part of the aging thing isn’t it?

I meet a 30–something year old teacher who is clueless about the ever–changing way kids learn, or I butt heads with a 30–year veteran who refuses to acknowledge that there is a new way to teach, or is unaware that today’s student has “NO FEAR” tattooed on the inside of their cranial cavity, it is then that I find myself ready to pull out some of my thinning hair. The changes in technology and curriculum should excite every educator no matter how long they have been in the profession, or how long they have been breathing.

When I present at one of my professional development sessions and use Apple TV, demonstrate interactive textbooks, and introduce countless new academic opportunities via digital magic, my age seems to dissipate as a meaningless factor to anything, and that reminds me that technology and learning are ageless. But, when

There are numerous terms for the “new” way kids learn, such as “innovative learning technology,” “digital learning,” “technological instruction” and the like. I have my own term. I call it Zoom. I named it after the decade old Mazda ad filmed in the Swiss Alps where the little boy is hiding behind the bush when this beautiful Miata speeds by.

Update Magazine / Winter Fall 2012 2011

The boy looks at the camera and with undefined excitement on his face whispers “Zoom, Zoom!” It’s like he never saw anything like it before, and it came and went so fast, and was so exciting, he couldn’t contain himself.

Kind of like the day we first laid hands on an iPhone, or connected to someone on the Internet, or discovered that if you simply put the word weather and your zip code into the Google box, the weather for your hometown appears. Amazing. It’s a new way of learning, of processing, of compiling, of researching… and it makes learning come alive, become unpredictable, faster than a speeding bullet, and at the same time…hold on to something…it truly makes learning fun! And kids love it.

And so do I.

So let's talk about five trends that bind technology and curriculum and promote Zoom learning...

TREND ONE:

TECHNOLOGY AND CURRICULUM ARE BECOMING AFFORDABLE! A few months ago, a week after the public introduction was made, I shared an iTextbook with a group of educators on a screen, via a little box that connected the screen directly to the tablet I was using. I was able to teach interactively with a group of 50 people using only a digital projector, tablet, and this wireless gizmo (a $99 Apple TV). I could pass the tablet around and everyone in the room could use it and we all could see it. I shared a handful of

the 100 or so apps on my tablet and all were amazed. The group went almost comatose when they witnessed the interactivity of a Physics textbook, digital of course, that sells for only $14.99. And this is the perfect example of trend number one! Digital books, apps, display of information via systems like Apple TV, and the interconnectivity of multiple devices is lowering the cost and making more technology available to more learners.

TREND TWO:

NEW OPTIONS ARE AVAILABLE FOR INSTRUCTIONAL DELIVERY. Remember the days when teachers taught a lesson, kids listened, and then maybe, the students had a few minutes to practice what they learned before the class ended, at which time they simply closed their 2–4 pound book, added it to their backpack library of 22 pounds, and hauled it all home to try to apply the lesson to the assigned homework with little help and often lots of frustration?

Times have changed. Technology is allowing the teaching/learning process to be turned 180 degrees through an ever–growing trend called “flipped instruction.” At home, students view concentrated lessons (usually 20–30 minutes long) and have the ability to stop, start, repeat, or replay any part of them. The lessons can be sent home on DVD’s, or on the net, or on special players. The lessons can be uploaded, downloaded, sideloaded (I made that up) to an iPod, tablet, or whatever device the student has or the school provides.

The next day they do the homework in class where they can get answers to questions, or support, or even get a reprieve from doing the homework at all so they can tutor others or move onto something more challenging!

This trend opens a ton of other opportunities – chat rooms with other students at night while watching the lesson, discussion blogs with students or teachers, assignments and/ or test questions kids can practice before class the next day, etc., etc. The options are literally endless and guess what – kids love it, and achievement improves while traditional discipline issues drop. Homework gets done and teachers teach. This is truly a technological win–win for everyone.

Times have changed. Technology is allowing the teaching/learning process to be turned 180 -degrees... www.iasbo.org

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Technology systems need to be savvy enough to provide a common base for the transfer of information...

TREND THREE:

THERE IS A GROWING ACCUMULATION OF DIGITAL OPPORTUNITIES. The key word of course is apps. Apps used to be short for applications, but now it is what it is – just apps. Most are free, or cheap or modest in cost. They cross the spectrum from fun to higher learning. They connect you to everything. They change the world and bring it forward. They are on computers, phones, tablets and the plethora of fruity devices: berries and apples mostly.

This is the trend that is almost not a trend because of the quantity and quality of the apps available.

Apps are being created every minute for every tablet or phone platform. Apple claims (June, 2012) over 500,000 apps are available. The trend in providing learning/curricular opportunities is growing as fast as one can imagine and almost faster than one can process. A wonderful trend for educators!

RECOMMENDED MOBILE APPLICATIONS FOR EDUCATORS: iTextbook Barefoot Atlas Khan Academy Howjasay Flashcards QRReader PCalc Lite Dragon GoSkyWatch SoundNote Translate iTunes U iWriteWords TEDTalks YouTube for Schools

TREND FOUR:

THE CHANGING ATTITUDE OF HOW TO INCORPORATE, USE AND EXPAND TECHNOLOGY.

I call this the Zoom Adjustment. Zoom Adjustment means that instead of looking at devices as annoyances or threats, we need to view them as education door openers. The “cell phone” of the past was something we banned to the locker (off and out of sight) and was, it seems, the leading cause of school discipline for a period of time. Today it needs to be viewed as a connection to the world. I recently visited a school where kids were instructed to go the office before classes if they forgot their phone to sign out a phone for the day! Phones in this school are integral to research, “pen pals” and necessary communication. This change in attitude is a true example of Zoom Adjustment.

