One-to-One Implementation Guide: Establishing Your District’s One-to-One Technology Initiative

One-to-One Implementation Guide establishing your district's one-to-one technology initiative

Goals | Needs | Budgeting | Purchasing | Infrastructure | Communications | Training | distribution

Toren Ballard, Lillian Copley, & Rachel Canter March 2021 mississippifirst.org

Acknowledgments This report was completed collaboratively by Mississippi First staff members and an intern. It greatly benefited from the aid of numerous district and school staff in Mississippi and across the country who provided meaningful insight, in-depth interviews, and consistent help throughout the project. Special thanks to Mark Finstrom, Eva Harvell, Dustin Pounders, Amanda Harris, John Eagle, Simrun Soni, Matthew Bengloff, Darren Clay, and Emily Elam, without whom this project would not have been possible. Lastly, we would like to thank our intern Lillian Copley for her hard work on this project. This toolkit was made possible by the generous support of the Walton Family Foundation. The views expressed in this report are those of the authors alone.

Authors, Editors, and Designers

Toren Ballard | Author | Director of K-12 Policy He is the co-author of the reports Public Perception of Charter Schools in Mississippi (2020) and Nothing in the Pipes: Educator Crisis in Mississippi.

Lillian Copley | Co-Author | Intern She is a senior at the University of Mississippi and assists Mississippi First with policy and research activities.

Rachel Canter | Editor/Co-Author | Executive Director She is the author or co-author of all Mississippi First reports and leads or oversees all policy and advocacy work.

Rachel founded Mississippi First in 2008.

MacKenzie Hines | Editor | Chief of Staff She leads communications and operations work at Mississippi First.

Brooke Williams | Designer | Policy and Communications Associate She supports advocacy, communications, and engagement activities directed towards policymakers and stakeholders.

About Mississippi First Mississippi First is a 501c3 public policy non-profit that champions transformative policy solutions ensuring educational excellence for every Mississippi child. Mississippi First is a leading voice for state-funded pre-K, high-quality public charter schools, rigorous state learning standards, and commonsense testing and accountability policies. We are also actively engaged in improving Mississippi’s educator pipeline.

© Copyright 2021 Mississippi First Mississippi First encourages the non-commercial use, reproduction, and distribution of our ideas, perspectives, and analyses. We require attribution for all use. Commercial use is not allowed.

125 S. Congress Street, Suite 1510, Jackson, MS 39201 601.398.9008 • www.mississippifirst.org

One-to-One Implementation Guide

establishing your district's one-to-one technology initiative

What's Inside?

A quick look at the guide

6 10 14 22 26

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INTRODUCTION Step 1: Goals

Develop and communicate goals for implementing a one-to-one technology initiative in your district.

Step 2: Needs

Assess district needs in relation to technological capacity.

Step 3: budgeting

Develop a budget for both one-time and recurring expenses.

Step 4: Purchasing

Select and order one-to-one devices as well as other technological needs.

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Step 5: infrastructure

38 44

Step 6: communication

48 54 56 130

Set up digital infrastructure for implementation of your one-to-one initiative.

Develop, adopt, and communicate district policies related to your one-to-one initiative.

Step 7: Training

Train instructional staff to utilize one-to-one technology.

Step 8: distribution

Distribute one-to-one devices to students.

CONCLUSION Appendix

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Appendix A - Sample Acceptable Use and Device Policy Appendix B - Communications Worksheet Appendix C - List of Districts of One-to-One Districts

Endnotes

INTRODUCTION

Introduction The purpose of this guide

Mississippi First created this implementation guide to assist school districts in establishing a one-to-one technology initiative. A one-to-one initiative does not refer solely to the process of putting devices in the hands of every student at a given school or district, though this is an integral component to any such initiative. Rather, a one-to-one technology initiative refers to developing the culture, expertise, and infrastructure necessary to foster a digital learning environment that meets the needs of the 21st century student.

Administrators and technology staff are the primary audience for this guide, but we also encourage readership among all educators interested in smart technology use. As we note throughout this document, the inclusion of stakeholders— teachers, students, parents, and other community members—is critical to the successful implementation and ongoing management of a one-to-one technology initiative.

One-to-One Implementation Guide

If you are an administrator or technology staff member, we encourage you to consult with stakeholders from across your district about the adoption of ideas and practices we describe. If you are a teacher, student, parent, or other community member, we encourage you to keep reading and share pertinent information with your school or district leadership.

We have written this guide as a chronological checklist, with eight general steps which are each followed by relevant information in a question-and-answer format.

However, we recognize few districts will be starting completely from scratch. We know, for example, that as a result of the Equity in Virtual Learning Act (SB 3044), one-to-one devices have already been distributed to most public school students in Mississippi.1 Nonetheless, some districts receiving these devices have not yet developed goals or a budget for an ongoing one-to-one initiative.

We therefore advise readers to start at the beginning of the checklist, skipping sections that are not relevant as necessary.

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Implementation Checklist for your one-to-one technology initiative

Step 1: Goals

Step 2: Needs

Develop and communicate goals for implementing a one-to-one technology initiative in your district.

Assess district needs in relation to technological capacity.

Why should districts and schools set goals for implementing a one-to-one technology initiative?

What are common goals for one-to-one initiatives?

What makes a goal useful?

Who should be involved in goal setting?

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What are the technological components of a successful one-to-one initiative?

What additional staff responsibilities will be necessary to implement and manage a successful one-to-one initiative?

One-time actions Recurring actions What is the Children’s Internet Protection Act (CIPA), and what steps must a district take to abide by it?

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Implementation Checklist, continued Step 6: Step 3:Budgeting Develop a budget for both one-time and recurring expenses.

What types of expenses will districts face?

Can schools utilize COVID-19 relief funds to finance their one-to-one initiative?

Step 4:Purchasing Select and order one-to-one devices as well as other technological needs.

What are some best practices for ordering devices and other education technology?

Can districts save money by relying on students to use their personal devices?

How should a district determine which type(s) of oneto-one device(s) to purchase for their students?

How should a district determine which learning management system to use?

Communication Develop, adopt, and communicate district policies related to your one-to-one initiative.

What types of policies does a school district need to adopt when implementing a one-to-one technology initiative?

What is an acceptable use policy?

What is a device policy?

Who should be responsible for setting policies related to a district’s one-to-one technology initiative?

How should a district communicate its one-to-one policies?

Step 7:Training Train instructional staff to utilize one-to-one technology.

Why is training instructional staff so important?

How can school districts prepare teachers to utilize one-to-one technology in their classrooms?

How should a district determine which security software to use?

Step 8:Distribution Step 5:

Infrastructure Set up digital infrastructure for implementation of your one-to-one initiative.

What digital infrastructure is required for implementation of one-to-one?

One-to-One Implementation Guide

Distribute one-to-one devices to students.

What agreements do students and their parents need to sign prior to the distribution of devices?

What should districts do if students or parents refuse to sign these agreements?

How should devices be distributed to students?

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STEP 1

Goals

Step 1: Goals Develop and communicate goals for implementing a one-to-one technology initiative in your district.

Why should districts and schools set goals for implementing a one-to-one technology initiative?

Even before the COVID-19 pandemic, the value of integrating digital learning tools into the instructional programs of K-12 schools was becoming increasingly clear: when used correctly, these tools—everything from laptops and tablets to learning management systems—can foster innovation and improve communication. More recently, with the onset of the pandemic and the associated necessity of virtual learning, this technology has become indispensable to continuing learning.

Despite the obvious advantages of a one-to-one technology initiative, school districts need to be deliberate in articulating what exactly they hope to achieve by placing a device in the hands of every student. According to the Center for Digital Education, the number one trait of districts that have moved successfully to one-to-one was first defining “an instructional shortcoming in their schools.”2 In other words, the first question a district needs to ask is,“How can our instructional program be improved?” After determining the needed improvement, districts should determine if and how a one-to-one technology initiative would support the improvement: “How can technology help us make this improvement?”

What are common goals for one-to-one initiatives?

If the needs of a school district’s instructional program can be best met with expanded access to digital learning tools, the district should then develop, adopt, and communicate goals for implementing a one-to-one initiative. Often these goals will involve improving the delivery of a district’s existing curriculum through increased stakeholder communication, instructional differentiation, and/or access to more learning resources. Examples of goals pulled from Mississippi school districts’ web pages and student handbooks include the following: • Communication: “Improve communication and widen our sense of community by expanding the way teachers, students, and parents are able to interact with each other.” (Vicksburg Warren School District)3 • Differentiation: “Provide greater access to educational opportunities and differentiated instruction by utilizing access to technology for anytime, anywhere learning.” (Madison County Schools)4 • Access to digital content: “Provide greater access to digital content in a variety of formats and modes.”

(Vicksburg Warren School District)5 • Access to digital tools: “Integrate digital tools for students to develop products demonstrating their understanding.” (Pass Christian Public School District)6

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One-to-One Implementation Guide

Step 1: goals Continued

Goals may also pertain to expanding a district’s curriculum to include skills and subjects that necessitate increased access to technology. Examples include: • “Teach digital citizenship.” (Madison County Schools)7 • “Develop a new set of knowledge and skills for the 21st-century learner.” (Pass Christian Public School District)8 • “Exit New Albany High School with the skills needed to compete in a global economy.” (New Albany School District)9

What makes a goal useful?

The examples above are simple, general statements of purpose. These are good for quickly communicating why a district is embarking on a one-to-one initiative, but goals are most useful when they are supported by specific, measurable objectives. For instance, for “Teach digital citizenship,” a district could list the particular skills that are necessary to becoming a “digital citizen.” The district could then describe how each skill will be measured, so that its one-to-one initiative can be routinely evaluated for effectiveness and adjusted for optimum student outcomes.

Who should be involved in goal setting?

Most important in the process of setting goals is the inclusion of key stakeholders. District or school leadership is often tasked with setting goals for a one-to-one initiative, but they must consult teachers, students, technology staff, parents, school board members, and even community members if they want to secure universal buy-in and build a culture around the integration of technology (see Step 6 for examples of methods to foster stakeholder support). Once developed and adopted, districts must clearly communicate these goals to everyone, particularly students and teachers.

Many districts publish their goals in a technology handbook that is disseminated to students directly as well as readily available online. For more information about communication strategies and tactics, see Step 6.

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STEP 2

NEEDS

Step 2: NEEDS Assess district needs in relation to technological capacity.

What are the technological components of a successful one-to-one initiative?

Implementing a successful one-to-one technology initiative requires more than simply acquiring a device for each student.

At a minimum, districts will need the following: one-to-one devices, internet connectivity, device security, and a learning management system (LMS).

One-to-One Devices

One-to-one devices are the central component of any one-to-one initiative. These devices include tablets, laptops, or laptop-like devices such as Chromebooks. Some devices may require add-ons (such as keyboards for iPads) that do not come standard with the device as well as warranty and protection plans to cover the inevitable damage that will happen to some devices. (For more information about selecting and purchasing devices, see Step 4.)

Device Security One often-overlooked component of implementing a oneto-one initiative is ensuring that there are security measures on all devices to protect personal data, filter online content, and monitor internet and application use. The need for many of these measures is enshrined in the federal Children’s Internet Protection Act (CIPA). There are a few options for implementing necessary security measures. For an additional price, some educational technology vendors will offer to “pre-configure” devices with certain security measures in place. There are also a number of individual service providers that will work with districts after devices have been purchased to provide the tools necessary to ensure student safety and comply with federal law. Either way, the implementation of proper security measures is a critical step that must take place before students receive one-to-one devices. (See Step 4, Step 5, and Step 6 for more details.)

Internet Connectivity

Another obvious component of a one-to-one initiative is internet access. While most schools already offer internet through a wifi connection, the sudden influx of hundreds or thousands of additional devices may require additional wired or wireless capacity. Districts implementing a one-to-one initiative will need to work with their internet provider to determine if wired capacity in each school building as well as wifi capacity within each building will be sufficient for the new demand. Districts also need to consider how to provide internet access to students outside of school hours, as almost half of Mississippi households (42%) lack access to high-speed internet. (See Step 5 for strategies to address this aspect of internet connectivity.)

Learning Management System A learning management system (LMS) is a platform in which whole schools or districts can operate on one streamlined system. It provides a centralized location for educators to develop and disseminate content and for students and their families to access everything from individual lessons and materials to grades and attendance information. While many districts in Mississippi already utilize a student information system (SIS) like PowerSchool to track grades, LMSs can be utilized to facilitate virtual learning. (See Step 5 for more details.)

In addition to generally addressing these four components, districts may want to conduct a more formalized needs assessment. Included in the Mississippi Department of Education’s (MDE) Digital Learning District Guidance is a Digital Learning Capacity Assessment, which districts may find useful for this purpose. In addition to the MDE guide, readers will find a capacity assessment, guiding questions, and next steps related to other areas. We will reference these resources when applicable throughout this toolkit.

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Step 2: NEEDS

Continued

What additional staff responsibilities will be necessary to implement and manage a successful one-to-one initiative?

Depending on the pre-existing capacity of each district, district technology staff will encounter varying “additional” responsibilities.

For higher-capacity districts, implementing one-to-one will merely entail scaling up their current practices to accommodate additional devices. For districts less accustomed to utilizing digital learning tools, implementation may require an entirely new set of responsibilities for staff members. The extent of additional responsibilities will also depend on the size of a given district as well as the district’s specific goals. Consider the experiences of these two districts, one small and one large:

Booneville School District

Highline Public Schools Burien, Washington

Booneville, Mississippi

1,300 students When Booneville adopted its one-to-one initiative in 2012, Director of Technology Dustin Pounders remained the only full-time employee in the technology department while his responsibilities quickly multiplied.

Before one-to-one, Mr. Pounders reported his role as primarily waiting for teachers to run into technology problems. Once implementation of one-to-one was underway, his new responsibilities began requiring him to work around the clock on a daily basis to manage the initiative. The reason for this shift was that Mr. Pounders had to start keeping up communication between himself, parents, and students. Handling calls, emails, inquiries, and repairs became a primary aspect of his role as Director of Technology. Booneville later hired one additional part-time staff member for its technology department to reduce the strain on Mr. Pounders, but he remains much busier than he was prior to one-toone.

One-to-One Implementation Guide

18,000 students In a district as large as Highline Public Schools, it would be nearly impossible for one individual to handle maintaining a one-to-one initiative. Thankfully for Technology Director Mark Finstrom, his technology department staff consists of four primary staff members, not including himself, who divvy up the various responsibilities. One individual is responsible for application and third-party tool monitoring and operations; another oversees program development and provides ongoing support and training; one manages field technicians and device maintenance; and another is solely focused on expanding wireless internet connectivity—a specific goal of the district, which is of even more importance now with virtual learning.

In a larger district such as Highline Schools, allocating responsibilities among multiple technology staff members is crucial to the ongoing success of one-to-one.

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Step 2: Needs Continued

Whether these responsibilities are new, and whether additional staff are required, districts should ensure that technology departments have the capacity to perform the following functions:

One-time actions for the initial implementation of one-to-one Developing a handbook and student/parent contracts: Developing a handbook is necessary for making

sure that expectations are clear from the beginning and for signaling compliance with applicable laws and regulations.

This action should be carried out with the input of key stakeholders (e.g., teachers, administrators, etc.) and with a clear understanding of the law. For legal purposes, contracts must also be developed to signify acceptance of these policies by students and their parents. (See Step 6 for more details.)

Expanding wifi access in and out of school: Wireless internet access is essential for reaping the benefits of oneto-one. Without it, students are unable to access the wide array of resources that become available with successful implementation. Given the mass increase in the number of devices using a school’s wifi, wireless access must be expanded and updated regularly. Additionally, provisions should be made for students without wifi access at home (e.g., hotspots, wifi centers, etc.). (See Step 5 for more details.)

Selecting and ordering devices: Acquiring the devices

for a one-to-one initiative requires a good deal of research into what type of device will best fit the needs of a district as well as how to get the best price on these products. Once a district selects the best device for its needs, staff will also need to obtain vendor quotes, examine bulk pricing discounts, and select the best vendor. (See Step 4 for more details.)

Developing a plan to distribute devices to students: Depending on the implementation plan (e.g.,

whole district, certain schools, certain grades, etc.), staff will have to determine the most efficient way to roll out devices.

Generally, even if a district goes one-to-one all at once, in later years, when the devices are upgraded or switched, distribution is completed in a staggered fashion to ensure greater ease and lessen the financial burden. (See Step 8 for more details.)

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Selecting and implementing a learning management system: A learning management system

(LMS) is not absolutely necessary for one-to-one success, but it will be beneficial in promoting academic progress among all students while simultaneously allowing for the necessary instructional differentiation to take place. An LMS will be a particularly critical tool if virtual learning has become necessary. Similar to the selection of one-to-one devices, selecting and implementing an LMS will require a fair amount of research, which will involve directly reaching out to LMS providers about pricing and customization. (See Step 4 and Step 5 for more details.)

Determining device security standards:

Administrators, as well as the technology department, should familiarize themselves with relevant laws and regulations, such as CIPA. Additionally, the department should develop a clear set of guidelines to ensure device security and disseminate these guidelines to students, teachers, and other staff to better protect themselves and the network. Along with this, administrators should determine which individuals will have access to different types of student data. (See Step 5 and Step 6 for more details.)