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Update Magazine / Spring 2012

Part of this change, is the realization that if you have ten different students you may have ten different devices – with several different operating platforms. Technology systems need to be savvy enough to provide a common base for the transfer of information, and with the wireless generation, this seems to be getting easier and easier. BYOD (Bring Your Own Device) is a newly invited term and it mirrors Zoom Adjustment. Devices are now welcome, embraced, shared, and used to incorporate new ways to learn and new forms of curriculum in schools that embrace the wonder of Zoom.

TREND FIVE:

ONE WORD: GOOGLE.

The final trend may seem a bit lame, but I think it is the most exciting of all. If you ask for a definition of the word “Google” it will tell you it is the brand of a search engine on the Internet. But if you ask a kid what Google means he will tell you it is where you can find out answers to questions, do research, or learn about just anything. I call it the greatest new trend to Zoom.

Educators who want to teach the way kids learn have discovered they truly have the world at their fingertips.

Recently, a young teacher was talking to me about creating a lesson on photosynthesis for his elementary class. The textbook they were using was 8–10 years old, and the basics of photosynthesis haven’t really changed a great deal for a few years. But really, kids aren’t excited about looking at photos or diagrams.

They want photosynthesis in action. I asked him if he had “Googled” photosynthesis, and he said no.

I suggested he Google the following: photosynthesis apps, photosynthesis videos, photosynthesis TED, and photosynthesis Kahn. TED and Kahn bring up Web sites that offer literally thousands of prepared lessons on a myriad of topics. He called me the next day and said he had so many outstanding “tools” to use to make the topic alive and interactive, and also provide the foundation for student research.

I give presentations all the time and I learn while preparing them with one word – Google. I did this while writing this article. I did it last night at the mall. My grandson did it yesterday when we were talking about a new bike.

Zoom Adjustment means that instead of looking at devices as annoyances or threats, we need to view them as education door openers.

So here we are – five trends that are making learning and technology (Zoom) easier and more exciting: 1. IT is becoming more affordable 2. Delivery of Zoom can be more creative through

flipping and in doing so yield greater achievement and better behavior 3. Apps are bringing creative curriculum offerings to personal devices at record speeds 4. “Zoom Adjustment” is a change in mindset that has gone from restricting learning devices to welcoming them and finding ways to accommodate the learning benefits 5. Realizing that by simply engaging a search engine like Google one can stop guessing, postponing, procrastinating and find answers and excitement binding technology and curriculum together instantly with amazing results.

Old or young, connected or just interested, technology is changing how we think, how we learn, how we grow. When I was a kid I had to memorize that Dover was the capital of Delaware. Today, by pushing a half dozen buttons on a device I can find the capital of anything, anywhere, or the names of all the stars, or plants, animals, or the price of a stock RIGHT NOW, or the history of mites, or….you guessed it, ANYTHING. Curriculum doesn’t drive technology, the trends today tell us that technology drives education anywhere good educators want to go.

Y P P HA ING! M ZOO www.iasbo.org

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Your Technology Gauge: Inventory and Assessment

T

echnology assessments can be a valuable and often used method to assist school districts in evaluating their usage of technology and determining how to maximize results from technology investments. An assessment can be a very effective and proven methodology for getting an in-depth evaluation & prioritization of key technology areas including: security, performance, manageability, reliability and usability of your technology and network infrastructure.

ARTICLE

Key questions and drivers for technology assessment include: • Is your district getting the maximum value and results from your existing technology investments?

• Where should you spend limited funds for maximum value to service your district’s key requirements?

• How does your district compare to other districts in the usage of technology, staffing, user satisfaction, reliability, security, etc.?

• Does your district have a detailed and up to date inventory of all technology assets including computers, servers, software, switches and more?

• Where do we go from here with so many choices?

Cloud Computing, Bring Your Own Device, Anywhere Anytime access, Wireless, Microsoft vs. Google vs.

Apple, etc.?

• Issues & concerns with security, performance, reliability, internet usage, wireless, etc.

Technology Assessment Process

These are some typical processes that we, as a third party working with school districts, use in conducting technology assessments. However, like anything, there are many choices and alternatives and it is always good to get ideas from other districts and multiple providers so you can compare and determine what approach makes the most sense for you and your district.

An example of an assessment process: At the highest level, the areas of focus can be in the following areas: 1. Review, discuss and prioritize key objectives within the district. Additional input can be provided at your discretion from other representatives including teachers, staff, administration and more. This phase can include written surveys and round-table discussions with representative samplings of the user environment.

By Mike Cloud DIR. EDUCATION & PUBLIC SECTOR SOLUTIONS PETERS & ASSOCIATES

2. Technology needs assessment and documentation including requirements review and prioritization. This can include the usage of automated assessment tools/ technologies to inventory, audit, sample, test and survey the technology infrastructure including Network LAN/WAN, servers, workstations, management tools, software and more. Representative sampling can be leveraged along with proven processes and methodologies.

3. On-site technical review, analysis, and auditing by lead technical experts to do a hands-on evaluation of the network environment including reviews of tools, staffing and resources required to effectively support and manage the environment.

4. Evaluation and analysis of requirements to determine best fit alternatives. Including review and input from key project sponsors, white-boarding and architecting of possible solutions and new technologies, and where appropriate demonstrations and envisioning on future technologies.

5. Recommendation and review of solutions including estimated costs, training, ROI, etc.

Who is in on the conversation: The process should include reviews and discussions with district representatives who are involved in or impacted by each area of concern. This includes data collection and review of facilities and systems by project team members.

It varies by district, but usually the individuals who are project sponsors and who have the most involvement include business managers, superintendents, technology directors and curriculum coordinators. Project sponsors from the district should participate in additional discussions, white-boarding reviews and product demonstrations as appropriate in order to develop final recommendations.

Others who provide input and can have involvement include technology staff and representative samplings of teachers, principals, staff, students and community.

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What comes out of the process: Some key deliverables that can come from the assessment process include: 1. Interaction with and discussions amongst district representatives to review requirements and to discuss priorities and optimum solutions.

2. A documented set of requirements for each subject area to determine best-fit solutions and to help spec out and cost out appropriate solutions.

3. Forming a set of recommendations for each subject area based on a review of the network environment and current practices in use.

4. Developing a vision and direction for technology initiatives within the district.

5. Network documentation and analysis of system configurations/states.

6. A review of findings that allows districts to form future plans with key district decision makers.

A summary document can be a useful tool to bring to your board or other district leadership and lead into the implementation process based on your assessment findings. We typically include: 1. A comprehensive Executive Report outlining the work that was completed, key findings and recommendations.

2. Recommendations – prioritized by high, medium, and low.

3. Review of Technology Plan & Budgets.

4. Diagram, Plan, and Cost Estimates.

5. System Maintenance Documents.

6. System Configurations (table with key elements + diagnostic report).

7. Staffing Review and Recommendations.

8. Comparison to other school districts using ISTE Starchart and peer group comparisons when appropriate.

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Update Magazine / Fall 2012

How Does Your District Measure Up?

Self-Assessment Options and/or Supplements to Third Party Assessments ISTE STaR Chart The ISTE STaR Chart and self-assessment can be leveraged to do a comparison in dozens of areas for how your school district compares to many others. It can be found at: www.iste.org.

ISTE’s CEO Forum’s Interactive School Technology and Readiness (STaR) Chart, is a self-assessment tool designed to provide schools with the information they need to better integrate technology into their educational process. There, you can complete an online, multiple-choice questionnaire that will provide you with instant feedback on how well your district is doing in this process. The STaR Chart identifies and defines four school profiles ranging from the “Early Tech” school with little or no technology to the “Target Tech” school that provides a model for the integration and innovative use of education technology.

How the STaR Chart Can Help The STaR Chart can help any school or community answer three critical questions: 1. Is your district using technology effectively to ensure the best possible teaching and learning?

2. What is your district’s current education technology profile?

3. What areas should your district focus on to improve its level of technology integration?

OCTAVE Method for Assessments Developed by CERT: CERT is located at Carnegie Mellon University’s Software Engineering Institute. They study internet security vulnerabilities, research long-term changes in networked systems, and develop information and training to help you improve security. CERT has security assessment methodologies that you can download for free from their Web site and they also offer 3-day training classes to teach some of the assessment process. We have had advisors from our consulting team attend CERT training and we leverage some of their methodologies for parts of our technology assessment process. The CERT Web site and more information is at: www.cert.org.

One of their assessment methodologies is called The OCTAVE Method. According to the CERT Web site, this method: • Was developed with large organizations in mind (300 employees or more).

• Uses a three-phased approach to examine organizational and technology issues and assembles a comprehensive picture of the organization’s information security needs.

• Is comprised of a series of workshops, either facilitated or conducted by an interdisciplinary analysis team of three to five of the organization’s own personnel.

Our organization has found the CERT method and the ISTE district evaluation tools to be helpful components of a larger assessment process and we leverage subsets of those tools in our processes.

Weighing in on the Benefits: Why your peers are gauging their technology

“When District 148 hired a new technology director, the technology audit allowed us to confirm the efficiencies of our system while we uncovered other areas that were in need of improvement.”

James Mcenroe, Ed.D .

“School districts have processes for setting goals and bench marking their performance in student learning and finance/operations. A district’s technology assets affect the performance of both learning and finance/operations.

Developing processes for setting goals and bench marking technology performance as a contributor to student learning and finance/operations is critical to building an effective and efficient school organization.”

Jack Barshinger, Superintendent, Batavia USD 101

“Every school district assesses students and staff. Why not assess technology? Does the superintendent, business manager or school Board really know what happens when the power goes out and a server dies? Who knows how to recover? Is the IT staff trained on the current back up technologies? What about the student data, social security numbers or credit card data, is it really safe? Why not find out through a technology assessment.”

Tom Zelek, Business Manager/Technology Director, Elmwood Park CUSD 401

Costs and Benefits of a Third Party Assessment Depending on the scope of this project and availability of manpower and resources within a district, many opt to use a third party to complete their Technology Assessment. This can provide validation and outside expert confirmation your district is heading down the right path and justification to the school board, teachers, and community.

The size of the district and scope of the project will ultimately impact the cost for an assessment but most third party assessments can be completed for a fixed cost of between $8,000-$16,000. The time for an assessment varies between 1-6 months but most are completed within 8-12 weeks.

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Interconnected!

Education Reform Powered

by Technology Solutions 34 |

Update Magazine / Fall 2012

ARTICLE

By Robert E. Swain PARTNER HODGES, LOIZZI, EISENHAMMER, RODICK & KOHN LLP

Jeffrey C. Goelitz ASSOCIATE HODGES, LOIZZI, EISENHAMMER, RODICK & KOHN LLP

The landscape for teachers in Illinois changed dramatically as a result of the “Ed Reform” brought about by the Performance Evaluation Reform Act (Senate Bill 315, P.A. 96-0861) (“PERA”) and the untitled Senate Bill 7 (P.A. 97-0008) (“SB7”). The two laws fundamentally change the way that teachers are hired, evaluated, tenured, honorably dismissed and dismissed for cause, with an increased emphasis on performance in general and performance evaluations in particular.

Of the many dominoes that have begun to fall with Ed Reform, this article will examine the practical interplay between Ed Reform and technology in schools.