Selecting and implementing filters: A key aspect of

ensuring student safety when accessing the internet involves setting up content and application filters. Most schools already do this on their existing wireless network, but it will need to be updated. With all students on the same wireless network, filters must be in place prior to the dissemination of devices. If you decide to purchase a security software system (such as GoGuardian or Securly), this filtering aspect can be achieved through that service. (See Step 5 for more details.)

One-to-One Implementation Guide

Step 2: Needs Continued

Recurring actions for the ongoing management of one-to-one Maintaining inventory of one-to-one devices: After investing hundreds of thousands of dollars

to provide one-to-one devices to students, technology staff must keep track of these digital learning tools. This will include maintaining records of which devices have been provided to which students as well as ensuring that the remaining inventory of devices are prepared for distribution. Technology staff should keep track of new purchases and devices that need to be replaced.

Repairing devices: In addition to general technical

support, districts will need intermittent repairs to oneto-one devices—either as a result of faulty hardware or student accidents. There are a few options for handling repairs: while some repairs may be handled in-house by the technology department (depending on the nature of the damage as well as the technical expertise of the technology staff), it is likely that many repairs will have to be outsourced to the technology vendor or another company that specializes in these repairs. Either way, districts should have a clear plan in place to handle repairs in a timely manner, which, at the very least, will require technology staff to coordinate with a third party. We also recommend that districts purchase warranties (three-year warranties are common), as this will cut down on costs related to this step.

Handling tech-related inquiries from students, parents, and teachers: Providing basic technical

support will likely be one of the more time-consuming aspects of managing a one-to-one initiative, but with a clear, wellstructured system in place to field inquiries—whether via email, over the phone, or in person—a district can save time and ensure that teachers and students take full advantage of educational technology. Some strategies for providing efficient technical support include setting up a specific phone number and email address for submitting inquiries directly to technology department staff or instituting a more decentralized system in which teachers take responsibility for fielding initial inquiries, with the option to refer students to the technology staff. Either way, it should be clear to students, teachers, parents, and technology department staff alike who is responsible for handling technical support inquiries as well as how to get in touch with them.

Determining what applications and websites need to be filtered: In addition to carrying out this

action upon the initial implementation of one-to-one, content and application filters must be updated regularly, as websites and applications shift and change every moment. In many cases, a bi-weekly or monthly update should be enough to maintain the necessary filters.

Replacing devices: Districts will likely have to replace the devices every three to five years, so a conservative estimate requires that districts be prepared to replace on a three-year basis. In order to save money and ensure a smooth rollout, many districts use a staggered schedule, with different grades receiving new devices in alternating years, rather than replacing devices all at once.

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Step 2: Needs

Continued

What is the Children’s Internet Protection Act (CIPA), and what steps must a district take to abide by it?

The Children’s Internet Protection Act, or CIPA for short, was first enacted by Congress in 2000 and requires that schools receiving discounts through the E-rate program restrict access to certain content on the internet that may be deemed obscene or harmful to minors. The Federal Communications Commission (FCC) requires certain policies to be in place in order to abide by CIPA, including those outlining how the online presence and activities of students will be monitored and how students will be informed of appropriate online behavior.11 (See Step 6 for more information on policies.)

The protections required by CIPA are the minimum—districts will almost certainly need more device security than required—but each district/school must follow CIPA guidelines to be in accordance with the law and eligible for the E-rate program. Regardless of whether a school or district is eligible for, or participates in, the program, understanding CIPA is a good place to start when it comes to assessing current or future device security measures. While technology staff should be well-versed in the implementation of filters to abide

by CIPA, districts can generally opt for educational technology vendors to “pre-configure” devices, at an additional cost, so that they are CIPA-compliant upon arrival from the vendor. Visit the Federal Communications Commission’s webpage on CIPA to learn more about the law and its requirements.

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One-to-One Implementation Guide

STEP 3

Budgeting

Step 3: Budgeting

Develop a budget for one-time and recurring expenses.

What types of expenses will districts face?

Developing a budget for a one-to-one initiative is complicated. First, expenses related to one-to-one will be a mix of initial “start-up” costs as well as recurring expenses. Not only will districts have to invest money to get the one-to-one initiative started, but they will also need a long-term funding strategy in place to pay ongoing bills and subscriptions as well as replace equipment. Second, expenses related to one-to-one vary wildly. This variance in cost is not just a function of the wide array of available products and education technology vendors; even the exact same product or service is likely to vary in cost between districts, impacted by everything from the geography of a given school district to the percentage of students eligible for free or reduced-price lunch (FRPL).

MDE’s Digital Learning District Guidance document includes a Questionnaire and Budget Form, which districts may find useful for estimating a total cost, though this tool does not entirely account for the variance in cost and does not clearly differentiate one-time expenses from recurring ones. To understand the difference in one-time and recurring expenses for the four core budget components—one-to-one devices, internet connectivity, device security, and a learning management system (LMS)—as well as how these expenses may vary, we compiled estimates from MDE, held conversations with education technology vendors, and conducted an informal survey of school districts with established one-to-one initiatives. Based on a synthesis of this information, we advise that districts budget the following amounts for these core components of a one-to-one initiative:

One-to-One Devices $500 per pupil upfront, plus $166.66 per pupil per year $500 is the MDE estimate for the cost of a laptop or tablet, though certain tablets and Chromebooks can be purchased in the $250-$400 range.12 Because most warranties expire after three years, and because some devices will need to be replaced after three years, we recommend budgeting one-third of the initial cost each year thereafter.

The biggest determining factor in cost will be what specific product the district desires, but the price tag on individual products will also vary by vendor and whether you are purchasing with a bulk-pricing discount. (See Step 4 for more details.)

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Internet Connectivity $28.56 per pupil per year for in-school broadband, plus $180 per year per hotspot

According to Federal Communications Commission (FCC) data collected by Connect K-12, $28.56 is the median yearly cost for one megabit per second (Mbps) in Mississippi school districts, which is the minimum recommended bandwidth per student.13 This expense will vary based on many factors. Larger campuses with multiple buildings will require higher bandwidth, no matter the student population. Districts may also opt for additional bandwidth per student (some recommendations call for as much as 4.3 Mbps per student), which will increase the cost.14 Costs will range by internet providers, with some providers offering only standard levels of bandwidth (e.g., 1,000 Mbps is the standard package offered by Comcast) rather than customizing the level to a given school’s need. See Step 5 for more information about ensuring adequate broadband and wifi capacity.

Taking advantage of the E-rate program can substantially minimize the expense of inschool internet connectivity: depending on the percentage of students who qualify for free or reduced-price lunch, districts can qualify for up to a 90% discount on these expenses.

For out-of-school connectivity, $180 per year is the low-end MDE estimate for a hotspot with filtering and 200MB of data (they estimate $480 for a separate model with unlimited data but no filtering).15

One-to-One Implementation Guide

Step 3: Budgeting Continued

Device Security

Learning Management System (LMS)

At least $3-$5 per pupil per year with a possible implementation fee

Initial fee up to $10,000, plus $20 per pupil per year

Districts may pay up to $20 per pupil for device security, but the stated average of each provider we surveyed fell in the $3-$5 range. Prices will generally only exceed this range if districts opt for more comprehensive packages that include services beyond what is required for CIPA compliance.

There is often an initial “start-up” cost for an LMS that can be as high as $10,000 (not per pupil), which can cover setting up the LMS and providing training to administrators and teachers.

Most providers offer discounts for districts with a larger number of students as well as districts that opt for contracts longer than just a single year.

Many providers do not charge an implementation fee; out of the providers we surveyed, just one charged an implementation fee of $500-$1,500.

$20 is the MDE estimate for the yearly LMS cost per pupil, though some schools report paying less than $10 per pupil.16 The price tag will range depending on the specific LMS and how it is customized. There are sometimes better per pupil rates if the student population exceeds a certain number, so the price will also vary based on your school or district size.

In addition to these four core components, districts may have to pay for increased staff capacity related to one-to-one. This may include everything from providing salaries for additional staff members to paying for professional development and training for existing staff. However, because the need for additional staff capacity will vary tremendously from district to district, and because salaries are also variable depending on the district, we have chosen not to give an estimate for this budget component.

Districts should nonetheless give careful consideration to the cost and importance of creating additional staff capacity.

Can schools utilize COVID-19 relief funds to finance their one-to-one initiative?

As a result of multiple COVID-19 relief bills enacted by Congress in the past year, schools around the nation have been able to access billions of dollars worth of relief funds. Most prominent has been the Elementary and Secondary School Emergency Relief (ESSER) Fund, which the American Rescue Plan Act boosted by an additional $122.8 billion ($1.63 billion for Mississippi, to be primarily disbursed to districts in proportion to Title I funding).17 Among the eligible expenses for these funds is educational technology.18 This is in addition to $150 million in federal funds disbursed by the state through the Equity in Distance Learning Act (SB 3044), which allowed Mississippi school districts to order nearly 390,000 one-to-one devices with only a 20% co-pay (which could be paid with ESSER funds),19 and the Mississippi Pandemic Response Broadband Availability Act (HB 1788), which distributed an additional $39 million for the purpose of expanding broadband access.20 These funds have created a once-in-a-lifetime opportunity for schools to finance the implementation of one-to-one technology initiatives, but districts should recognize that this funding is temporary. So while districts may utilize COVID-19 relief funds for many of the initial start-up costs associated with implementing a one-to-one initiative, there needs to be a longer-term plan to cover the recurring costs of maintaining such an initiative.

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STEP 4

Purchasing

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One-to-One Implementation Guide

Step 4: PURCHASING Select and order one-to-one devices as well as other technological needs.

What are some best practices for ordering devices and other education technology?

Despite the much-needed recent investment of federal dollars in expanding the digital learning capabilities of Mississippi students, districts will inevitably still find themselves in the position of having to order additional products and services related to their one-toone initiatives in the future. Districts should not count on the state and federal government taking such an active fiscal and logistical role in the future. The following strategies and best practices can help districts ensure they order the best products at the best price as their new devices age:

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Create and distribute a Request for Proposal (RFP) to education technology vendors.

Crafting an RFP is an excellent method for communicating a district’s technology needs and expectations to vendors in a way that allows the district to comprehensively evaluate vendor options. Expectations often center on vendor prices, but districts should not neglect specifying vendor services, such as training and technical support, that the district needs. Whatever the requirements, a district needs to make these as clear as possible in their RFP, as this will attract higher-quality vendors and weed out those unable to meet their specifications. (For those unfamiliar with the process of writing an ed-tech RFP, this toolkit provided by K-12 Blueprint is a good resource to get started.)

Evaluate and select vendors with an eye towards service.

Whether a district issues a formal RFP, it must still assess options before selecting a vendor. Rob Waldron, CEO of the ed-tech publishing company Curriculum Associates, advises districts to prioritize vendors who will provide services, such as initial training and ongoing technical support.21 In addition to discussing these services and their costs in depth with the vendor, districts can further evaluate the quality of services by requesting the renewal rates of the vendor’s contracts with similar districts or by requesting references from the same districts.

Ask for every available discount and be prepared to haggle.

In preparing this implementation guide, we reached out to numerous ed-tech vendors to get an idea of prices of popular products. Few vendors offered a set cost for these products; rather, they operate on a case-by-case basis with prospective buyers, with the intention of working with individual districts to arrive at a given cost for a product. Our main takeaway: this pricing model leaves room for negotiations. Districts should recognize this as an opportunity to demand discounts, especially related to bulk purchasing, and to obtain services, such as initial training and technical support, at a lower cost than would be available elsewhere. With a growing list of ed-tech vendors in the market, districts should leverage the abundance of options to demand the best deal possible, and be prepared to look elsewhere if their needs are not met.

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Take advantage of the federal E-rate program to receive discounts on purchases related to expanding internet access.

The E-rate program provides discounts to individual schools and libraries for telecommunications and internet access and has a specific focus on providing affordable internet to schools in need. Generally, most public elementary and secondary schools (in addition to not-for-profit private schools with endowments of less than $50 million) will qualify for 20%-90% discounts, depending on the percentage of students eligible for free or reduced-price lunch. Eligible services under E-rate include everything from routers and modems to wireless controller systems and firewall services.22 Particularly relevant for school districts with large populations of students who lack internet access at home is a provision within the American Rescue Plan Act which will reimburse school districts for 100% of purchases related to home connectivity (e.g., hotspots) until 203023 (to see a complete list of eligible services, take a look at the 2021 Eligible Services List and begin with Appendix B on page 7). In order to apply, a district needs to file an FCC Form 471, which will indicate which services and equipment the district is purchasing as well as the vendors who will be providing these.

For more information about E-rate eligibility and the application process, visit the MDE web page on E-rate as well as the website for the Universal Service Administrative Company, which administers E-rate funding.

Can districts save money by relying on students to use their personal devices?

Some districts transitioning into one-to-one have embraced a “Bring Your Own Device,” or BYOD, model in which students can opt to utilize personal devices rather than receive a one-to-one device from the school. The obvious appeal of BYOD is that a district could potentially save money by not having to provide as many one-to-one devices. However, any district considering a BYOD model should recognize that projecting these savings may not be as easy as it seems: while administering a comprehensive needs assessment to students and families to gauge participation in BYOD may help a district estimate the number of devices it will need to provide, this would have to be accomplished well before devices are purchased by the school in order to ensure any subsequent savings. Additionally, the number of students participating in BYOD may fluctuate on a year-to-year basis, making it difficult to maintain an adequate number of devices for students not participating in BYOD. There are also logistical concerns for districts to consider if BYOD is on the table. In particular, implementing device security measures on personal devices is generally more difficult than on district-owned devices. Districts will also have to ensure that their one-to-one policies are designed to cover student-owned devices. For more information on adopting a BYOD model, see this BYOD toolkit created by K-12 Blueprint.

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Step 4: purchasing Continued

How should a district determine what type(s) of one-to-one device(s) to purchase for their students?

Selecting devices for a one-to-one initiative is central to a program’s eventual success, but it does not have to be the daunting task that it appears. With a few key considerations, researching and ultimately selecting a device (or multiple devices) can be a very straightforward process. First, districts should consider what type of device would best meet the needs of its students, taking into account learning goals and objectives, student grade levels, and how various academic departments will utilize this technology. Most devices fall into one of three main categories:

Tablets

Laptops

Chromebooks

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Tablets are often chosen for elementary students; however, some upper schools also utilize tablets with a keyboard add-on. Tablets are easily transportable, require less student training as they mirror smartphones that many students already have, are cheaper than laptops, and utilize a touchscreen that offers better functionality for many applications. However, tablets also are generally more breakable than the alternatives, quite expensive to repair, and require an additional purchase if a keyboard or mouse is needed.

Laptops are typically chosen for middle and high school students. They are easily transportable; lightweight, thin, and versatile; and, given the wide variety of options available, are easily customizable when it comes to touchscreens, keyboards, mouse, etc. However, given the array of options available, this also means that there is a lot of disparity in the quality of laptops – the more expensive options tend to be lighter and faster, while the more affordable options tend to be bulkier and slower.

Chromebooks are often chosen as an alternative to traditional laptops. They are much cheaper than most laptops, have a longer battery life than most traditional laptops, and many avoid unnecessary functions. However, they do not run a full operating system as they only support Google Chrome and are less versatile and powerful than the average laptop.

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Once districts have determined their preferred device type(s), they will need to select individual products. Here, districts should consider technical specifications of device models as well as their price, availability, and longevity:

RAM

Random Access Memory, or RAM, is a metric that describes a given device’s ability to access data and run multiple programs without slowing down. RAM is measured in gigabytes (GB), with 4GB or 8GB generally being sufficient for school work. Importantly, RAM is separate from a device’s storage capacity. (One way to conceptualize RAM and storage, according to Kingston Technology, is to think of RAM as a desk, and storage as a filing cabinet: Not much can fit on a desk, so the things you need for quick and easy access would be on the desk, with other, less pertinent or consistently needed items stored in the filing cabinet.)24

Storage Capacity

The internal storage on a device, also measured in GB, refers to its capacity to save documents, data, and applications.

For use in a school setting, generally 128GB-256GB of storage will be sufficient, even though some products may offer as much as 1 Terabyte (TB) of storage. Depending on the device, there may also be the option of choosing between a solid state drive (SSD) and a hard disk drive (HDD). There is not a huge difference in overall functionality, but SSDs do offer faster speeds and are smaller, though HDDs are considered a better deal on a cost per capacity basis.

Processor

The processor, or CPU, of a device delivers the processing power and instructions that the computer needs to operate functionally. The more updated and powerful a computer’s processor is, the quicker it can complete tasks. The impact of a processor is similar to RAM, but while RAM can be thought of as a desk, a processor can be thought of as inviting a coworker to aid in your workload: RAM keeps everything on the table for you to access, but processing power allows you to utilize what is on the table.

Generation

Generation refers to how new the product is, whether the whole computer or a component, such as its processor.

When new generations are issued, they may denote real advancements in technology or even come with new features and capabilities that make prior generations of the same device incompatible or antiquated. If districts are deciding between two generations of a device or processor, it may be helpful to read reviews on whether the latest technology is worth the additional cost.

Screen Size

The size of a device’s screen, measured in inches (and almost always denoted in a device description), will primarily affect the device’s portability, with larger screens usually resulting in a bulkier device.

Warranty

While purchasing an extended warranty may increase the price in the short term, districts should recognize that the need for replacements and repairs is inevitable. In all likelihood, purchasing a warranty will be a cost-effective move over time. However, districts should take a close look at what types of damage a particular coverage plan includes, as this may vary among providers.

Longevity

Devices typically last between three and five years, but this will vary among individual products. When selecting a device, districts should research a product’s longevity and factor this into longer-term budgetary considerations.

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Step 4: purchasing Continued

How should a district determine which learning management system to use?

A learning management system (LMS) can aid in the streamlining of virtual learning by organizing and making available individual lessons, classwork, homework, grading, and more in one, easy-to-use platform. There are many LMS products on the market, and they vary in functionality, customization, and price. Districts should consider how they want to utilize an LMS. Will it be primarily for tracking student progress? Will students’ homework be submitted through the system? Will they integrate their curriculum into the LMS? These choices require varying degrees of access within an LMS, so districts should determine a clear vision for what they want to achieve before working with LMS providers to customize and purchase the best option.

Though they will vary in functionality, customization, and price, a review of leading LMS providers finds that most offer data analytics, professional development, personalized learning, a corresponding mobile app, and compatibility with student information systems (SISs)* as core features of their LMS. Where these products begin to differ is whether they offer standalone SIS capability (rather than simply being compatible with a separate SIS) and if they are cloud-based.

LMS

Data Analysis

Professional Development

Mobile App

Personalized Learning

Standalone SIS Capability

SIS Compatibility

Cloud-Based

Schoology Twine ItsLearning Otus Canvas (An important note about purchasing any product to utilize as an SIS: Districts will need to ensure that the reporting functionality aligns with MDE’s reporting requirements. In addition to asking a sales representative directly about this, districts should also inquire if other districts in Mississippi are using this product.)

Definitions Data Analysis: Offers tools for analyzing LMS data Professional Development: Offers professional development to maximize LMS utility Mobile App: Allows students and teachers to access LMS via a mobile app Personalized Learning: Allows for differentiation in instruction Standalone SIS Capability: Can operate as a standalone SIS SIS Compatibility: Can sync with external SISs Cloud-Based: Data is stored and managed on the internet rather than on a local server

* Not to be confused with an LMS, an SIS is designed to specifically track and manage student information, such as attendance, discipline, and transcripts.

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How should a district determine which security software to use?

As with learning management systems, there are a number of security systems on the market for K-12 schools. While we will refer to this general category of services as “device security,” it is important to note that this category includes everything from website and application filters to mechanisms for actively monitoring online activity by students. Not every company will provide identical services nor will they always refer to these services with the same terms. As such, before seeking out device security providers, districts should have a clear vision of precisely what services they are seeking, with measures to ensure CIPA compliance being the bare minimum.

A review of leading providers of what we refer to as “device security” finds that most offer website and application filtering as well as live monitoring of online activity that provides real-time data and analytics to approved school personnel. These are the primary requirements for CIPA compliance. Additionally, some providers offer variations of mental health monitoring, including early potential violence detection, as well as teacher-facing tools for classroom management:

System

Filtering

Live Monitoring

Mental Health Monitoring

Classroom Use

Securly Impero CatchOn GoGuardian Definitions Filtering: Offers CIPA-compliant website and application filtering Live Monitoring: Offers CIPA-compliant monitoring of students’ online activity Mental Health Monitoring: Offers tools to detect potential mental health issues Classroom Use: Offers teacher-facing tools for classroom management

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STEP 5

Infrastructure

Step 5: infrastructure Set up digital infrastructure for implementation of your one-toone initiative.

What digital infrastructure is required for implementation of one-to-one?

For a one-to-one technology initiative to be implemented seamlessly and effectively, districts must ensure that key “digital infrastructure” is in place to facilitate the use of digital learning tools. Digital infrastructure includes the three components of a oneto-one initiative outside of the devices themselves: internet connectivity, device security, and an LMS. Without this infrastructure in place, students and teachers will be unable to make full use of their digital learning tools, and a district may also fall out of compliance with federal law.

Internet Connectivity (both in school and out of school)

In-school broadband and wifi capacity:

While most school districts in the United States likely have at least some capacity for accessing the internet on a wireless network, chances are this will need to be expanded to accommodate the increase in users that will accompany the transition to one-to-one. This will involve working with internet providers to first assess a current level of bandwidth and then likely expand it. Bandwidth is typically measured in megabits per seconds (Mbps), and it is generally recommended that a school wireless network should be running at a minimum of 1 Mbps per student,25 though some recommendations call for as much as 4.3 Mbps per student.26 Some internet providers now offer a baseline of 1 gigabits per second (Gbps), which is equivalent to 1,000 Mbps (enough to accommodate between 233 and 1,000 students at once, depending on the recommendation for bandwidth). Importantly, districts should recognize that providing adequate bandwidth is a two-step process: first, districts must ensure a speedy broadband connection (i.e., the internet connection between a school’s modem/router and the outside world). Second, while a faster broadband connection will be obtained by purchasing additional bandwidth from an internet provider, device users will not be able to fully utilize the broadband connection without a strong wifi signal (the internet connection between a school’s modem/router and individual devices).

Especially on larger campuses, districts may need to purchase wifi extenders, which essentially act as additional routers that can be placed strategically around a school to ensure a strong connection throughout.

Access to the internet outside of school: With 42% of Mississippi households lacking high-speed internet at home, districts should

not assume that students will have reliable internet access outside of school hours.27 Given the vital importance of internet access to utilizing one-to-one, districts can and should take the lead in ensuring that all students can access the internet. Here are some potential solutions for communities in which at-home internet access is not always available:

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• Individual hotspots: A hotspot is a small, portable device that creates wireless connectivity by acting as the middleman

•

•

•

between a cellular data network and a nearby personal device. Some districts have addressed a lack of at-home internet access by providing unconnected students with hotspots. In Decatur City Schools in Alabama, for instance, Technology Director Emily Elam first took steps to identify which students lacked access to the internet at home, and once these students were identified, she provided hotspots as necessary. (Now may be an excellent time for districts to purchase hotspots, as the E-rate program currently offers reimbursements of 100% for purchases related to home connectivity.)

Bus hotspot: Another method of utilizing hotspots, particularly for districts with a limited supply, involves setting up hotspots on school buses. This has been a strategy employed by school districts throughout the state, where hotspot-equipped school buses have been parked in neighborhoods, church parking lots, local businesses, etc. Students are then allowed to either work in the bus or park nearby.28 Campus space: A third method is to set up locations on school grounds that students can access after-hours, a strategy utilized

by Rankin County School District, among others. This method has been employed by districts around the country as well, in large part because there are no additional costs associated with using the existing wifi network on school grounds. Common spaces for this purpose include cafeterias, multi-purpose rooms, and gymnasiums.

Community space: Another strategy that Rankin County considered was to partner with local businesses or nonprofit organizations who may be willing to share their wifi with students who need a place to work. There also may be existing community spaces with available wifi for this purpose. To explore options in your community, check out this interactive map, courtesy of the Mississippi Library Association, of free wifi hotspots throughout the state.

[NOTE: While utilizing campus and community space may be crucial for providing internet access, due to the COVID-19 pandemic, these strategies should only be pursued in a manner that permits adequate social distancing and adheres to local and state regulations.]

Device Security Website and application filters: As with wireless internet, it

is likely that most districts already have some form of filters in place.

Without web and application filtering, students may be exposed to harmful content, both affecting their safety and productivity, and putting the district at risk of violating CIPA. In addition to blocking inappropriate content (hate speech, violence, porn, nudity, etc.), filters can also be used to block access to social media. After the initial implementation of these filters, technology staff should take care to regularly update these to prevent hackers as well as tech-savvy students who often find a way to circumnavigate these measures.

Device security system: As described in Step 4, many

districts opt for comprehensive device security systems that allow for multiple services, including filtering; tracking of students’ progress, information, and chat rooms; real time risk assessment for schools to prevent suicide and violence; locking student screens; restricting internet access, etc. Whether the district simply provides filtering or a full security system, these tools must be operational before one-to-one begins.

Learning Management System While a district could theoretically implement a one-to-one initiative without an LMS, it is hugely beneficial when it comes to the organization and efficacy of one-to-one, particularly in regards to virtual learning. (See Step 4 for more about LMSs.) If a district has chosen to employ an LMS, this system should be loaded onto school devices for both teachers and students so that it can be ready to use when one-to-one begins.

Again, districts may find MDE’s Digital Learning Capacity Assessment, included in its Digital Learning District Guidance document, useful for conducting a self-assessment on capacity related to these components.

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STEP 6

Communication

Step 6: communication Develop, adopt, and communicate district policies related to your one-to-one initiative.

What types of policies does a school district need to adopt when implementing a one-to-one technology initiative?

The two primary policies a district should consider are an acceptable use policy (AUP) and a device policy.

We will explain each of these sometimes-overlapping policies below, but we have also included examples of AUPs and device policies from Mississippi school districts in Appendix A.

What is an acceptable use policy (AUP)?

An AUP outlines the guidelines and behaviors that students will be expected to follow when using technology provided by the school. Even if a district is new to one-to-one, it may already have an AUP that governs other district-owned technologies, such as the wifi network. Either way, an AUP will need to be in place to cover any additional technology introduced in the implementation of a one-to-one initiative.

The AUP should function as a manual of best practices for students to follow, but it is also intended to shield districts from legal liability. As such, it should be written to clearly communicate adherence to relevant laws and regulations, such as CIPA. It is recommended that districts explicitly state that their policies are in compliance with CIPA and other regulations.

The AUP must clearly define both acceptable and unacceptable uses of technology, as well as specify the consequences for violations and how these will be handled.

It may also be helpful for districts to include an introduction to the AUP that explains its purpose and goals, as well as the definitions of key terms.

For the purpose of shielding the district from legal liability—as well as ensuring that students and parents read the AUP—districts should disseminate their AUP to students and parents as a written agreement, with signatures required, before students are allowed access to school technology.

The content of an AUP may vary slightly by district, but they should generally be written to specifically address the following matters: • Technologies covered by the AUP, as well as in what situations the AUP applies (e.g., does the AUP apply to one-to-one devices when students use private internet connections at home? What about when students use their own private devices on the district wifi?).

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• Student email accounts, including whether and for what purpose students are provided with email accounts, and guidance for how to safely and appropriately use this privilege. Districts should make clear whether students’ emails will be monitored, and to what extent students can expect privacy.

• Security and personal safety, including what measures the district is taking to protect the personal information of users, and what safeguards individual users are expected to take in order to better protect themselves and the network as a whole.

Districts should be mindful of the ages of students using these devices, and to what extent these students are familiar with the dangers that come along with internet access. Districts should also specify the procedures for students to notify the school in case of a security breach.

• Plagiarism, including an explicit definition of the term as well as best practices for the appropriate citation of sources.

• Online etiquette, including the expectations set by the administration. These expectations should include how students should utilize and be respectful of network resources, internet use, and online websites. Along with this, it should remind students of the longevity of their internet activity and posting.

• Social media and whether there are any instances in which accessing social media using school technology is acceptable.

Whether or not districts permit students to access social media via school technology, some districts may choose to address the issue at greater length with a specific social media policy aside from what is covered in the AUP. • Cyberbullying, including an explicit definition of the term and how the district will handle instances of this behavior.

• Expectations of privacy, specifying to what extent activity on one-to-one devices or the district internet network will be monitored, documented, and retained. It may be helpful to outline how the district will handle attempts to circumvent this monitoring as well.

• Internet filters, specifying how and what online content will be restricted, as well as how these policies align with state and federal regulations, such as CIPA. Districts should also specify how attempts to circumvent these filters will be handled.

• Limitation of liability, specifying whether the district will be responsible for damage or harm to individuals, files, data, or hardware (districts will almost always specify that they are not responsible for any damage or harm). Here, districts should reiterate measures taken to ensure safety and security online, but they should also note that the effectiveness of these measures is not guaranteed. It may also be helpful to reiterate consequences for users not following the policies enumerated in the AUP. • Personal devices, namely whether students are allowed to utilize personal devices in lieu of receiving a one-to-one device from the district (this is known as a “Bring Your Own Device,” or BYOD, model). If so, districts will need to specify that the AUP applies to personal devices. Districts will also need to describe how the AUP will be enforced for devices not owned by the district, including aspects of the AUP such as privacy expectations and internet filters.

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Step 6: communication Continued

What is a device policy?

Alongside an AUP, districts should also adopt a device policy that outlines how devices should be distributed, cared for, and eventually collected. As with an AUP, students and parents must be required to read the device policy and indicate their willingness to adhere to it with their signatures.

A device policy should, at a minimum, address the following: Terms of use that specify what students are agreeing to in order to use a district-owned device. These terms can include adherence to the AUP and other policies, any usage fees charged by the district, and any financial responsibilities assumed by the student and parent/guardian in the case of loss, theft, or damage to the device.

Handling and care of one-to-one devices, including requirements and best practices for maintaining physical condition of the device.

Legal title of district-owned one-to-one devices, reiterating district ownership of devices as well as the right of the district to repossess devices at any point.

Fees for devices that denote any annual fees to be paid by parents or guardians as well as further specify costs of damages that might be incurred.

Terms of agreement that denote when the device is no longer the student’s possession and must be returned to the school or district office.

Loss, theft, or damage to one-to-one devices, specifying procedures to be followed in these instances, as well as any potential fees for repairing or replacing devices.

Deductibles that specify the base deductible cost and increasing percentage of repair costs that parents or guardians will be responsible for after the first, second, third, etc., damage occurrences.

Unlawful appropriation, which makes clear that if devices are not returned in the time allowed, the district might consider the continuing use of the device to be an unlawful appropriation of the district’s property.

Who should be responsible for setting policies related to a district’s one-to-one technology initiative?

District and school leadership are ultimately responsible for setting district- and school-level policies; however, other stakeholders, particularly teachers and technology staff, should be closely involved in this process. Because the technology department will often be responsible for day-to-day management of the one-to-one initiative, their input and buy-in is crucial. Teacher comfort with and participation in one-to-one is also essential to the ongoing success of the program. Without adequate teacher involvement, districts set themselves up for potential future difficulties when teachers do not feel as prepared as they should or do not support the program. Including teachers from the onset allows for open communication and improved likelihood of continued success.

To illustrate the importance of teacher involvement, consider the case of Booneville School District, where the implementation of one-toone inadvertently led to a loss of teachers. According to Director of Technology Dustin Pounders, some of the district’s older teachers chose to retire early rather than learn an entirely new mode of delivering instruction. Mr. Pounders believes that a lack of communication and proper preparation directly contributed to the loss, a lesson that other districts transitioning to one-to-one should pay close attention to.

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There are a variety of ways that teachers and other school staff can be included in this process. Here are some examples from schools with established one-to-one technology initiatives:

Focus Groups Highline Schools in Washington hosts focus groups for staff to voice concerns and participate in discussions related to one-toone. In addition to this, they utilize technology review groups where teachers and staff participate in conversations surrounding hardware selection for the coming years or for new buildings.

Faculty Representation Twice a year, Decatur City Schools in Alabama hosts a forum on technology which includes faculty representation from each school in the district. In this forum, school representatives are able to raise concerns and represent their schools’ collective interests as well as their own.

Committees Many schools have formed committees to allow a wide array of stakeholders—teachers and other staff, but also students and parents—to voice opinions and discuss specific policies as well as to provide feedback on the general direction of a one-to-one initiative. Often, these committees meet at multiple points throughout the year. Key to this strategy is avoiding exclusivity in terms of who can participate: if a staff member expresses interest, school leadership should welcome their participation.

There are numerous ways in which a district can adequately and usefully involve teachers in the implementation process. Schools with a preexisting culture of teacher involvement may be more prepared for this process, but administrative leadership at each school needs to consider how to make staff members feel heard, particularly if the relationship between teachers and leadership has been strained in the past.

Even if teachers are not primary decision-makers, inclusion in the process and consistent communication regarding what is currently happening and what is coming next will set a district up for success. Without teacher buy-in, successful use of one-to-one is difficult to forge.

How should a district communicate its one-to-one policies?

At a minimum, districts should develop a technology handbook that clearly lists all policies related to technology use, including the specifics of its one-to-one initiative. This handbook should be student-facing and should include any forms that students and their parents/guardians will have to sign in order to access technology. Handbooks should be readily available online as well as physically distributed among students. It will also be useful to post certain policies, especially those pertaining to in-school technology use, within classrooms as a reminder to students and teachers.

In addition to creating a handbook of policies, districts must proactively communicate their policies’ implications to the broader community: a comprehensive one-to-one technology communications strategy is a must. A communications strategy will be the roadmap to explaining to ALL district stakeholders how the one-to-one technology plan will impact them directly. The key to a successful rollout of a one-to-one technology plan is transparency in communicating to specific audiences. For assistance in drafting a one-to-one communications strategy, we have included recommendations in Appendix B. We strongly recommend sharing Appendix B with the employee or team responsible for communications for the school district.