We see technology soulutions powering Ed Reform in three general areas: • First, the new requirements for evaluating teachers, and the increased importance of evaluations, are already leading to new hardware and software solutions to improve the quality of the evaluation process and of evaluations themselves.

• Second, the need to track evaluation data for teachers – and especially to track student performance, when the student growth component comes into play – is already driving a market for better data management solutions.

• Third, as teacher performance is more closely scrutinized – again, especially as the student growth component comes into play – teacher competency in the use of technology, both instructionally and administratively, will be paramount.

Technology in the Evaluation Process Even in its infancy, PERA and SB7’s

heightened emphasis on performance evaluations is starting to change the use of technology in the evaluation process. PERA transitioned Illinois school districts to a four-tier evaluation rating system (excellent, proficient, needs improvement, unsatisfactory) that tracks the Charlotte Danielson model. Many districts are looking to technology to aid in that transition.

Ed Reform puts a new premium on portable technology. Many evaluators are using laptops and tablets to take notes during observations and to write up their evaluations afterwards.

New ISBE regulations set a minimum number of observations (one to three, depending upon the teacher’s status) and a minimum duration for each formal observation (either a full class period, a complete lesson, or a flat 45 minutes) that exceed common practices in many districts.

As evaluators begin spending more time in classrooms collecting more observation data, laptops and tablets can make them more efficient and even more effective in preparing evaluations that are more beneficial and more reliable within the Ed Reform paradigm.

On the software side, evaluators are turning to evaluation software

(such as iObservation) to conduct their observations and prepare their evaluation reports. Districts are also looking to other software options that can be used to increase collaboration during the evaluation process. For example, Google Docs and Google Apps are often touted by school employees because they offer free, easily-sharable options for word processing and spreadsheets.

The allure of the Google platforms is particularly strong, and the price is certainly right. The same cloudbased access and easy collaboration tools that make them so attractive, however, also introduce both legal and practical concerns. Confidentiality must be maintained, for example, and it is possible that the simple act of uploading evaluation data to a Google server might constitute an impermissible “disclosure” to Google itself. It doesn’t help that the terms of service for Google Docs fall far short of addressing the types of confidentiality concerns that school districts face on a daily basis. (The terms of service for Google Apps, on the other hand, do try to address some of these concerns – but tread carefully, and make sure your legal counsel is on board.)

www.iasbo.org

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It is critically important that the right people have the right access to the right documents at the right times.

On a practical level, the Google platforms allow easy sharing of document and collaboration among multiple users – but this can cut both ways. It is critically important that the right people have the right access to the right documents at the right times; however, one (innocent) mistake in choreographing access among members of an evaluation team could easily waste several hours of thought and reflection put into an evaluation.

For that matter, if a teacher or union representative is accidentally given access to a draft evaluation, the fallout could be much worse. Cloud-based collaboration is a powerful tool, but beware of the accidental disclosures that are one price of doing business in a digital age.

Technology to Track Ed Reform Data Data tracking is now more important than ever. For immediate purposes, districts need to compile and maintain much more data to conduct reductions in force. A similar need will arise as the student growth component comes into play for evaluating teachers.

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Update Magazine / Fall 2012

Reductions in force were complicated enough before Ed Reform, when RIFs only applied to tenured teachers and were based solely on seniority and legal qualifications. After SB7, the new RIF rules apply to tenured and non-tenured teachers alike, are based primarily on performance (though seniority is still a factor in many cases), involve both legal qualifications and other qualifications the school district may have established, and have a number of gray areas that are coming to light. In short, the process is more complicated – and more datadriven – than ever.

Ed Reform is spawning software solutions to help maintain this data and generate sequences for honorable dismissals. The IASA, of course, brought one option to market this past year, and initial experiences have provided a good insight into just how difficult it can and will be to navigate and institutionalize these procedures.

We expect software options such as this to become even more sophisticated as districts come to grips with this new reality.

The student growth component will likely create a similar demand for dedicated tracking software.

Many districts have already moved to centralized databases such as SkyWard and Infinite Campus, so a lot of this data is already moving onto electronic platforms. The prospects of creating benchmarks, tracking yearto-year performance, and analyzing actual student growth, though, will put a premium on the ability to process, manipulate, and analyze all of this data. It is easy to envision new addins being offered for these platforms, or even completely new platforms coming to market. For that matter, it’s fun to wonder whether a full-blown sabermetric revolution might come to education (if Theo Epstein can develop software to break a World Series curse, maybe we can develop software to close the achievement gap!).

Ed Reform puts a new premium on portable technology. Many evaluators are using laptops and tablets to take notes during observations and to write up their evaluations afterwards.

Teachers’ Use of Technology Finally, Ed Reform is driving technology in the classroom itself. Blackboards and overhead transparencies have long since been replaced by SMART Boards and PowerPoint, and grade books and parent notebooks have yielded to PowerSchool, classsroom blogs and e-mail. Simply put, performance in the classroom is the single most important focus of Ed Reform, and the integration of technology into the classroom is impacting instructional means and methods in radical ways.

To be quality teachers – and to achieve excellent performance evaluation ratings under PERA – teachers must demonstrate a level of technological competency far beyond that required even five or ten years ago. The 2012 Illinois Teacher of the Year, for example, was honored (among other things) for integrating technology into his liberal arts classroom and for developing online professional networks and teaching blogs. Some

evaluation instruments actually cover technological competence directly, but even those that don’t are increasingly driven by technological issues as technology becomes more prevalent in the classrooms. It would not be surprising to see an increase in teachers seeking professional development in technology and demanding access to the most current instructional technology tools available.

Conclusion Moore’s Law, which famously predicted that computer performance would double every two years, has now held up for nearly half a century.

Another half-century from now, we might mark Ed Reform as a turning point in the history of public education.