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STEP 7

Training

Step 7: training Train instructional staff to utilize one-to-one technology.

Why is training instructional staff so important?

As with any tool, one-to-one devices will only offer their full benefits to individuals properly equipped to make use of them. While iPads, Chromebooks, and laptops may seem ubiquitous these days, general familiarity with one-to-one devices—among teachers and students—does not automatically translate into the skilled use of these machines as digital learning tools.

Education professor and one-to-one technology expert Diana Fenton stresses that teachers must have the knowledge not just to use devices like iPads but also to properly shift their teaching to a technology-oriented curriculum for which these digital learning tools are designed. The value of this training goes beyond developing knowledge and skills related to one-to-one technology: the extent to which teachers feel prepared will determine whether they have the confidence to ultimately make the leap into one-to-one integration.29

How can school districts prepare teachers to successfully utilize one-to-one technology in their classrooms?

An important component of adequately preparing teachers will be providing professional development on the ins and outs of integrating one-to-one technology into their curriculum. This may entail hiring experts to provide training, but schools can also take advantage of any current staff members with expertise to share with their colleagues. Leveraging the knowledge and skills of in-house teachers in this way can save money and even make the training more effective, since current teachers will likely have an easier time than an outside instructor in building

the requisite trust and understanding the unique challenges of their colleagues.

Crucially, preparing teachers to fully utilize one-to-one technology cannot be accomplished simply by providing some initial training to accompany the implementation of a oneto-one initiative. For teachers to make the most out of digital learning tools, districts should provide ongoing opportunities for professional development as well as the availability of support to address ad hoc concerns.

Here are some examples of how districts with successful one-to-one technology initiatives around the country have approached ensuring that their teachers are fully prepared:

Cyber Cafe

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Hampton City Schools in Hampton, Virginia, provides a “cyber cafe” where teachers are able to participate in technology workshops at their own pace. There is also a 24/7 hotline available for both teachers and students to call and ask questions related to one-to-one technology.

Prior to the initial roll-out of the one-to-one technology initiative at the New Visions Charter Network in New York City, the network held mini focus groups of teachers over the summer to determine specific needs of teachers going into the school year. This open dialogue was useful for school leadership in tailoring professional development to teachers’ particular needs.

Highline Public Schools in Burien, Washington, developed an in-house framework to train teachers not only to integrate technology into curricula but also how to work within the learning management system chosen for each grade. They also provided detailed instructional plans to teach students of all ages and grades using one-toone technology. Through these targeted, high-quality methods of cultivating teacher preparedness, they have been able to leverage an increasingly skilled workforce of teachers to informally pass on this expertise to newer teachers, thereby largely eliminating the need for in-depth technology training.

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STEP 8

Distribution

Step 8: distribution Distribute one-to-one devices to students.

What agreements do students and their parents need to sign prior to the distribution of devices?

It may seem tedious to develop contracts and solicit signatures from all students and their parents, but this is a necessary step to create accountability and avoid legal and financial uncertainties. The distribution of one-to-one devices opens the door for potential misuse of this technology as well as the very likely possibility of damage and loss, so it is imperative that districts make clear from the onset what responsibilities students and their parents are assuming when they receive a one-to-one device.

As we note in Step 5, there are two major policies that a district must set prior to implementing a one-to-one initiative: an acceptable use policy (AUP) that sets general guidelines for using any school technology and a device policy which outlines responsibilities specifically related to receiving a one-to-one device. Districts must ensure that students and their parents have read these policies and agree, in writing, to adhere to them.

In order to disseminate these policies and collect the requisite signatures, districts should develop contracts that state the AUP and device policy with an area for students and their parents to sign their names to a statement indicating that they have read the policies and agree to adhere to them, including the acceptance of whatever penalties (financial or otherwise) that may be imposed in the event that the contract is broken. Particular to the device policy, there should be an “Items Received” section that specifies the individual items being distributed to the student (one-to-one device, charger, case, etc.) and lists any identification or serial numbers related to these items as well as their condition (new/used) upon the time of distribution. (See Appendix A for examples of contracts that Mississippi school districts use to accompany AUPs and device policies).

Districts can be flexible in terms of whether to combine these agreements into a single contract or to break them up into multiple ones.

For instance, it may be useful to have students and their parents sign a contract for the AUP and device policy prior to distribution and then have them sign an additional “Device Acceptance Form” with the “Items Received” section upon actually picking up the device.

Regardless, disseminating these policies and soliciting signatures is a critical step to promote the responsible use of school technology. It should not be taken lightly.

What should districts do if students or parents refuse to sign these agreements?

Parents may be wary of assuming responsibility for one-to-one devices, particularly if this involves potential financial penalties. It is therefore necessary to educate parents as much as possible on the details of the program, paying special attention to the educational benefits of this technology and the ways in which the district plans to prevent issues by promoting responsible device use. Still, some parents may nonetheless refuse to sign these contracts or even allow their child to bring the device home. To prepare for these instances, it is crucial for districts to develop alternate plans, as many districts overlook this matter entirely, and are sometimes forced to scramble at the last minute to determine a response.

There is not one specific, tried and true response for when parents or students refuse to sign these agreements, but any solution will generally have to involve providing students access to one-to-one technology in school, with students likely having to forgo access when at home. For in-person instruction, this may prove to be an effective strategy, though the situation becomes much more complicated if virtual learning is involved. For this reason, we urge districts to first do their best to assuage any concerns from students or parents in order to avoid these situations. However, regardless of strategy, determining how to address these potential instances before they occur is of vital importance.

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Step 8: distribution

Continued

How should devices be distributed to students?

While device distribution may seem straightforward, districts should be deliberate about how they plan to address the logistics involved in this final step. This plan should be in writing and distributed to all stakeholders well ahead of time. In developing this plan, districts should consider the following:

Is school operating on an in-person or virtual schedule?

This will directly impact how devices can be distributed. If school is operating on an in-person schedule, there is a fair amount of flexibility in terms of when and where devices are distributed. However, a district operating on a virtual schedule—such as due to COVID-19—should utilize a contactless pickup strategy that will necessitate a more comprehensive plan in order to maximize safety.

Where are devices being distributed?

Schools operating in person can either schedule students to pick up devices at a central location (a multipurpose room like a gym is often a good option) or can schedule staff members to distribute devices to individual classes. If a school is operating virtually and opting for contactless pickup, distribution should take place outside, if possible, with attention paid towards minimizing crowd size and protecting devices from the elements. Districts should devise a distribution strategy that allows students and families to remain in their cars, so that clustering in lines is avoided. If distribution is taking place in the summer months, protecting devices from the sun should be a priority, as excessive heat and direct sunlight may harm devices before they are even distributed. If there is any chance of rain, staff should plan for an indoor distribution, preferably in as large and open a space as is available.

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Step 8: distribution

Continued

How many devices are being distributed?

The larger the district, the more thought will have to go into the logistics of distribution. Whether or not a school is operating in-person or virtually, there needs to be an effort to minimize crowds of students. If devices are being distributed in a central location, schools should schedule certain classes or grades at specific times, so that not all students arrive at once.

Are the devices “pre-configured” for immediate use by students?

Depending on the device vendor, districts may have the option for devices to come “pre-configured” with the necessary software, internet filters, etc. so that they are ready for immediate use by students right out of the box. This will allow for a quicker turnaround time from receiving devices from the vendor to distributing them to students. For districts that have not ordered pre-configured devices, technology staff will have to first install the necessary software and device security measures so that devices are prepared for use and compliant with CIPA. In this case, districts should expect a much longer turnaround time from the initial shipment of devices to distribution, and should plan accordingly.

Are all devices prepared for distribution at the same time?

If the number of available devices are limited, districts will need to be deliberate about selecting which students will receive devices first. If it comes down to which grades will receive devices first, most school districts begin one-to-one in middle or high school, as those grades may benefit more from access to devices than elementary students. Between middle and high school, many districts prioritize middle school first as many high school students already have access to devices at home. If devices are limited even within a certain grade level, a needs assessment should be conducted to determine which specific students would benefit the most.

During distribution, are the devices secure?

In the process of distribution, only a set number of devices should be immediately available. The rest should remain in a locked area where staff can easily access and retrieve “refills” of devices to prevent theft and damage.

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CONCLUSION

Conclusion We hope that this implementation guide will provide a useful road map of the steps that districts must take in order to implement a successful one-to-one technology initiative. By establishing the culture, expertise, and infrastructure necessary to foster a digital learning environment, districts can make critical progress towards equipping students with skills necessary to thrive in the 21st century. While we have intended this guide to be as comprehensive as possible, a district may still have questions about one-to-one implementation. As such, we encourage districts to also seek out assistance and resources from partners such as the Mississippi Department of Education (MDE) as well as peer districts with experience managing a one-to-one initiative. (For a list of Mississippi school districts with established one-to-one technology initiatives, see Appendix C.)

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APPENDIX Appendix A - Sample Acceptable Use and Device Policy • Alcorn School District | p. 58 • Benton County School District | p.65 • Biloxi Public Schools | p.72 • Madison County Schools | p.82 • Vicksburg-Warren School District | p.97 Appendix B - Communications Worksheet | p.112 Appendix C - List of Districts of One-to-One Districts | p.128

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APPENDIX a • ALCORN SCHOOL DISTRICT

ALCORN SCHOOL DISTRICT ACCEPTABLE USE POLICY Alcorn School District (ASD) recognizes the value of computer and other electronic resources to improve student learning, teaching, instruction, research and communication to enhance the administration and operation of its schools. To this end, the ASD provides Intranet (internal) and Internet (external) connections for staff, students, and faculty. ASD encourages the responsible use of computers, computer networks, including the Internet, E-mail, and other electronic resources in support of the mission and goals of the ASD and its schools.

In order to access district services such as the Intranet and Internet via the District Network, each user must sign an Acceptable Use Policy (AUP) Agreement form stating that they are aware of and acknowledge agreement with all the sections below.

The operation of the ASD network is guided by policy or policies set forth by the Alcorn School Board, Superintendent, district administration, the Mississippi Department of Education, and all applicable local, state and Federal Laws. This AUP does not list every applicable policy or law, but sets forth some specific policies particular to ASD. Additional regulations and policies pertaining to schools/technology are E-Rate, Children’s Internet Protection Act (“CIPA”) and Family Educational Rights & Privacy Act (“FERPA”).

MONITORING OF NETWORK USE

All data transferred and /or transmitted over the ASD network can be monitored and recorded at any time. All data transferred or transmitted over the network can be tracked and identified, and originating users can be held liable if their use of the network violates any established policy, regulation, or law. Any data stored on district owned equipment may be archived and preserved by the district for an indefinite period. Such data includes, but is not limited to E-mail, text documents, digital photographs, music and other digital or electronic files.

SCHOOL DISTRICT OWNERSHIP

All data transferred over the district network or stored on any district owned equipment/media is the property of ASD.  Use of the District Network is contingent upon their signing a copy of this Acceptable Use Policy  Material created and/or stored on the District Network is not guaranteed to be private.

Students and staff should expect that files created/stored on the school computer equipment may be viewed by a Network Administrator. District technology staff may examine or monitor any computer equipment at any time to ensure that the computer and/or network is being used properly. District Technology Staff may access any computer equipment at any time for diagnostic purposes or installation of software.

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APPENDIX a • ALCORN SCHOOL DISTRICT CONSEQUENCES OF POLICY VIOLATION(S)

The use of the District Network is a privilege, not a right, and inappropriate use will result in a cancellation of those privileges. Any student or district staff, including contract services (outside parties), who violate any policy, regulation or law regarding use of the District Network will be identified and corrective and/or punitive actions will be taken.

All users of the ASD network are charged with reporting violations or misconduct to their teachers, supervisors, or the Network administer. Users who fail to report violations are subject to the same disciplinary actions as those who violate the policy.

Violations of these procedures may result in, but is not limited to, a loss of access privileges, disciplinary action by the school and/or district administration, and/or contact of law enforcement agencies.

DISCLAIMER OF LIABILITY ASD disclaims all liability for the content of materials to which a student or staff may have access on the Internet and for any damages suffered as a result of the student or staff member’s Internet use.

Because the Internet and E‐mail is an unregulated, worldwide vehicle for communication, information available to staff and students is impossible to control. Therefore, ASD shall not be responsible for:  Any damages a student or staff member may suffer, including, but not limited to, loss of data or interruption of services, 

For the accuracy or quality of information obtained from or stored on any of its network or client systems,



Financial obligations arising through the unauthorized use of the systems,



Theft, loss or damage to personal electronic devices,



Any actions or obligations of a student or staff member while accessing the Internet outside the public school system for any purpose.

While ASD takes steps to protect users from inappropriate material, to intercept unlawful and malicious actions from affecting users, to safeguard users, no system is completely perfect.

Those risks must be recognized and accepted by users who sign the AUP. ASD makes no guarantee that the functions or services provided by or through the ASD Network will be error-free or without defect. The District will in no way be responsible for any damages suffered, including but not limited to loss of data or interruptions of service. The District is in no way responsible for the accuracy or quality of the information obtained through the network.

The School District is not responsible for credit card fraud/theft or other damage whether

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APPENDIX a • ALCORN SCHOOL DISTRICT monetary or otherwise incurred as a result of Internet access provided to the Alcorn School District.

FILTERING ASD uses an aggressive Content Filter and SPAM filter. ASD complies with the regulations of CIPA, the Children’s Internet Protection Act [Pub. L. No. 106‐‐554 and 47 USC 254(h)], to provide Internet content filtering services for staff and students. Filtering services are a means of protection from objectionable sites but cannot provide a 100% guarantee. Therefore, Alcorn School District provides no guarantees but will diligently attempt to protect staff and students from accessing such objectionable Internet sites. In the event that inappropriate material is accessible, ASD will not be held liable.

EMAIL AND ELECTRONIC DOCUMENT RETENTION All emails and electronic documents created and shared with others inside or outside the district in conducting district business should be saved in user designated folders on the user’s computer.

All district employee email will be archived for a minimum of one year.

All district employees and students in Grades 6‐‐12 will be issued a district email account. Any official communications, e.g. teacher to parent, teacher to student, student to teacher, staff to staff, must be via the district’s alcornschools.org email system. This includes, but is not limited to teachers who guide extracurricular activities such as clubs, choirs, bands, athletics, etc.

District staff who generate newsletters, memoranda, slide shows, graphics, etc. with their workstations, laptops, or other district equipment, should organize their computer’s workspace (storage) using folders to store electronic documentation.

Use of “internet mail” by students, staff, and faculty such as Yahoo mail, Gmail, and POP3 accounts provided by their “home” internet service providers is not allowed at this time, as previously stated all communication pertaining to school should be performed on the alcornschools.org E‐mail accounts.

PROHIBITED ACTIONS

The following actions on the District Network are specifically prohibited, but are not limited to:  Installing software, software application, utility, plug‐In’s or other such operations without the approval of the Technology office;  Creating, downloading, storing, sending, or displaying offensive messages or pictures including but not limited to pornographic or other sexually explicit material;  Unauthorized access, including so‐called ‘hacking,’ and other unlawful activities  Inserting, using, or attaching non‐approved disks, CD‐ROMs, or other media storage devices into or with computers;  Using obscene, profane, or vulgar language;

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APPENDIX a • ALCORN SCHOOL DISTRICT      

            

Harassing, insulting, intimidating, or attacking others; No cyber bullying behavior shall be all, report all instances; Giving out personal information about another person, including home address or phone number Engaging in any practice(s) that threaten the network and other technological tools; Violating copyright laws; Downloading entertainment/music/video/movie software or other files for transfer to a user’s home computer, other personal computer, DVD, or any music/movie device. This prohibition pertains to freeware, shareware, copyrighted commercial and non‐‐ commercial software, and all other forms of software and files not directly related to the instructional and administrative purposes of the ASD. Software, files, and/or licenses owned by ASD cannot be transferred to staff or student personal or home computers.

Using the password of others to access the network or any other electronic information or telecommunication services; Accessing the documents, files, folders, or directories of others without permission from the owner of the files; Using the network and telecommunication services for commercial promotion, product endorsement, or advertisement not previously approved by the ASD School Board Using the network, electronic information, computer‐driven software and telecommunication services for personal gain or convenience; Conducting business other than that deemed academic in nature over the network; Misusing the resources of the district’s network, electronic information, computer‐ driven software, or telecommunications service equipment and supplies; Promoting causes that are religious in nature, with no apparent educational or instructional value; and/or Violating this or other procedures and guidelines establish and set forth by ASD Technology Office.

Attempt to bypass network controls and filters; Do not plagiarize works that you find on the Internet. Plagiarism is taking the ideas or writings of others and presenting them as if they were yours; Do not use personal electronic devices (ex. laptops, iPods, iPhones, blackberries, etc.) on the district’s network without permission from the ASD Network Administrator; Users may not conduct commercial activities for profit, advertise products, or conduct political lobbying on the network; School district employees should not use personal e‐mail accounts or messenger services or online social networking sites to communicate with students, regardless of the nature or intent of the message;

The above list is not all inclusive and will be amended from time to time.