As we head into the second full year of Ed Reform, we are already finding that the two intersect: technology is offering new and helpful solutions for transitioning into the new paradigm, and Ed Reform is starting to drive some technology decisions in schools.

RESOURCES Don White SB 7 software: http://www.iasasurveys.org/SB7/ podcasts/sb7html/IASASB7.html (or call IASA at 217-753-2213 or iasa@iasaedu.org) Google Apps for Education: http://www.google.com/apps/intl/en/edu Google Docs/Drive: http://docs.google.com Infinite Campus: http://www.infinitecampus.com iObservation: http://www.iobservation.com PowerSchool: http://www.pearsonschoolsystems.com/ products/powerschool/ SMART Boards: http://smarttech.com/smartboard

Cracking Down on

CYBERBULLYING In December of 2011, the United States Department of Justice (2011) released Bullying in Schools: An Overview, the first of five bulletins to be produced on the problem of bullying. The USDOJ declared that bullying is a complex social and emotional problem impacting children and schools. In extreme cases… victims may turn to suicide.

Cyberbullying is bullying. It is bullying that takes place through the use of technology. This can include the Internet, cell phones, and even video games. Research on bullying itself has shown that it is important for teachers and administrators to have a clear understanding of the nature of bullying. The way we define bullying is directly related to our ability to intervene (Boulton, 1997).

Research by Craig (2000) revealed that a staggering 91 percent of teachers acknowledge that bulling takes place in their classroom and 25 percent of them believed it was actually helpful to ignore it!

Coloroso (2002) stated that bullying includes three elements, an imbalance of power, intent to harm and a threat of future aggression. Cyberbullying takes the physical acts of bullying and substitutes them with acts of mental cruelty that are inflicted electronically.

The National Crime Prevention Bureau (2012) reports that cyberbullying is a common and painful experience. A cyberbully may: • Pretend they are other people online to trick others.

• Spread lies and rumors about victims.

• Trick people into revealing personal information.

• Send or forward mean text messages.

• Post pictures of victims without their consent.

When teens were asked why they think others cyberbully, 81 percent said that cyberbullies think it’s funny. Other teens believe that youth(s) who cyberbully: • Don’t think it’s a big deal.

• Don’t think about the consequences.

• Are encouraged by friends.

• Think everybody cyberbullies.

• Think they won’t get caught.

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For many of us, bullying is like art; we cannot always define it, but we believe we know what it is when we see it. Unfortunately many incidents of cyberbullying go unrecognized and/or unreported. Cyberbullying is much too nice a word for acts that can result in extreme violence and suicide. As we all strive to make schools a safe and secure place for learning, cyberbullying can interfere with learning in the classroom. Robers, et. al. (2009) reported that 34 percent of teachers surveyed in the 2008-2009 school year agreed that bullying interfered with teaching in their classrooms.

Teachers, administrators and parents can help students deal with incidents of bullying and cyberbullying. Resources are available at Web sites such as stopbullying.gov.

Federal Guidance The United States Department of Education’s Office for Civil Rights, 2010 (OCR) is tasked with ensuring equal access to education. Under Title VI, Title IX, Section 504 of the Rehabilitation Act of 1973 and other related laws, the OCR enforces laws that prohibit discrimination in programs or activities that receive federal financial assistance from the Department of Education. According to guidance issued by the OCR: • Once a school knows or reasonably should know of possible student-on-student harassment, it must take immediate and appropriate action to investigate or otherwise determine what occurred.

• If harassment has occurred, a school must take prompt and effective steps reasonably calculated to end the harassment, eliminate any hostile environment, and prevent its recurrence.

These duties are a school’s responsibility even if the misconduct also is covered by an anti-bullying policy and regardless of whether the student makes a complaint, asks the school to take action, or identifies the harassment as a form of discrimination.

Although the OCR offers assistance to schools; it also works through the federal court system to enforce the laws.

By James D. McEnroe

ARTICLE

ADJUNCT PROFESSOR DIVISION OF EDUCATION GRADUATE SCHOOL OF GOVERNORS STATE UNIVERSITY

4. The policy must include definitions of bullying.

Whether we look to local laws, School Board Policies, Administrative Procedures or federal enforcement proceedings; our mission is to provide a safe and secure learning environment for all students. Cyberbullying can interfere with the educational process. However, schools and courts cannot do everything. Parents must become part of the solution. Cyberbullying, we can and we must make it stop; our future depends on it.

5. There must be a reporting procedure with anonymity and protections against retaliation.

References:

Eleven Components for Constructing Effective Anti-bullying Laws and Policies 1. A statement of scope to define what the policy covers.

2. It may enumerate specific characteristics.

However, it should be clear that it is not limited to a list of characteristics.

3. It should be the result of a collaborative approach.

6. There must be specific written procedures that require prompt follow-up and counseling for victims and offenders.

7. It should meet all requirements of applicable state statutes.

8. There must be a well-developed communication plan.

Boulton, M.J. (1997). Teachers’ views on bullying: Definitions, attitudes, and ability to cope.

British Journal of Educational Psychology, 67, 223-233.

Coloroso, B. (2002). The bully, the bullied, and the bystander. Toronto, ON: Harper Collins.

Craig, W.M., Henderson, K., & Murphy, J. (2000). Prospective teachers’ attitudes toward bullying and victimization. School Psychology International, 21, 5-21.

National Crime Prevention Bureau, 2012. Cyberbullying. Retrieved from http://www.ncpc. org/cyberbullying on June 4, 2012.

9. Training and prevention education must take a prominent place in the school.

Robers, S., Zhang, J., Truman, J., & Snyder, T. 2012. School Crime and Safety 2011. U. S, Department of Education.