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APPENDIX a • ALCORN SCHOOL DISTRICT STIPULATIONS FOR WEBSITE USE AS DISTRICT REPRESENTATIVES

Use of Non‐District web sites to present information, classrooms, clubs, or any other officially sponsored activities of the ASD is prohibited. Any sanctioned activity must be hosted on the District website, (http://www.alcornschools.org). All web publications will abide by the Family Education Rights and Privacy Act (FERPA) for the dissemination of student information.

Teacher and/or Student organization web sites operating outside the ASD’s website must state that they are a separate entity from Alcorn School District. If linking from ASD’s main website or an individual school’s website, then the following disclaimer should be used: The disclaimer must read, “DISCLAIMER; you are now leaving the Alcorn School District Web Site.

The district does not endorse and assumes no responsibility for content or control of the web site(s) to which you are about to proceed. The link provided at this page is a courtesy service.

Responsibility of external web site control and content rest solely on the author(s) or manager(s) or webmaster(s) of such web site(s) and not with the district.”

At the external teacher or organization web site, another disclaimer should be posted, “As (a) representative(s) of the Alcorn School District, responsibility of external web site control and content rest solely on the author(s) or manager(s) or webmaster(s) of this web site(s) and not with the district. ASD does not endorse this web site for school, academic, business, or any other purposes.”

Personal electronic devices used on the district network should have anti‐virus and spy ware software installed when applicable.

iPad or Electronic Device Policy Here are some guidelines relating to iPad or electronic devices.  Students are responsible for the general care of the iPad or electronic device they are using and iPad or electronic devices that are broken, or fail to work properly, must be reported to staff immediately;  No food or drink is allowed next to your iPad or electronic device while it is in use;  Cords, cables, and removable storage devices must be inserted carefully into the iPad or electronic device;  Never transport your iPad or electronic device with the power cord and/or headphones or earbuds plugged in. Never store your iPad or electronic device in your carry case or backpack while plugged in;  Students should never carry their iPad or electronic devices while the screen is open;  iPad or electronic devices must remain free of any writing, drawing, or stickers UNLESS the iPad or electronic device is protected with removable skin. An identification label with the student’s name is acceptable on the iPad or electronic devices;  Vents CANNOT be covered. iPad or electronic devices must have an Alcorn School District tag on them at all times and this tag must not be removed or altered in any way. If tag is removed disciplinary action will result;

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APPENDIX a • ALCORN SCHOOL DISTRICT          

iPad or electronic devices should never be left in a car or any unsupervised area; Do not lean or put pressure on the top of the iPad or electronic device when it is closed; Do not store the iPad or electronic device with the screen in the open position; Do not place anything near the iPad or electronic device that could put pressure on the screen; Do not place anything in a carrying case or backpack that will press against the cover; Do not poke the screen with anything that will mark or scratch the screen surface; Do not place anything on the keyboard before closing the lid (e.g. pens, pencils, or disks); Clean the screen with a soft, dry microfiber cloth or antistatic cloth, Be cautious when using any cleaning solvents; Some individuals may have allergic reactions to chemicals in cleaning solvents and some solvents can even damage the screen. Try to always use water dampened towel or a highly diluted solvent; Students are required to use their alcornschools.org domain user ID and password to protect their accounts and are required to keep that password confidential.

Guidelines All users are responsible for appropriate behavior on the school’s computer network and equipment just as they are in a classroom or on a school playground. Use of a computer resource is a privilege, not a right, and may be revoked if abused. Action can, and will be taken for violation of this Acceptable Use Policy.

Consequences can include:  Restricted use  Loss of network access  In‐School disciplinary action, or legal action, including possible criminal prosecution depending on the type of violation. Before legal action is taken, the district shall have proof of such violation.

Each school year users will sign a form stating: 1. I have read the Alcorn School District's Acceptable Use Policy.

2. I understand and will abide by this policy.

3. Should I commit any violation I could suffer the consequences (not all inclusive above).

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APPENDIX a • ALCORN SCHOOL DISTRICT ALCORN SCHOOL DISTRICT STAFF ACCEPTABLE USE POLICY AGREEMENT NAME: _____________________________________________________ SCHOOL: ____________________________________________________ POSITION: ___________________________________________________ I understand and will abide by and enforce the Terms and Conditions for Internet and E-Mail use as stated in the Acceptable Use Policy. I further understand that violation of the Terms and Conditions is unethical and may constitute a criminal offense. Should I commit any violation, my access privileges may be revoked, school disciplinary action may be taken, and/or appropriate legal action instituted.

Signature: _______________________________________________ Date: _______________ -------------------------------------------------------------------------------------------------------------------A copy of this signed form should be sent to Dylan Lambert at dlambert@alcornschools.org.

The Acceptable Use Policy should be retained by the staff member.

The signed agreement should be included in the staff member’s school personnel file.

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APPENDIX a • benton county schools Benton County School District Computer Acceptable Use Policy The Benton County School District (BCSD) offers currently enrolled students, faculty and staff access to the school computer network through computer labs, networked and stand-alone computers. District technology equipment is provided for use in fulfilling curriculum objectives and quality enrichment activities. Personal electronic devices are not to be connected to the District network. This includes, but is not limited to personal computers, laptops, tablets, smart phones, and MP3 Players.

The BCSD is in compliance with the Children’s Internet Protection Act (CIPA) and will comply with any additional state and federal regulations that pertain to technology use within the district and through use of the BCSD network infrastructure and servers that is forthcoming from the local, state and federal regulatory agencies.

The Children’s Internet Protection Act (CIPA) is a federal law enacted by Congress to address concerns about access in schools and libraries to the Internet and other information. Among many other things, it calls for schools and libraries to have in place appropriate electronic filters to prevent children and adults from accessing and viewing inappropriate Internet content. For any school or library that receives discounts for Internet access or for internal connections, CIPA imposes certain requirements. The BCSD receives these discounts for Internet Access through the E-Rate program and is therefore must be in compliance with CIPA. COMPUTER NETWORK AND INTERNET USE RULES Students and school personnel are responsible for good behavior on the school computer networks just as they are in a classroom or in a school hallway. Communications on the network are often public in nature. General school rules for behavior and communications apply. Within reason, freedom of speech and access to information will be honored.

In compliance with CIPA 2008 updates, all students (K-12) will be educated about appropriate online behavior, including interacting with other individuals on social networking websites, in chat rooms and in cyberbullying awareness and response. When using the Internet, all students will be closely monitored to prevent students from accidentally or otherwise accessing inappropriate material.

Computer access is a privilege, not a right, and is provided for students and staff to conduct research, fulfill course requirements, and communicate with others when appropriate or authorized. Access to network services is given to students and staff who agree to act in a considerate and responsible manner. Signed parental permission is required for all students. All faculty and staff using the district’s Internet access must sign a written contract.

Network administrators may review network storage files and communications to maintain system integrity and ensure that users are using the system responsibility. While user files will not be examined without good cause, users should not expect that files stored on school computers will always be private. The BCSD will fully cooperate with local, state or federal officials in any investigation related to illegal activities conducted through any BCSD Internet account.

All users are expected to abide by the generally accepted rules of Netiquette. These include (but are not limited to) the following: Be polite. Do not be abusive or be “bullying” in your messages to others.

Use appropriate language.

Do not assume that email is secure and/or confidential. Never send anything that you would hesitate to have viewed by others.

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APPENDIX a • benton county schools Respect other people’s privacy regarding mail and files. Do not reveal personal address or phone numbers, or those of students or colleagues.

Keep paragraphs short and to the point. Be mindful of spelling.

Check email regularly and delete unwanted messages as quickly as possible.

Google Apps for Education Acceptable Use Google Apps for Education is primarily for educational use. Students may use Google Apps for Education for personal use subject that may apply.

Privacy School staff and administrators have access to student email for monitoring purposes. Students should have no expectation of privacy on the Google Apps for Education System.

Limited personal use – Students may use Google Apps for Education for personal projects but may not use them for: • • • •

Unlawful activities Inappropriate sexual or other offensive content Threatening another person Misrepresentation of BCSD, staff or students

Safety • • •

Students will tell their teachers or other school employee about any message they receive that is inappropriate or makes them feel uncomfortable.

Students are responsible for the use of their individual accounts and should take all reasonable precautions to prevent others from being able to use their account.

Under no conditions should a user provide his or her password to another person.

Access Restriction – Due Process Access to Google Apps for Education is considered a privilege accorded to the discretion of the BCSD. BCSD maintains the right to immediately withdraw access and use of Google Apps for Education when there is reason to believe that violations of law or school policies have occurred. In such cases, the alleged violation will be referred to the Head of School for further investigation and account restoration, suspension, or termination. As a party of the Agreement with Google, BCSD also reserves the right to immediately suspend any user’s account suspected of inappropriate use. Pending review, a user account may be terminated as part of such action.

Due to the rapidly changing technology environment, BCSD reserves the right to determine if an action not listed in this document is inappropriate, and the students may be subject to discipline.

DISTRICT PROVIDED LAPTOP, TABLET, OR OTHER PERSONAL COMPUTING DEVICE POLICY TERMS: All users of district provided laptops, tablets, or other personal computing devices will comply at all times with the Benton County School District (BCSD) Technology Handbook policies. Any failure to comply may result in termination of user rights of possession effective immediately and the District may repossess the device.

Any lost, stolen and damaged devices must be reported to school authorities immediately.

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APPENDIX a • benton county schools TITLE: The District has legal title to the property at all times. The user’s right of possession and use is limited to and conditioned upon full and complete compliance with this agreement, the BCSD Technology Handbook policies, and all District policies and procedures.

LOSS, THEFT OR FULL DAMAGE: If a device is stolen, the employee or parent/guardian (in the case of a student) should immediately notify the school administration. At that time, the user or the parent/guardian will be required to file a police report. Once a police report has been filed, the district, in conjunction with the local law enforcement agency may deploy locating software to aid authorities in recovering the device. It is imperative that a lost or stolen device be reported immediately. If the stolen device is not reported within five (5) calendar days to a district school administrator, the employee or parent/guardian will be responsible for full replacement cost. If a device is lost or damaged as a result of irresponsible behavior, the user or the parent may be responsible for the full replacement cost. The user or the parent/guardian will be responsible for full replacement cost of the device if not reported to district personnel within calendar five (5) days of missing or damaged device. In the event that a device is damaged, lost or stolen, the user will be assessed a deductible for the repair or replacement of the device for the first occurrence per device. Replacement cost will be determined by the current valve of the device or a comparable device. Students or employees who leave the district during the school year must return all devices and additional accessories to the school administrator.

NETWORK SECURITY – CIPA COMPLIANCE Users have the responsibility to use computer and network resources for academic purposes only. Therefore, as mandated by CIPA, filtering and monitoring will be utilized on all computers accessing the Internet. Free email sites are blocked for all users. Faculty and staff must use District provided email and students will have access to Gaggle email. The District is required by the State to archive (keep on file) all email going in and out. This is due to past litigations involving email and requirements for the District to produce email copies when requested by the courts.

Activities using the computer network in violation of Local, State, Federal or BCSD policies are strictly forbidden.

Students will not respond to unsolicited online contacts or reveal personal identifiable information over the network unless it meets District-approval (examples: ACT Registration, Scholarships or College Applications). This includes information about themselves as well as information about anyone else.

BCSD staff is prohibited from disclosing personal information about students on websites. Although teachers and other district personnel may reveal personal information about themselves over the network, they are strictly forbidden to disseminate any student information electronically to any source that has not met district approval.

Information that is considered personal includes but is not limited to the following: student’s full name, home address, Social Security number, personal telephone numbers, and any information relating to their health.

Because there are additional prohibitions with which users must comply, non-compliance with these regulations will result in disciplinary and/or legal actions taken by the BCSD authorities if deemed necessary.

There is absolutely no expectation of privacy on the BCSD network. Activities at any workstation or transmission and receipt of data can be monitored at anytime both electronically or by staff members. This includes the transmission and receipt of email, email attachments, Web browsing and any other use of the network.

Prohibited activities include, but are not limited to the following: Using the network to transmit, or retransmit copyrighted material (including plagiarism).

Accessing, transmitting, or retransmitting threatening, harassing, bullying (cyberbullying) obscene and pornographic or trade secret material or any material deemed harmful to minors.

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APPENDIX a • benton county schools Using the network to access, transmit or retransmit language that can be considered defamatory, abusive or offensive.

Using social networking sites, chatting, or blogging unless associated with a specific curriculum related activity.

Users of the BCSD network are forbidden to access, transmit, or retransmit information that could cause danger or disruption, engage them in personal, prejudicial or discriminatory attacks or that harasses or causes distress to another person.

Users of the district network are forbidden to access transmit, or retransmit material that promotes violence or the destruction of persons or property by any device including but not limited to firearms, explosives, fireworks, smoke bombs, incendiary devices or other similar material.

All users agree to report any accidental access of any of the aforementioned material to the appropriate school authority so that the district can take steps to prevent similar future access.

Using the network to download, upload or store large files such as music and video that are not directly related to projects or activities that are a part of the school curriculum.

The use of flash (thumb) drives is limited to data storage only.

No executable files of any type may be transferred to district property.

Re-sending email chain letters or engaging in any spamming activities where bulk mailings of unsolicited email are sent.

Damaging computers, computer systems, or computer networks (hardware or software). If a student maliciously damages BCSD technical equipment in such a way that requires service or repairs, the parent/guardian of the student is responsible for providing all expenses incurred for those services, grades K-12.

Deliberate or careless action that damages the computer’s configuration or limits the computer’s usefulness to others.

Downloading unauthorized software on school computers/networks. This includes students, teachers, staff and administrators. All software installed on district computers must be installed by the Technology Department and only after the proper licenses or authorizations for use have been acquired and verified.

Creating, uploading, or transmitting computer viruses, worms or other disruptive software code.

Making any attempt to defeat computer or network security on the district network or any other client, server, or network on the Internet. Hacking or attempting to gain access to unauthorized areas of the district network or the Internet is prohibited.

Invading the privacy of other individuals. Using another person’s password or account or providing his/her password to another person. Trespassing in another’s folder, work or files, in the attempt to use others’ work to “cheat” on assignments, tests, or any class work.

Intentionally wasting limited resources.

Using the network or school computer for unauthorized commercial, private, personal purposes or political lobbying.

Any activity harmful to or reflecting negatively on the BCSD community.

CONSEQUENCES OF POLICY NON-COMPLIANCE Violation of this AUP (Acceptable Use Policy) may result in the denial, suspension or cancellation of the users’ privileges as well as other disciplinary and/or legal action deemed appropriate and imposed by the school administration, district administration and/or local, state or federal law enforcement officials. Other action not specified above may include but are not limited to monetary restitution, school suspension or expulsion, detention or any other action deemed appropriate by the administrative authorities.

In grades K-12, students in computer-based classes may be removed from the course for the duration of the semester or school year if found by administration to be intentionally in violation of the Acceptable Use Policy.

Reinstatement procedures will be individually addressed.

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APPENDIX a • benton county schools

Signatures at the end of this document are legally binding and indicate the parties who have signed have read the terms and conditions carefully and understand their significance.

TERMS AND CONDITIONS FOR USE OF THE BCSD NETWORK. All users of the BCSD’s network and Internet access are required to adhere to the district’s Internet Acceptable Use Policy (AUP). The policy describes in detail the purpose of the district’s network and the rules governing its use. If a parent does not want their child to have access to the Internet or Internet services provided by the district, they must obtain and complete a Refusal Form and return to your child’s Principal. This form will have to be completed each school year. Please realize that this action will make enrollment in certain classes impossible.

All users and the parents of all student users are required by the BCSD AUP to sign a contract stating that they will abide by the policy while using the district’s computer network resources.

All users, including faculty and staff, must be aware that misuse of the network facilities could result in disciplinary action by the BCSD officials including termination of employment or legal action by local, state and/or federal law enforcement officials.

It is, therefore, incumbent upon all who sign the Internet Use Contract to carefully read the district AUP and understand what is expected and the penalty for non-compliance.

Terms and Conditions for Use of the Benton County School District Network Please read the following carefully before signing the attached contract. The contract is a legally binding document.

All users of the Benton County School District’s network and Internet access are required to adhere to the district’s Internet Acceptable Use Policy (AUP). The attached policy describes in detail the purpose of the district’s network and the rules governing its use. All users (Grades K-12) and the parents of all student users are required by the Benton County School District AUP to sign a contract stating that they will abide by the policy while using the district’s computer network resources.

All users, including faculty and staff, must be aware that misuse of the network facilities could result in disciplinary action by the Benton County School District officials including termination of employment or legal action by local, state and/or federal law enforcement officials. It is, therefore, incumbent upon all who sign the Internet Use Contract to carefully read the district AUP and understand what is expected and the penalty for non-compliance.

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APPENDIX a • benton county schools STUDENT INTERNET USE CONTRACT Grades K – 12 (This is a legally binding document) First Name: _____________________________ Last Name:____________________________ Current Grade Level: ___________________________Date: ___________________________

STUDENT CONTRACT AGREEMENT Carefully read the attached Benton County School District Acceptable Use Policy (IFBG). If you have any questions as to what will be expected of you when you are using the district’s Internet access or school network or computer equipment, ask a teacher, your librarian or someone in the office to help you with anything you do not understand.

When you feel that you understand the rules, sign the contract below so that you will be able to access the school’s network and utilize the available technology.

CONTRACT I have read the Benton County School District Acceptable Use Policy (IFBG). I understand the rules that I am to follow while using the Internet at school.

I understand that if I break the rules, I will be punished based on the type of rule I break. If I break a rule, the punishment will be determined by Benton County administration or faculty. If I break a law, however, I understand that the courts and law enforcement officials who enforce the law that I break will determine the punishment I receive.

Student’s Name (please print): _____________________________________________________ Student’s Signature: ____________________________________________________________

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APPENDIX a • benton county schools INTERNET USE PARENT OR GUARDIAN SIGNATURE FORM Grades K - 12 (This is a legally binding document) Student’s Full Name (Please Print): ________________________________________________ Current Grade Level: ___________________________Date: ___________________________ As the parent or guardian of this student I have read the Acceptable Use Policy of the Benton County School District (IFBG) and understand the rules and regulations that my child is to follow while using the Internet and/or school network while at school. I understand that the school’s Internet access is available for educational purposes only and have discussed the proper use of the Internet at school with my child.

I understand that if my child breaks the rules, he/she will be punished based on the type of rule broken just as it is with any other school activity. If he/she breaks a rule made by the Benton County School District, the punishment will be determined by the building Principal or the Assistant Principal. If he/she breaks a law, however, I understand that the courts and law enforcement officials who enforce the broken law will determine the punishment received by my child.

I understand that the Benton County School District has taken available electronic precautions to eliminate controversial material. However, I also recognize it is impossible for the school district to restrict access to all controversial materials and will not hold them responsible for materials this student may acquire on the network.

Further, I accept full responsibility for supervision of my child’s Internet if and when my child’s use is not in a school setting. Further, I accept responsibility for any/all expenses for any damages on the network caused by my child. I hereby certify that the information that I have entered onto this form is correct.

Initial One: My child has my permission to use the Benton County School District’s network to access the Internet _____ My child DOES NOT have my permission to use the Benton County School District’s network to access the Internet and I DO NOT want Internet services or any other computer or computer service available to my child. I realize that this will make enrollment in certain classes impossible. _____ Parent or Guardian (please print): __________________________________________________ Signature: _____________________________________

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APPENDIX a • biloxi public schools ELECTRONIC ACCESS/ACCEPTABLE USE POLICY (IFBDAA) Revised May 15, 2018

Purpose The Biloxi Public School District (the “District”) provides employees and students with access to the District’s electronic communication system, referred to as the District system, which includes Internet access. The District system has limited educational purpose. The term “educational purpose” includes use of the system for classroom activities and professional development. The purpose of the District system is to assist students in preparing for responsible citizenship and success in life. The District system provides electronic access to a wide range of information and the ability to communicate with people throughout the world. In addition, the District system will enhance District intercommunication, enhance productivity, and assist personnel in upgrading their skills through greater exchange of information with their peers and the local community.

This District system is a public network provided by the Mississippi Department of Education. The District system is fully compliant with the Children’s Internet Protection Act (CIPA) and Child Online Protection Act (COPA) regulations.

The District may supply students with laptops for use at school and at home. This policy will apply to any District-owned device. This policy also applies to any student-owned device while used at school or during any District-sponsored activities.

District Responsibilities The Director of Technology will serve as the coordinator to oversee the District system, coordinate with other regional and state organizations as necessary, maintain executed license agreements, provide training in the use of the District system, and District software, and be responsible for interpreting the District’s Acceptable Use Policy.

Each school’s principal will serve as the building level coordinator for the District system, approve school site activities, ensure personnel receive proper training in the use of the District system and the requirements of this policy, establish procedures to ensure adequate supervision of students using the District system, and be responsible for interpreting the District’s Acceptable Use Policy at the school level.

User Responsibilities The use of the District system, including the Internet, is a privilege, not a right, and inappropriate use will result in the cancellation of those privileges and/or disciplinary actions by the District.

A student’s use of the District system, including the Internet, must be in support of education and research, and consistent with the educational objectives of the District. In addition, the student accessing the Internet from a school site is responsible for all online activities that take place through the use of his or her account.

Users may not use the District system for political purposes.

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APPENDIX a • biloxi public schools Parent Notification and Responsibility The District will notify the parents and/or guardians about the District system and the policies governing its use. As the District system offers Internet access, students must have permission from at least one of their parents and/or guardians to access the Internet at school. Parents and/or guardians may specifically request that their child/children not be provided Internet access by notifying the District in writing. The District will attempt to abide by parental requests to restrict access. However, the District is not responsible for user actions that are not in accord with District policy and procedure.

The District complies with CIPA, the Children’s Internet Protection Act, which was signed into law on December 21, 2000. The District’s Acceptable Use Policy is an Internet safety policy that protects against access through computers with Internet access, to visual depictions that are obscene, child pornography, or (in the case of use by minors) harmful to minors.

This policy contains restrictions on accessing inappropriate material. There is a wide range of material available on the Internet, some of which may not be aligned with the values of students’ families. Filtering software will be utilized to limit access to certain sites and to monitor access to electronic resources. However, it is not possible for the District to monitor and enforce a wide range of social values in student use of the Internet. Further, the District recognizes that parents and/or guardians bear primary responsibility for transmitting their particular set of family values to their children. The District will encourage parents to specify to their child/children what material is and is not acceptable for their child/children to access through the District system.

District Limitations of Liability The District makes no warranties of any kind, either expressed or implied, that the functions or the services provided by or through the District system will be error-free or without defect. The District will not be responsible for any damage users may suffer, including but not limited to, loss of data or interruptions of service. The District is not responsible for the accuracy or quality of the information obtained through or stored on the District system. The District will not be responsible for financial obligations arising through unauthorized use of the system.

Search and Seizure District system users have a limited privacy expectation in the contents of their personal files on the District system. Routine maintenance and monitoring of the District system may lead to discovery that the user has or is violating this policy or the law.

An individual search and appropriate actions, in accordance with District policies, will be conducted if there is reasonable suspicion that a user has violated the law and/or this policy.

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APPENDIX a • biloxi public schools Software, Copyright and Plagiarism Users will respect the policies and laws regarding software licensure. No unlicensed software will be permitted on District technology. All licenses must be filed and approved with the Technology Department. Although each user will provide for timely backup of essential data, no unauthorized copying of data and software will be permitted.

Users will respect the rights of copyright owners. Copyright infringement occurs when an individual inappropriately reproduces a work that is protected by a copyright. If a work contains language that specifies acceptable use of that work, the user should follow the expressed requirements. If the user is unsure whether or not they can use a work, they should request permission from the copyright owner.

Users will not plagiarize works. Plagiarism is taking the ideas or writings of others and presenting them as if they were original to the user.

Instruction and Selection of Material All students will be educated about appropriate online behavior, including interacting with other individuals on social networking sites, in chat rooms, through electronic mail, and/or other forms of direct electronic communications. Students will also be educated with regard to cyberbullying awareness and response.

When using the Internet for class activities, teachers will select materials for students that are age appropriate and relevant to course objectives. Teachers will preview the materials and sites they require or recommend for student access to determine the appropriateness of the material contained or accessed through the site. Teachers will provide guidelines and/or lists of resources to assist their students in channeling their research activities effectively and properly. Teachers will assist their students in developing skills to ascertain the truthfulness of information, distinguish fact from opinion, and engage in discussions about controversial issues while demonstrating tolerance and respect for those who hold divergent views

Personal Safety The District complies with the Children’s Online Privacy Protection Act (COPPA) that was signed into law on October 21, 1998 and was effective as of April 21, 2000. The purpose of COPPA is to regulate the online collection and use of personal information provided by and concerning children under the age of thirteen. 

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Users will not disclose, use, disseminate or divulge personal and or private information about himself/herself, minors or any other persons including personal identification information. Personal identification information includes (but is not limited to) addresses, phone numbers, school address, work address, etc.

The District will not disclose personal information about students on websites – such as their full name, home or e-mail address, telephone number, and social security number.

Users will not agree to meet with someone they have met online.

Users will immediately report to District personnel any attempt by other Internet users to engage in inappropriate conversations or personal contact.

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APPENDIX a • biloxi public schools Illegal and /or Unacceptable Usage 

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User agrees not to access, transmit or retransmit any material(s) in furtherance of any illegal act or conspiracy to commit any illegal act in violation of local, state or federal law or regulations and/or District policy.

User shall not access, transmit, or retransmit threatening, harassing, profane or obscene material, pornographic or sexually explicit material, or material protected by trade secret, and/or any other material that is inappropriate to minors. User shall not transmit or retransmit copyrighted materials unless authorized. User shall not plagiarize copyrighted materials. (COPPA) User shall not access, transmit, or retransmit any material that promotes violence or the destruction of persons or property by devices including, but not limited to, the use of firearms, explosives, fireworks, smoke bombs, incendiary devices, or other similar materials.

User shall not use the District system for any illegal activity including, but not limited to, unauthorized access including hacking. This includes attempting to gain unauthorized access to the District system or to any District technology, and attempting to log in through another user’s account or access another user’s files/data.

User shall not access, transmit, or retransmit language that may be considered offensive, defamatory, or abusive.

User shall not access, transmit or retransmit information that advocates or could cause danger or disruption.

Users shall not make deliberate attempts to disrupt the District system performance or destroy data by spreading technology viruses or by any other means. Vandalism will result in the cancellation of user privileges, disciplinary action, and/or financial restitution paid by the user and/or parent according to Miss. Code Ann. §37-11-53. Vandalism also includes any malicious attempt to harm or destroy equipment, materials, or data of the District or any user.

Inappropriate Language/Harassment (Cyberbullying) Restrictions against inappropriate language apply to all electronic access such as, but not limited to, public messages, private messages, and material posted in the Internet.

Users shall not engage in personal attacks, including prejudicial or discriminatory attacks.

Users shall not access, transmit, or retransmit information that harasses, and/or bullies (cyberbullies) another person. Harassment is persistently acting in a manner that distresses or annoys another person.

Users shall not knowingly or recklessly post false or defamatory information about a person or organization.

Users shall not repost a message that was sent to them privately without the permission of the sender.

Users shall not post private information about another person.

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APPENDIX a • biloxi public schools System Resource Limits 

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User shall only use the District’s system for educational and career development activities and limited, high quality self-discovery activities as approved by District’s faculty for a limited amount of time per week.

User agrees not to download large files unless it is absolutely necessary. If absolutely necessary to download large files, user agrees to download the file at a time when the system is not being heavily used.

User agrees not to post chain letters or engage in "spamming" (that is, sending an annoying or unnecessary message to large numbers of people).

User agrees to immediately notify his/her teacher or other school administrator should user access inappropriate information. This will assist in protecting user against a claim of intentional violation of this policy.

User Rights 

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User shall have the responsibility to use computer resources for academic purposes only.

Therefore, as mandated by CIPA, filtering will be utilized on all computers accessing the Internet.

The only exception will be for academic research by a staff member with the approval of school administration.

The District will fully cooperate with local, state or federal officials in any investigation related to illegal activities conducted through the user's Internet account.

Under no conditions should a user provide his/her password to another person or use another person's password.

User should not expect files stored on a school-based computer to remain private. Authorized staff will periodically inspect folders and logs of network usage will be kept at all times. Routine review and maintenance of the system may indicate that user has violated this policy, school codes, municipal law, state law or federal law. Parents of minor users shall have the right to inspect the contents of user's files.

Individual schools within the District may create additional guidelines and procedures consistent with this policy. Such guidelines and procedures will be appropriate for the electronic information resources being used and the students served at the school.

Use of the Internet is a privilege, not a right. Unacceptable and/or illegal use may result in denial, revocation, suspension and/or cancellation of the user's privileges, as well as disciplinary action imposed by school officials. The District may include a process for a student to appeal the decision to deny, suspend, revoke or cancel Internet privileges.

Consequences for Failure to follow Terms and Conditions of Acceptable Use Policy There will be consequences for any user who fails to follow District and school guidelines and policies. The consequences may include paying for damages, denial of access to technology, detention, suspension, expulsion or other remedies applicable under District disciplinary policy, and state or federal law. At the discretion of the District, law enforcement authorities may be involved and any violations of state and/or federal law may result in criminal or civil prosecution.

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APPENDIX a • biloxi public schools MOBILE DEVICE POLICY For the purpose of these terms the “District” refers to The Biloxi Public School System (BPS). Any District-owned device that is given to a student is considered a “mobile device” and is subject to these terms.

Terms Parents of students who are assigned a take home device and students will comply at all times with the BPS Student Technology Guide policies. Any failure to comply may result in termination of user rights of possession effective immediately and the District may repossess the device. Any lost, stolen and damaged school-owned devices must be reported to school authorities immediately.

Title The District has legal title to the property at all times. The user’s right of possession and use is limited to and conditioned upon full and complete compliance with this agreement, the BPS Student Technology Handbook policies, and all District policies and procedures.

Loss, Theft or Full Damage If a device is damaged, lost, or stolen, the student or parent/guardian should immediately notify the school administration. In the event that a device is damaged, lost or stolen, the user will be assessed a deductible for the repair or replacement of the device. Refer to Table of Estimated Repair Pricing for Deductibles on page 9 of the Student Technology Guide.

In the event that a device is lost or stolen a police report must be filed. BPS, in conjunction with police or sheriff, may deploy location software which may aid authorities in recovering the device. It is imperative that a lost or stolen device be reported within 5 calendar days to BPS personnel. Parent/guardian will be responsible for up to $150.00 for the replacement cost of the device.

Students who leave the District during the school year must return the device, along with any other issued accessories, at the time they leave the District. The device and all accessories should be returned to the school administrator. Any fees collected as a part of this initiative will not be refunded.

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APPENDIX a • biloxi public schools Repossession If the user does not fully comply with all terms of this Agreement and the BPS Student Technology Handbook, including the timely return of the property, BPS shall be entitled to declare the user in default and come to the user’s place of residence, or other location of the property, to take possession of the property.

Terms of Agreement The user’s right to use and possession of the property terminates not later than the last day of the school year unless earlier terminated by BPS or upon withdrawal from BPS.

Unlawful Appropriation Failure to timely return the property and the continued use of it for non-school purposes without the District’s consent may be considered unlawful appropriation of the District’s property.

Handling and Care        

Keep the device in the district-issued or approved sleeve and case, if applicable.

Keep device and sleeve free of any writing, drawing, stickers, or labels that are not applied by BPS. Use the device on a flat, stable surface.

Do not place books on the device.

Do not have food or drinks around the device.

Wipe surfaces with a clean, dry soft cloth.

Avoid touching the screen with pens or pencils.

Do not leave the device exposed to direct sunlight or near any heat or moisture sources for extended periods of time.

Power Management    

It is the user’s responsibility to recharge the device’s battery so it is fully charged by the start of the next school day.

Devices with no battery life must be charged in the classroom. The student forfeits use of the device for the entire time it takes to charge the device All class work missed because of uncharged batteries must be made up at the teacher’s discretion.

The device must remain on (awake or sleep mode) at school at all times, with no exceptions.

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APPENDIX a • biloxi public schools Transport   

Transport device in its protective case and sleeve, if applicable.

Do not leave the device in a vehicle for extended periods of time or overnight.

Do not leave the device in visible sight when left in a vehicle.

Monitoring and Supervision    

Do not leave the device unattended in an unlocked classroom or during an extracurricular activity.

Do not lend the device to a classmate, friend, or family member.

Any attempt to “jailbreak” or remove the BPS profile could result in disciplinary action, including suspension.

Students are responsible for the safety and security of the device and any activity on the device.

Responsible use I will:      

Use school technologies for school-related activities.

Follow the same guidelines for respectful, responsible behavior online that I am expected to follow offline.

Treat school resources carefully and alert staff if there is any problem with their operation.

Encourage positive, constructive discussion if allowed to use communicative or collaborative technologies.

Alert a teacher, administrator, or other staff member if I see threatening, inappropriate, or harmful content (images, messages, posts) online.

Use District technologies at appropriate times, in approved places, for educational pursuits.

This is not intended to be an exhaustive list. Users should use their own good judgment when using District technologies. You can also visit www.commonsensemedia.org for further information.

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APPENDIX a • biloxi public schools FEE SCHDEULE FOR MOBILE DEVICES

Use and Maintenance Fees Parents/guardians shall have the option to pay deductibles per damage incident, or to pay a yearly Insurance Deductible of $15 which substantially lowers the repair costs. See Occurrence Deductibles for specifics.

The deductible is by incident (i.e. 1st damage, 2nd damage) AND by incident type (i.e. cracked glass, broken LCD, bent frame, etc.).

If the device is lost, stolen, or totally damaged as a result of irresponsible behavior, the parent will be responsible for up to $150 for the replacement cost of the device. A police/sheriff report will be required for all stolen devices.

District may disable the device remotely to protect the device and/or data on the device.

Seniors must clear all records and pay all fees before they shall be allowed to participate in commencement exercises.