10. There must be a system with written records for monitoring the effectiveness.

Unites States Department of Education, 2010. Key Components in State Anti-Bullying Laws.

Retrieved from http://www.stopbullying.gov/laws/key-components/index.html on June 1, 2012.

11. It must include a reference to the fact that there are other civil and criminal remedies available to the victim.

Source: United States Department of Education, 2010

State Guidance These Illinois statutes address bullying: 105 Illinois Compiled Statutes §5/10-20.14 – Student discipline policies §5/22-12 – Preventing or interfering with attendance §5/27-13.3 – Internet safety education curriculum §5/27-23.7 – Amends bullying prevention §5/27-23.9 – Bullying prevention task force In spite of the number of statutes; Illinois laws do not address the USDOE’s requirement for definitions, reporting, investigations, written records, counseling and monitoring.

Attempts to deal more definitively with bullying at the state level failed (again) this year in the Illinois Legislature. House Bill 5290 failed on May 29, 2012. With Senators voting 29 for and 21 against; the Bill failed by one vote.

United States Department of Education Office for Civil Rights, 2010. Dear Colleague Letter Harassment and Bullying. Retrieved from http://www2.ed.gov/about/offices/list/ocr/ aboutocr.html on June 2, 2012.

United States Department of Justice (2011). Department of Justice Examines Impact of Bullying in Schools. Retrieved from http://www.ojp.gov/newsroom/pressreleases/2011/ JJ_PR-121611.pdf on June 4, 2012.

Making Technology Affordable: Your E-Rate Questions Answered The E-Rate Program or, more precisely, the Schools and Libraries Universal Service Support Mechanism, provides discounts to assist most schools and libraries in the United States to obtain affordable basic telecommunications and Internet access. By looking at common questions about the E-Rate process, gain a solid understanding of how to get the best return for your district.

Q: WHERE DOES THE MONEY COME FROM? A: The money for the E-Rate Program does not come from a tax, but from a fee assessed to the nation's telecommunication companies. It is the Universal Service Fee which appears on most people's telephone and cable bills. For schools and libraries the Program collected the same amount of money, $2.25 Billion, every year up until 2010 when it added a Cost of Living Adjustment. For 2012 it collected $2.34 Billion.

Q: HOW IS THE MONEY DISTRIBUTED? A: The money comes to the schools and libraries from the vendor in the form of discounts on bills or reimbursements for bills fully paid. The Program sends the reimbursements to the vendor who, in turn, remits the money to the school or library.

The amount of discount is dependent on the number of students eligible for participation in the National School Lunch Program (NSLP) and the school or library’s urban or rural location. The smallest discount is 20% for schools and libraries with no eligible students to 90% for schools and libraries with at least 75% of the students qualifying.

INCOME Measured by % of students eligible for NSLP

URBAN LOCATION Discount

RURAL LOCATION Discount

If the % of students in your school that qualifies for the NSLP...

...and you are in an URBAN area, your discount will be...

...and you are in a RURAL area, your discount will be...

Less than 1%

20%

25%

1% to 19%

40%

50%

20% to 34%

50%

60%

35% to 49%

60%

70%

50% to 74%

80%

80%

75% to 100%

90%

90%

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Update Magazine / Fall 2012

Q: HOW ARE REQUESTS PRIORITIZED? A: Since schools and libraries have always, except for one of the very early years, requested more support than the Program collects, the SLD divides the categories of services into two Priorities.

Priority One services get a signal to the school or library.

This includes telecommunication services and Internet access. Phone service can include cellular services, hosted Voice over the Internet Protocol, and high-speed data transmission services such as fiber circuits. The Program discounts vendor provided Internet access, Web hosting and e-mail.

Priority Two services move the signal from the wall of the building (the d-Mark) to the desktop.

This contains internal connections and their basic maintenance. More practically: routers, switches, cabling and wireless access points, etc.

For all requests received by the deadline, the E-Rate Program funds all Priority One services which pass its review process. Then, usually $600 – $800 Million remains which is insufficient to fund all Priority Two requests. The Program begins with the requests from those schools and libraries with the highest discount and works its way down until runs out of money.

TIP: Make sure to file Priority One and Two requests separately. The SLD reviews applications containing requests in both categories with those containing only Priority Two. The E-Rate discounts could be much delayed.

ARTICLE

By Gerry Zeller CONSULTANT ZELLER & ASSOCIATES

FROM START TO FINISH - YOUR NINE-STEP E-RATE PROCESS Participation is a nine-step process where order is of paramount importance. The steps in order are: 1. If you are going to apply for Priority Two goods and services, complete a Technology Plan that explains why the E-Rate

services and equipment are necessary for the school’s educational program, etc.

2. Publicly publish the fact that the school is looking to purchase specific services and goods. This is done by “posting a

Form 470.”

3. Wait at least 28 days so that service providers may respond.

4. Formally evaluate the responses.

5. Select the goods and services that the school will purchase as well as the service provider from whom they will be

purchased. Sign contracts.

6. File that information with the Program with documentation supporting the dollar amounts requested. That is, file a Form

471. This form has a “no excuses” deadline which usually occurs in Mid-March for the following school year.

7. The Program reviews the application and determines the amount of money it will commit to the school’s request. It issues a

Funding Commitment Decision Letter (FCDL) informing the school of its decision.

8. The school informs the Program it is receiving the services, is compliant with the Children’s Internet Protection Act (CIPA),

and has an approved Technology Plan (if necessary) by filing Form 486.

9. The school receives the E-Rate money either in the form of discounts on bills or as reimbursements for fully paid invoices.

Q: WHAT IS A GOOD TIMELINE TO MEET THE “FORM 471” DEADLINE? A: Every E-Rate Form has a deadline. The most critical one is for the Form 471. The SLD sets a 471 window each year. It is anticipated that the window will close during the third week of March 2013. The Program holds all applications received after the window closes until it finishes funding all the ones which came in on time. There is never money for the late submissions.

As you start working on your E-Rate application for Funding Year 2013, Use the timeline below to work backwards from the anticipated deadline.

SEP

OCT

NOV

DEC

JAN

FEB

MAR

Tech Plan Written (P2) File 470 28 Days

CLOSES MID MARCH

Evaluate Responses Sign Contracts File 471

Deadlines are paramount. Mark them out on your calendar. Some are fluid. Use the “Deadlines” tool available at the Schools and Libraries Division home page, http://www.universalservice.org/sl www.iasbo.org

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Q: WHAT ABOUT SIGNING CONTRACTS? A: Note that schools and libraries can sign contracts after they have evaluated the proposals they received during the Form 470 28-day response period. If Board of Education approval is needed, be sure to schedule it in.

Contracts coterminous with the E-Rate year make the process easier. For some large service providers these are Individual Case Basis contracts for which the provider needs extra time to prepare. Be sure to include that time in your calculation.

All contracts must be signed before filing the Form 471. If your school or library signs a five-year contract, it does not have to post a Form 470 seeking those services until the contract expires. But, it must file a Form 471 each year to request the discount.

Q: MUST THE SCHOOL OR LIBRARY WRITE A TECHNOLOGY PLAN? A: Beginning in Funding Year 2010, the Program changed its rules and is requiring that a school or library write a plan before filing its Form 470 only if it is seeking Priority Two goods or services.

Q: WHEN IS FUNDING YEAR 2013?

A: July 1, 2013 to June 30, 2014. The naming convention is

confusing since that period is Fiscal Year 2014. To add to the confusion, long time E-Rate filers often use the original year naming method and call it Year 16, the 16th year of the Program. When we abbreviate, we use FY2013 to minimize confusion with Year 13.

Q: WHEN IS THE “E-RATE SEASON”?

A: All year. And, you can be dealing with three different years at the same time.

J 12

AUG

SEP

OCT

NOV

DEC

J 13

FEB

MAR

APR

MAY

J 13

FY 2011 486/BEAR FY2012 486 FY 2013 TECH PLAN, 470. 471

Receive Funding Year 2012 Services FY2013 PIA/FCDL

To help avoid confusion, the SLD color codes its communications with schools and libraries rotating through the blue, yellow, pink sequence. Funding Year 2014 will be “blue.”

Q: HOW LONG MUST THE SCHOOL OR LIBRARY KEEP ITS E-RATE RECORDS? A: For five years from the last date of service. When considering that a school or library may start planning Funding Year 2013 in July 2012 and not get its reimbursement until October 2014, this means that some records will have to be kept for seven years.

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Q: MY PREDECESSOR LEFT ME A BIG E-RATE FILE. WHAT SHOULD I DO? A: Separate it into Funding Years. Put into binders and use the Table of Contents and Labels available at : http://www.usac.org/sl/tools/samples.aspx.

RESOURCES More about relationship, than technology Is “empowered” a word you would use to describe your relationships with stakeholders – parents, Board, and community? In today’s more connected environment, the use of social technologies provides more unique opportunities than ever to share information, facilitate interaction, and counter negative behavior.

Tapping into this power, however, requires a change in mindset.

Charlene Li defines Open Leadership as, “having the confidence and humility to give up the need to be in control while inspiring commitment from people to accomplish goals.”

Opportunity takes vulnerability This starts with the realization that as a leader, you are not indeed the one who is in control – your employees and other stakeholders are. What must be relinquished when adopting new “open” social behaviors is the need to be in control.

Thinking in terms of relationship, this makes complete sense. Li asks the reader to reflect on a fulfilling personal relationship in their life. Do you control and dictate the terms and ask the other to follow blindly? This same concept extends to any relationship.

In the first section, Open Leadership outlines ten elements of openness, giving readers the opportunity to “audit” their organization and how they are doing in these key areas.

Crafting your “open” process The second section gives the reader the tools to orchestrate an “open strategy.” Crafting your strategy begins with forming objectives — what you are trying to accomplish and how you will measure this. There is also a need to have clear policies and procedures in place, so that employees and others will have an understanding of “how to play within the sandbox.”

What must be relinquished when adopting new “open” social behaviors is the need to be in control.

On My List Open Leadership: How Social Technology Can Transform the Way You Lead

By Charlene Li

Overview: The new opportunities brought about by social technologies allow unprecedented openness, and should make leaders in every field excited and a little scared.

In Open Leadership, Charlene Li, one of the foremost experts on social media and technologies, lays out the path for leaders who aspire to tap into the power openness brings, while realizing the risks and responsibilities.

Starting with their mindset, readers gain the practical tools to evaluate where they stand and how they can move their organization forward.

Taking a look within Lastly, the reader is asked to take a closer look at themselves: Do you personally exhibit the qualities of an open leader? Two key traits being optimism (an inherent ability to trust in a wider circle of people) and collaboration (including others in the decision making process).

Becoming this type of leader doesn’t happen overnight, and there will be some failures along the way, but it can ultimately transform your organization and allow a whole new level of relationship, utilizing social technologies to the greatest benefit. www.iasbo.org

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Web 2.0 Tools: Save Time and Simplify Tasks There are many Web 2.0 Tools that school leaders can use to efficiently manage information. Meg Ormiston, Professional Development Specialist from Tech Teachers, highlights just a few of her favorite tools out of her current book titled Creating a Digital Rich Classroom: Teaching and Learning in a Web 2.0 World.