Damaged Devices Any damage must be reported to school authorities immediately. Power adapters and sleeve (if applicable) must be returned or paid in full. If a device is damaged and needs repair, the student will be assigned a loaner until device is returned. The loaner device falls under all of the same user agreements and responsibilities as the original device.

Occurrence Deductibles: First damage occurrence: Covered by Insurance Deducible if paid/ Cost of repairs assessed if not insured.

Second damage occurrence: $25 if Insurance Deductible is paid/ Cost of repairs assessed if not insured and possible loss of device take home privileges.

Third damage occurrence: Cost of repairs assessed and loss of device take home privileges.

Table of Estimated Repair Pricing for Deductibles Loss, Deliberate Damage or Neglect

Chromebook Estimated Repair/Replacement

Broken Screen Broken Keyboard Power Adapter + Cord Liquid damage to Laptop District Assigned Case (If applicable) Total Loss

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APPENDIX a • biloxi public schools Biloxi Public Schools

Student Device User Responsibilities

As a borrower of a BPS Device: ● I have read and will follow the policies established in the BPS Student Technology Guide. ● I will follow the guidelines listed below for proper care of the device. ● I will report to school authorities any problems/issues I discover while using the device. ● I understand that resetting the device to factory settings may occur as a result of any repairs or modifications on the device, and this reset may result in the loss of data. ● I understand that it is my responsibility to turn in my device for periodic updates throughout the school year. ● I understand that the primary use of the device is as an instructional tool.

Guidelines for Proper Care of the Device 1. I shall not loan the device to anyone.

2. I will not remove labels, stickers, or screen protectors already placed on the device by the technology department.

3. I will not write on or place any labels or stickers on the device.

4. I shall give proper and due care to the device at all times, including but not limited to the following: a. Keeping food and drink away from the device. b. Not exposing the device to extreme heat or cold. c. Not attempting to repair a damaged or malfunctioning device. d. Not upgrading the device operating system unless directed by District IT staff. e. Using the appropriate device A/C adapter to charge the device.

5. I shall provide proper security for the device at all times including, but not limited to, the following: a. Not leaving the device unattended in an unlocked classroom or extra-curricular activity. b. Not leaving the device in an unlocked vehicle.

Device Management 1. I shall not sync the device to personal or school computers.

2. District purchased software will be installed on student devices.

3. To protect the students and the district from loss of a device, the Computrace service must remain on at all times.

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APPENDIX a • madison county schools

Technology Plan Implementation

Schools of the information age must effectively employ technology to better meet the needs of students, parents, teachers, and administrators. Since the Madison County Schools (MCS) completed its first written technology plan in May 1996, it has had an outline of very specific technology goals, along with objectives and strategies to reach those goals.

Technology Goals Equip all stakeholders to use technology to positively impact and interact with the world around them.

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Teach digital citizenship.

Integrate technology seamlessly in the teaching and learning process while ensuring that the use of technology adds value to learning.

Develop a new set of knowledge and skills for the 21st-century learner.

Provide greater access to educational opportunities and differentiated instruction by utilizing access to technology for anytime, anywhere learning.

Improve communication and widen our sense of community by expanding the way teachers, students, and parents are able to interact with each other.

Integrate digital tools for students to develop products demonstrating their understanding.

Provide greater access to digital content in a variety of formats and modes.

Acceptable Use Policy Madison County Schools (MCS) recognizes that access to technology in school gives students greater opportunities to learn, engage, communicate, and develop skills that will prepare them for work, life, and citizenship. The District is committed to helping students develop progressive technology and communication skills.

MCS is committed to providing educational opportunities for all students and maintaining compliance with the Individuals with Disabilities Education Act 2004 (20 U.S.C. 1400 et seq.).

To that end, the District provides the privilege of access to technologies for student and staff use.

This Acceptable Use Policy (AUP) outlines the guidelines and behaviors that all users are expected to follow when using school technologies or when using personally-owned devices on school property, including: • • • • • •

The Madison County Schools network is intended for educational purposes.

All activity over the network or use of District technologies may be monitored, documented and retained.

Access to online content via the network may be restricted in accordance with District policies and procedures and federal regulations, such as the Children’s Internet Protection Act (CIPA).

Students are expected to follow the same rules for good behavior and respectful conduct online as offline.

Misuse of school resources can result in disciplinary action.

Using an Internet filter and other technologies. The District makes a reasonable effort to

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ensure students’ safety and security online, but it will not be held accountable for any harm or damages resulting or arising from use of MCS technologies.

Users of the District network or other technologies are expected to alert IT staff immediately of any concerns for safety or security.

User have no expectation of privacy.

Technologies Covered MCS may provide the privilege of Internet access, desktop computers, mobile computers or devices, video conferencing capabilities, online collaboration capabilities, message boards, email, and more.

This Acceptable Use Policy applies to both District-owned technology equipment utilizing the MCS network, the MCS Internet connection, and/or private networks/Internet connections accessed from District-owned devices at any time. This AUP also applies to privately-owned devices accessing the MCS network, the MCS Internet connection, and/or private networks/Internet connections while on school property or participating in school functions or events off campus. MCS policies outlined in this document cover all available technologies now and in the future, not just those specifically listed or currently available.

Usage Policies All technologies provided by the District are intended for education purposes. All users are expected to use good judgment by following the MCS student code of conduct and social media policy. Users should be safe, appropriate, careful, and kind; should not try to disable or get around technological protection measures; use good common sense; and ask if they don’t know.

Internet Access MCS provides its users the privilege of access to the Internet, including web sites, resources, content, and online tools. Access to the Internet will be restricted as required to comply with CIPA regulations and school policies. Web browsing may be monitored, and web activity records may be retained indefinitely.

Users are expected to respect the web filter as a safety precaution, and shall not attempt to circumvent the web filter when browsing the Internet. The determination of whether material is appropriate or inappropriate is based solely on the content of the material and the intended use of the material, not on whether a website has been blocked or not. If a user believes a site is unnecessarily blocked, the user should submit a request for website review through the MCS Technology Help Desk or restricted access screen.

Email MCS provides faculty, staff and students in grades 3-12 with the privilege of email accounts for the purpose of school-related communication. Availability and use may be restricted based on school policies.

Users provided with email accounts should use these accounts with care. Users should not send personal information and should not attempt to open files or follow links from unknown or untrusted origins. Users should use appropriate language and should only communicate with other people as allowed by District policy or the teacher or administrator.

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APPENDIX a • madison county schools Users are expected to communicate with the same appropriate, safe, mindful, courteous manner online as offline. Email usage may be monitored and archived.

Device Usage MCS may provide users with laptops or other devices to promote learning outside of the classroom.

Users should abide by the same Acceptable Use Policies when using school devices off the school network as on the school network.

Users are expected to treat the devices with extreme care and caution; these are expensive devices that the District is entrusting to users’ care. Users should immediately report any loss, damage, or malfunction to IT staff. Users will be financially accountable for any damage resulting from negligence or misuse.

Use of District-issued devices off the District network can be monitored.

Policy In some cases, a separate network may be provided for personally-owned devices. Please remember, this Responsible Use Policy applies to privately owned devices accessing the MCS network, the MCS Internet connection, and private networks/Internet connections while on school property.

Security Users are expected to take reasonable safeguards against the transmission of security threats over the MCS network. This includes not opening or distributing infected files or programs and not opening files or programs of unknown or untrusted origin. Users should never share personal information.

If users believe the device they are using might be infected with a virus, they should alert IT. Users should not attempt to remove the virus themselves or download any programs to help remove the virus.

Netiquette Users should always use the Internet, network resources, and online sites in a courteous and respectful manner.

Users should recognize that among the valuable content online there is also unverified, incorrect, or inappropriate content. Users should only use known or trusted sources when conducting research via the Internet.

Users should remember not to post anything online that they would not want students, parents, teachers, or future colleges or employers to see. Once something is online, it cannot be completely retracted and can sometimes be shared and spread in ways the user never intended.

Plagiarism Users should not plagiarize (or use as their own, without citing the original creator) content, including words or images, from the Internet. Users should not take credit for things they did not create themselves, or misrepresent themselves as an author or creator of something found online.

Information obtained via the Internet should be appropriately cited, giving credit to the original author.

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APPENDIX a • madison county schools Personal Safety Users should never share personal information, including phone number, address, social security number, birthday, or financial information, over the Internet without adult permission. Users should recognize that communicating over the Internet brings anonymity and associated risks and should carefully safeguard the personal information of themselves and others. Users should never agree to meet in person someone they meet online without parental permission.

If users see a message, comment, image, or anything else online that makes them concerned for their personal safety or the safety of someone else, they should immediately bring it to the attention of an adult (teacher or administrator if at school, parent if using the device at home).

Cyberbullying Cyberbullying including, but not limited to, harassing, flaming, denigrating, impersonating, outing, tricking, excluding, and cyber stalking will not be tolerated. Users should not be mean or send emails or post comments with the intent to harass, ridicule, humiliate, intimidate, or harm the targeted student and create for the targeted student a hostile school environment.

Engaging in these behaviors or in any online activities intended to harm (physically or emotionally) another person, will result in severe disciplinary action and loss of privileges. In some cases, cyberbullying can be a crime. Users should remember that online activities may be monitored.

All students will be educated about appropriate online behavior, including interacting with other persons on social networking websites and in chat rooms, and cyberbullying awareness and response.

Social Media Policy The District has a separate Social Media Policy that applies to all employees and may have implications for students. By signing the Acceptable Use Policy, users are acknowledging they have read the Social Media Policy and agree to abide by its requirements. Violations of the Social Media Policy are violations of the Responsible Use Policy.

Examples of Responsible Use I will: • • • • • •

Use school technologies for school-related activities.

Follow the same guidelines for respectful, responsible behavior online that I am expected to follow offline.

Treat school resources carefully and alert staff if there is any problem with their operation.

Encourage positive, constructive discussion if allowed to use communicative or collaborative technologies.

Alert a teacher, administrator, or other staff member if I see threatening, inappropriate, or harmful content (images, messages, posts) online.

Use District technologies at appropriate times, in approved places, for educational pursuits.

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APPENDIX a • madison county schools This is not intended to be an exhaustive list. Users should use their own good judgment when using District technologies. You can also visit www.commonsensemedia.org for further information.

Limitation of Liability MCS will not be responsible for damage or harm to persons, files, data, or hardware.

While MCS employs filtering and other safety and security mechanisms, and attempts to ensure their proper function, it makes no guarantees as to their effectiveness.

MCS will not be responsible or liable for, financially or otherwise, for unauthorized transactions conducted over the MCS network.

Violations of this policy may have disciplinary consequences, including: • • • • •

Suspension of network, technology, or computer privileges; Notification of parents; Detention or suspension from school and school-related activities; Employment disciplinary action up to and including termination of employment; Legal action and/or prosecution.

Employees, students, and parents/guardians shall be required to sign the District’s Acceptable Use Policy annually before Internet or network access shall be allowed.

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Device Policy Terms Parents of students who are assigned a take home device shall pay a non-refundable annual usage fee as listed under “Fee for Device Use” on page 7. Users will comply at all times with the MCS Student Technology Handbook policies. Any failure to comply may result in termination of user rights of possession effective immediately and the District may repossess the device. Any lost, stolen and damaged device must be reported to school authorities immediately.

Title The District has legal title to the property at all times. The user’s right of possession and use is limited to and conditioned upon full and complete compliance with this agreement, the MCS Student Technology Handbook policies, and all District policies and procedures.

District Hotspot If you have been provided a district owned hotspot, you understand and agree to the following: • Any device (both personal and district owned) may be allowed to connect to the device.

• For personal devices (those not provided by the District), hotspots will provide basic internet filtering only, in compliance with the Children’s Internet Protection Act (CIPA). No other filtering will be provided and/or controlled by the District for personal devices connected to the hotspot.

• District-provided devices will have additional filtering using District-provided filtering systems.

• Use of the hotspot is permitted only by students for educational purposes.

• The District will monitor any and all usage of the hotspots, including but not limited to the types of data used. Any data usage through the hotspot (including by personal devices) may be monitored by the District, and no data that passes through the hotspot is private.

• The District may, at its discretion, limit the speed or amount of data available through the hotspot.

• The District may also turn off the hotspot, disconnect service to the hotspot, or require return of the hotspot, at its sole discretion.

• The District is providing the hotspot as-is as a courtesy, and makes no promises or guarantees as to the availability or quality of internet connection available through the hotspot.

• Students and parents may be held responsible for any damage (accidental or otherwise) to the hotspot.

Loss, Theft or Full Damage If a device is damaged, lost, or stolen, the student or parent/guardian should immediately notify the police, school administration and complete the District “Lost or Stolen Report” located at www.madison-schools.com. At that time, the parent/ guardian must file a police report. If the device is lost, stolen, or damaged as a result of irresponsible behavior, the parent may be responsible for $50.00 (Chromebook and iPad) or $150.00 (MacBook) replacement cost.

If the device is damaged, the user may be assessed a $50.00 (MacBook) or $25.00 (Chromebook and iPad) deductible for the repair and/or replacement of the device. Refer to Table of Estimated Repair Pricing for Deductibles on page 7 of Technology Handbook.

In the event a device is lost, a police report must be filed. The MCS, in conjunction and with police or sheriff, may deploy location software which may aid authorities in recovering the device. It is imperative that a lost or stolen device must be reported immediately. If stolen/lost device is not reported within 5 calendar days to MCS personnel, parent/guardian will be responsible for $150.00 (MacBook) or $50.00 (Chromebook and iPad) replacement cost.

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APPENDIX a • Madison county schools Students who leave the District during the school year must return the device, along with any other issued accessories, at the time they leave the District. The device and all accessories should be returned to the school administrator. Any fees collected as a part of this initiative will not be refunded.

Repossession If the user does not fully comply with all terms of this Agreement and the MCS Student Technology Handbook, including the timely return of the property, MCS shall be entitled to declare the user in default and come to the user’s place of residence, or other location of the property, to take possession of the property.

Terms of Agreement The user’s right to use and possession of the property terminates not later than the last day of the school year unless earlier terminated by MCS or upon withdrawal from MCS. Unlawful Appropriation Failure to timely return the property and the continued use of it for non-school purposes without the District’s consent may be considered unlawful appropriation of the District’s property.

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Fees for Device Use

Use and Maintenance Fees • Parents/guardians shall pay a non-refundable annual usage fee plus deductibles per damage incident. Annual usage fee: MacBook - $50.00, Chromebook and iPad - $25.00 • District may prorate annual usage fee in the even of casualty or unforeseeable occurrence beyond District control.

• The deductible is by incident (i.e. 1st damage, 2nd damage) AND by incident type (i.e. cracked glass, broken LCD, bent frame, etc.).

• If the device is lost, stolen, or totally damaged as a result of irresponsible behavior, the parent may be responsible for the replacement cost. A police/sheriff report will be required for all stolen devices.

• District may disable the device remotely to protect the device and/or data on the device.

• Seniors must clear all records and pay all fees before they shall be allowed to participate in commencement exercises.

Damaged Device

Any damage must be reported to school authorities immediately. Power adapters must be returned or paid in full. If a device is damaged and needs repair, the student will be assigned a loaner until the original device is returned. Once the damaged device is repaired, the original device will be returned to the student and any fees must be paid within (7) seven business days.

Occurrence Deductibles: ● First damage occurrence: Chromebook: Covered by usage fee / iPad: $25.00 / MacBook: $50.00 ● ●

deductible.

Second damage occurrence: $25.00 Chromebook and iPad / $50.00 MacBook plus the cost to repair the device or fair market value and possible loss of device take-home privileges.

Third damage occurrence: Chromebook/iPad: $25.00 plus damage fee and loss of take-home device privileges. MacBook: $50.00 plus cost to repair the device or fair market value and loss of take-home device privileges.

Table of Estimated Repair Pricing for Deductibles Loss, Deliberate Damage or Neglect

Broken Screen Broken Keyboard Power Adapter + Cord Power Adapter Power Cord Liquid damage to Device District Assigned Case Trackpad Damage Severe Damaged Corner Writing, Drawing, Stickers, and Labels attached

MacBook Estimated Repair/Replacement

Chromebook/iPad Estimated Repair/Replacement

$150.00 $150.00 $100.00 $80.00 $20.00 $150.00 $25.00 $150.00 $150.00 $50.00

$75.00 $75.00 (Chromebook Only) $30.00 N/A N/A $75.00 $25.00 $75.00 (Chromebook Only) $75.00 $25.00

Handling and Care of the Device • Keep the device in the district-issued or approved sleeve and case, if applicable.

• • • • • • •

Keep device free of any writing, drawing, stickers, or labels that are not applied by MCS. Use the device on a flat, stable surface.

Do not place books on the device.

Do not have food or drinks around the device.

Wipe surfaces with a clean, dry soft cloth.

Avoid touching the screen with pens or pencils.

Do not leave the device exposed to direct sunlight or near any heat or moisture sources for extended periods of time.

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APPENDIX a • madison county schools Power Management • It is the user’s responsibility to recharge the device’s battery, so it is fully charged by the start of the next school day.

• Device with no battery life must be charged in the classroom. The student forfeits use of the device for the entire time it takes to charge the device.

• All class work missed because of uncharged batteries must be made up on a student’s own time.