Screencasts to Simplify Tasks A screencast is a recording of your actions on the screen with a voiceover that you record. Screencasts are great for the tasks that people ask for over and over. Screencasts are great for things like how to sign up for parent teacher conferences online, accessing the parent portal, or any of the processes for new staff. Record it once, put the file on your Web site or Intranet and staff can access them when they have questions.

Interactive Whiteboard Software to Create Screencasts All of the major interactive whiteboard manufactures include recording features in their software. Add the icon to the toolbar and you are ready to press record, do your mini-lesson and the software takes care of the technical part of creating a movie. Once completed this file can be added to your Web site to be accessed by your community.

Web sites:

Web sites to Create Screencasts There are a number of free Web sites you can use to create screencasts. An ideal screencast is less than seven minutes. You could create a quick screencast to introduce your staff to new Web sites and technology tools. Everyone processes information at different rates, and with a screencast the end user can start and stop the presentation moving through the application at their own pace.

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SCREENR http://www.screenr.com Create your own screencasts with Screenr.

SCREENCAST-O-MATIC http://www.screencast-o-matic.com No software to install, just start creating.

JING http://www.techsmith.com/jing.html Download the free Jing software and start creating.

By Meg Ormiston

RESOURCES

PROFESSIONAL DEVELOPMENT SPECIALIST TECH TEACHERS

Social Bookmarking for Universal Access to Information Delicious

Diigo

Delicious is a social bookmarking site that can be used to curate content and make each resource public or private.

One of the nice features on this Web site is the ability to search the entire community to see if someone has already curated the content you are seeking. If you locate someone that has already organized Web sites you can drill and sift through what they have collected and pull out the gems to add to your collection. Resources on Delicious can be grouped and organized into various stacks that you create and label. This is a great way to share research on best practices with the staff, parent resources for homework help, and specific curriculum resources for students.

Diigo is another social bookmarking tool that is similar to Delicious. These bookmarks are in the cloud making it possible to access them from any Internet enabled device. When creating a bookmark on Diigo, the Web sites can immediately be added to a list, organizing the resource the moment it is marked. Take the few seconds to write a quick description and always add the tags or keywords you might use to search for that resource. Like Delicious you can always search for research done by other people.

Curating Content Simplified Web sites to Curate Content

Flipboard (app)

There are a number of social media tools to curate your content online, organizing information in a magazine like format or an e-zine. The two sites that I use are Scoop-it and paper.li

This app unites the social media platforms that you use into an interface that looks like a online magazine which is often called an e-zine. The way the app is designed is you flip through the content that has flowed to you from the sites you set up within the app. Visually it is a very interesting way to view your collected content.

The app is available for the iPad and now in beta for the Droid platform.

HTTP://WWW.SCOOP.IT Visually I like the look of Scoop-it.

HTTP://PAPER.LI Start an online newspaper today. This is a great online resource to introduce the importance of organizing information online.

These Web sites and resources will help save you time and help you manage information more efficiently. Think about all of the tasks you have to repeat and select a combination of the tools to help you create the explanation once and use the movie many times. www.iasbo.org

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THE FINAL WORD Great Ideas from Great Illinois ASBO Members John A. Gibson Business Manager Homewood SD 153

What is your role as an educational professional with regards to technology?

As a school business official, my role with regards to technology has changed with my employment changes. I have been directly responsible for technology (using a technolgy consultant to do all of the work) and I have supervised technology directors and their staff. In my current role as a school business official, I work with our Director of Technology on her budget and long-range technology planning. We developed a computer rotation cycle, accelerated the district plan to put Smart boards in all of our classrooms, and began leasing technology equipment. It is a great working relationship.

What will impact school technology most significantly in the next 5-10 years?

That is very difficult to predict due to the rapid changes in technology hardware, software, and apps. However, I think that electronic textbooks, handheld devices, and communication methods will continue to evolve and will be better adapted for educational purposes. Nanotechnology will begin to change the ways in which devices and software are integrated with our personal and professional lives. Perhaps subdermal implants for hands-free teaching will become available…

What is the most important school technology issue to address immediately?

The cost of technology, while it tends to decrease over time for various reasons, is a restrictive issue that needs immediate attention. We are all very aware of our school funding problems, and the cost of educational technology – badly needed educational technology – puts a financial strain on our school district budgets.

If you could change one thing about school technology, what would it be?

JIM WOMACK / NIU

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Update Magazine / Fall 2012

The thing about school technology is that it is exciting and constantly changing, becoming more and more customized to help educate our students. Educators are learning to use technology for teaching in ways that are really creative and interesting. However, technology companies are making tons of cash at the expense of education budgets. Going back to the previous question, I would change the pricing on equipment and software. The app developers seem to have the right idea so far.

Educational Support Professionals Conference WHO WILL YOU SEND? DECEMBER 7, 2012

The ONLY Illlinois ASBO conference designed specifically for the school support professional.

This year, there is only one ESPC – NIU Naperville will house more professional development for ESPs than ever before with more sessions, more topics covered and more insights!

Every district has someone who can benefit from this essential professional development. Don’t miss this opportunity for yourself or your staff to learn and grow as you meet the daily challenges in the business office.

REGISTER NOW AT WWW.IASBO.ORG/ESPC www.iasbo.org

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TERRIESIMMONS

VOTE!

September 12–26 Three Clicks is All it Takes 1. You may vote at any time within the voting window.

2. When you are finished, you must submit your vote.

3. Click on the link you recieve in your email to confirm your vote. If you do not confirm your vote, your vote will not count.

Every Vote is Crucial – Cast Your Vote and Help Push Terrie Forward!

“I would encourage every ASBO International member to invest in a solid future by voting for Terrie Simmons.”

Michael A. Jacoby, Ed.D., SFO

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Update Magazine / Fall 2012