• The device must remain on (awake or sleep mode) at school at all times, with no exceptions.

Transport • Transport device in its protective case. If protective case is removed, the district personnel has the rights to obtain device until protective case is returned or new case is purchased.

• Do not leave the device in a vehicle for extended periods of time or overnight.

• Do not leave the device in visible sight when left in a vehicle.

Monitoring and Supervision • Do not leave the device unattended in an unlocked classroom or during an extracurricular activity.

• Do not lend the device to a classmate, friend, or family member.

• Any attempt to “jailbreak” or remove the MCS profile could result in disciplinary action, including suspension.

• The user is responsible for the safety and security of the device.

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APPENDIX a • madison county schools ACCEPTABLE USE POLICY AND PROCEDURES The District recognizes the value of computer and other electronic resources to improve student learning, teaching, instruction, research and communication to enhance the administration and operation of its schools. To this end, the MCS provides Intranet (internal) and Internet (external) connections for staff, students, and faculty. MCS encourages the responsible use of computers, computer networks, including the Internet, e-mail, and other electronic resources in support of the mission and goals of the MCS and its schools.

In order to access District services such as the Intranet and Internet via the District Network, each user must sign a Statement of Assurance (SOA) to acknowledge agreement with this Acceptable Use Policy (AUP) stating that he/she is has read and acknowledges agreement with all the sections below.

The operation of the MCS network is guided by policy or policies set forth by the Board of Education of Madison County School District, District administration, the Mississippi Department of Education, and/or all applicable local, state and federal Laws. This AUP does not list every applicable policy or law, but sets forth some specific policies particular to MCS. MONITORING OF NETWORK USE All data transferred and /or transmitted over the MCS network can be monitored and recorded at any time. All data transferred or transmitted over the network can be tracked and identified, and originating users can be held liable if their use of the network violates any established policy, regulation, or law. Any data stored on District-owned equipment may be archived and preserved by the District for an indefinite period. Such data includes, but is not limited, to email, text documents, digital photographs, music and other digital or electronic files.

SCHOOL DISTRICT OWNERSHIP All data transferred over the District network or stored on any District-owned equipment/media is the property of MCS. CONSEQUENCES OF POLICY VIOLATION(S) The use of the District Network is a privilege, not a right, and inappropriate use will result in a cancellation of those privileges. Any student or District employee, including contract services (outside parties), who violate any policy, regulation, or law regarding use of the District Network will be identified and corrective and /or punitive actions will be taken.

All users of the MCS network are charged with reporting violations or misconduct to their teachers, supervisors, or the Network administrator. Users who fail to report violations are subject to the same disciplinary actions as those who violate the policy.

Violations of these procedures may result in, but is not limited to, loss of access privileges, disciplinary action by the District, and / or involvement of law enforcement authorities.

DISCLAIMER OF LIABILITY MCS disclaims all liability for the content of materials to which a student or employee may have access on the Internet and for any harm or damages suffered as a result of the student or employee member’s 10 www.madison-schools.com/1m

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APPENDIX a • madison county schools Internet use. Because the Internet and e-mail is an unregulated, worldwide vehicle for communication, information available to employees and students is impossible to control. Therefore, MCS shall not be responsible for: • Any damages a student or employee may suffer, including, but not limited to, loss of data or interruption of services, • For the accuracy or quality of information obtained from or stored on any of its network or client systems, • Financial obligations arising through the unauthorized use of the systems, • Theft, loss or damage to personal electronic devices, • Any actions or obligations of a student or employee while accessing the Internet outside the public school system for any purpose.

While MCS takes steps to protect users from inappropriate material, to intercept unlawful and malicious actions from affection users, to safeguard users, no system is perfect. Those risks must be recognized and accepted by users who sign the AUP SOA. FILTERING MCS uses an aggressive Content Filter and SPAM filter. MCS complies with the regulations of CIPA, the Children’s Internet Protection Act [Pub. L. No. 106-554 and 47 USC 254(h)], to provide Internet content filtering services for staff and students. Filtering services are a means of protection from objectionable sites but cannot provide a 100% protection. Therefore, MCS provides no guarantees but will attempt to protect employees and students from accessing such objectionable Internet sites. In the event that inappropriate material is accessible, MCS will not be held liable.

EMAIL AND ELECTRONIC DOCUMENT RETENTION All emails and electronic documents created and shared with others inside or outside the District in conducting District business should be saved in user-designated folders on the user’s computer.

All District employee email will be archived for a minimum of one year.

All District employees and students in Grades 6-12 will be issued a District email account. Any official communications, e.g. teacher to parent, teacher to student, student to teacher, staff to staff, must be via the District’s madison-schools.com email system. This includes, but is not limited to, teachers who guide extracurricular activities such as clubs, choirs, bands, athletic teams, etc.

District employees, who generate newsletters, memoranda, slide shows, graphics, etc. with their workstations, devices, or other district equipment, should organize their computer’s workspace (storage) using folders to store electronic documentation.

Use of “Internet Mail” by students and employees, such as Yahoo mail, Gmail, and POP3 accounts provided by their “home” Internet service providers are allowed at this time.

PROHIBITED ACTIONS The following actions on the District Network are specifically prohibited, and this list is not all inclusive but by way of example: •

Installing software, software application, utility, plug-in or other such operations without the approval of the Technology office;

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APPENDIX a • madison county schools • • • • • • • •

• • • • • • • • •

Creating, downloading, storing, sending, or displaying offensive messages or pictures including but not limited to pornographic or other sexually explicit material; Inserting, using, or attaching non-approved disks, CD-ROMs, or other media storage devices into or with computers; Using obscene, profane, or vulgar language; Harassing, insulting, intimidating, or attacking others; Giving out personal information about another person such as home address or phone number Engaging in any practice(s) that threaten the network and other technological tools; Violating copyright laws; Downloading entertainment/music/video/movie software or other files for transfer to a user’s home computer, other personal computer, DVD, or any music/movie device. This prohibition pertains to freeware, shareware, copyrighted commercial and non-commercial software, and all other forms of software and files not directly related to the instructional and administrative purposes of the MCS. Software, files, and/or licenses owned by MCS cannot be transferred to staff or student personal or home computers.

Using the password of others to access the network or any other electronic information or telecommunication services; Accessing the documents, files, folders, or directories of others without permission from the owner of the files; Using the network and telecommunication services for commercial promotion, product endorsement, or advertisement not previously approved by the MCS School Board Using the network, electronic information, computer-driven software and telecommunication services for personal gain or convenience; Conducting business other than that deemed academic in nature over the network; Misusing the resources of the district’s network, electronic information, computer-driven software, or telecommunications service equipment and supplies; Promoting causes that are religious in nature, with no apparent educational or instructional value; and/or Violating this or other procedures and guidelines establish and set forth by MCS Technology Office.

Attempt to bypass network controls and filters.

STIPULATIONS FOR WEBSITE USE AS DISTRICT REPRESENTATIVES Use of Non-District web sites to present information, classrooms, clubs, or any other officially sponsored activities of the MCS is prohibited. Any sanctioned activity must be hosted on the District website, (http://www.madison-schools.com). All web publications will abide by the Family Education Rights and Privacy Act (FERPA) for the dissemination of student information.

Current teacher or organization web sites operating outside the MCS’s website as of July 1, 2008, will be granted exception from this new procedure. However, a statement of disclaimer must be posted at the school’s website and a section under the name of each teacher or organization that has an external web site.

The disclaimer must read, “DISCLAIMER; you are now leaving the Madison County Schools Web Site.

The District does not endorse and assumes no responsibility for content or control of the web site(s) to which you are about to proceed. The link provided at this page is a courtesy service. Responsibility of external web site control and content rest solely on the author(s) or manager(s) or Webmaster(s) of such web site(s) and not with the District.”

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APPENDIX a • madison county schools At the external teacher or organization web site, another disclaimer should be posted, “As (a) representative(s) of the Madison County School District, responsibility of external web site control and content rest solely on the author(s) or manager(s) or webmaster(s) of this web site(s) and not with the district. MCS does not endorse this web site for school, academic, business, or any other purposes.”

Personal electronic devices used on the district network should have anti-virus and spy ware software installed when applicable.

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APPENDIX a • madison county schools

Madison County Schools Device User Agreement As a borrower of an MCS device: ● I have signed and will follow the policies established in the MCS Student Technology Handbook. ● I will follow the guidelines listed below for proper care of the device. ● I will report to school authorities any problems/issues I discover while using the device. ● I understand that resetting the device to factory settings may occur as a result of any repairs or modifications on the device, and this reset may result in the loss of data. ● I understand that it is my responsibility to turn in my device for periodic updates throughout the school year. ● I understand that the primary use of the device is as an instructional tool.

Guidelines for Proper Care of the Device 1. I shall not loan the device to anyone.

2. I will not remove labels, stickers, or screen protectors already placed on the device by the technology department.

3. I will not write on or place any labels or stickers on the device.

4. I shall give proper and due care to the device at all times, including but not limited to the following: a. Keeping food and drink away from the device. b. Not exposing the device to extreme heat or cold. c. Not attempting to repair a damaged or malfunctioning device. d. Not upgrading the device operating system unless directed by District IT staff. e. Using the appropriate device A/C adapter to charge the device.

5. I shall provide proper security for the device at all times including, but not limited to, the following: a. Not leaving the device unattended in an unlocked classroom or extra-curricular activity. b. Not leaving the device in an unlocked vehicle.

Device Management 1. I shall not sync the device to personal or school computer.

2. District purchased software will be installed on to student device.

3. To protect the student and the district from loss of a device, the Computrace service must remain on at all times.

4. The District will monitor any and all usage of the hotspots, including but not limited to the types of data used. Any data usage through the hotspot (including by personal devices) may be monitored by the District, and no data that passes through the hotspot is private.

5. The District may, at its discretion, limit the speed or amount of data available through the hotspot.

6. The District may also turn off the hotspot, disconnect service to the hotspot, or require return of the hotspot, at its sole discretion.

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APPENDIX a • madison county schools

Madison County Schools Student/Parent/Guardian Technology Agreement 2020 – 2021 Student Name: Last________________________

First________________________

Parent Name: Last ________________________

First________________________

Address: __________________________________________ __________________________________________ Parent Email Address:____________________________________ Parent Phone Number:____________________________________ The Madison County Schools Responsible Use Policy allows students to use technology inside and/or outside of the classroom. Madison County Schools may provide Internet access, desktop computers, mobile devices, videoconferencing capabilities, online collaboration capabilities, message boards, email, and more.

I have reviewed the MCS Student Technology Handbook and understand the rules and guidelines for the following: 1. District Technology Goals 2. Responsible Use Policy 3. Use of District Mobile technology 4. Device annual usage fee is non-refundable and fees will be assessed for damages.

5. The parent/guardian will be held responsible for $150.00 (MacBook) / $50.00 (Chromebook and iPad) replacement cost for lost/stolen device that is not reported within 5 calendar days.

Terms of Agreement The student is responsible at all times for the care and appropriate use of technology. I understand if my student violates the guidelines agreed to in the MCS Student Technology Handbook, his/her privilege to use technology may be restricted or removed and he/she may be subject to disciplinary action.

I understand that I may be held responsible for reimbursement for loss, damage, or repair of my student’s mobile device, which may have occurred at school, at home, or while the mobile device was being transported. The District will monitor any and all usage of the hotspots, including but not limited to the types of data used. The District may also turn off the hotspot, disconnect service to the hotspot, or require return of the hotspot, at its sole discretion.

I acknowledge that I received the following items: Device, Power Supply and Cable, and Case (if provided).

The device remains the property of the District. In the incident that the assigned device listed below cannot be repaired, MCS has the right to assign a replacement device.

Signatures _______________________ Parent/Guardian Signature

________________________ Student Signature

_____________________ School

_________________________ Grade Level

_________________ Date

School Use Only: Payment Received: q

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Proof of Residency: q

Verified By: __________

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APPENDIX B

COMMUNICATIONs WORKSHEET

APPENDIX b • communications worksheet A communications strategy plays an integral role in keeping a project on task. Implementing a successful, high-quality one-to-one initiative can feel overwhelming, but if a district dedicates time to developing a comprehensive communications strategy, staff, teachers, students, and parents will be on the same page, allowing for success from the start!

This appendix provides information and tools to help you develop a communications strategy for your oneto-one technology initiative.

The narrative section will walk you through the process for developing a strategy, but it is best understood as further explanation for how to complete the template provided in this appendix. We have included two versions of the template. The first version is a completed example template, while the second is blank.

We strongly recommend that you use the template and then organize your plan in a written document. This written document will be an internal document that helps everyone responsible for communications know what they should be doing and why. It should be different from your written one-to-one technology implementation plan.

Note: Though the content here is specific to rolling out a one-to-one initiative, many of these recommendations make up the foundation of any strong communications strategy and can be used for other projects or initiatives.

Definitions

Throughout this document, we use some key terms common in communications practice. Understanding these terms will help you better understand this document. These terms are Strategy: A communications strategy is a plan created by an organization to detail communications goals, audiences, and tactics.

Audience: An audience is the group of people you are trying to reach. For school districts, common audiences are students, teachers, parents, and staff. Ideally, you want to make your audiences as specific as possible in order to increase the likelihood you will reach them successfully and, therefore, reach your communications goals. For example, students can be broken down into elementary, middle school, and high school groups. You can also further segment each of these groups (by school, for example) in order to better target your communications.

Tactic: A tactic is the communications method used to reach an audience. Examples of tactics include newsletters, posters, social media posts, text messages, phone calls, and in-person meetings.

Channel: A channel is where a tactic is delivered or placed. Examples of channels include social media, radio, website, and e-mail.

Collateral: Collateral is the materials you create for a chosen tactic. Examples of collateral include the text and image needed for a Facebook post, the script for a phone call, and the design for a poster.

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APPENDIX b • communications worksheet Step 1: Goals Just as the process of planning your one-to-one initiative began with setting goals and objectives, your communications strategy needs to be based on goals. The goals of your communications strategy should be the same as the goals of your one-to-one initiative; however your objectives should be slightly different, focusing on how you will communicate the goals and objectives of your one-to-one plan.

Because there are different phases to your one-to-one plan that will each need to be communicated, we recommend that you create different communications strategies for each phase. This means your objectives should align to the phase. We believe you will need at least three strategies for the following phases: 1) initial implementation, including the “why” of the initiative, responsibilities of all parties, and device rollout; 2) using devices to enhance learning during the school year; and 3) device collection at the end of the year. Below, we have outlined some brief thinking about how the communications work for each phase is different.

1

Initial implementation

• Why of the initiative—Despite the apparent advantages of a one-to-one initiative, school districts need to be deliberate in articulating what exactly they hope to achieve by placing a device in the hands of every student. In this phase of the communications strategy, school districts should be communicating about the goals of their oneto-one initiative. (See Step 1: Goals in the Implementation Guide.)

• Responsibilities of all parties—One of your most important objectives should be to ensure that every participant in the initiative knows their responsibilities. These will vary based on the audience.

• Device rollout—Once the district decides on its plan for device rollout, it will need to communicate to each audience what their role in that plan is in order to ensure smooth device pickup. You will likely need to use a variety of tactics and channels to ensure 100% participation in device rollout.

2

Using devices to enhance learning during the school year

• Enhancing learning—During the school year, communications will shift to what audiences need to know to use devices for learning. An early focus may be on communicating when audiences can attend trainings to learn about their device. Staff will also need to develop the content for those trainings.

• Showcasing success—As the year goes on, you will want to showcase student and teacher usage to build and maintain support for the initiative. For this, you may need images of students and teachers using devices, brief stories (written or video testimony) from teachers about how they are incorporating technology into their lessons, and other stories about what is now possible because of the one-to-one initiative.

• Troubleshooting—One important objective should be to ensure audiences know what to do if they run into issues with their devices during the year, e.g., who do they need to contact if the device breaks? You may have to communicate around this need on an ongoing basis as questions or issues will happen frequently.

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APPENDIX b • communications worksheet

3

Device collection at the end of the year

Collection—Similar to the device rollout, there needs to be a plan to communicate device collection. You will need to communicate the timeline, expectations, and responsibilities to your different audiences.

Step 2: Context Before you can design a communications strategy, you need to understand the context in which you are communicating.

This requires you to look internally at the school district’s assets and challenges in terms of capacity to communicate as well as externally to understand what outside factors may impact your ability to communicate effectively. Questions that can prompt your thinking about these factors are included in the template below among your audiences.

If your district completed a needs assessment in developing its one-to-one plan, you should review it as this can provide important information about the context. If your district did not conduct a needs assessment, you may want to consider conducting one at this point. In the implementation guide, we recommend the Capacity Assessment in MDE’s Digital Learning District Guidance as one example of a needs assessment. You can tailor this assessment to focus on attitudes and assumptions about technology.

Step 3: Strategic Choices All strong communications strategies start with an in-depth analysis of audiences. Your first job is to precisely identify all of your audiences. For the purposes of this strategy, your audiences will include, at the very least, students, parents, staff, and teachers. Once you have identified these audiences, you must think about what each audience cares about—what they value—and what barriers they may face in regards to a one-to-one initiative. For each audience, think of the main theme, or the big picture, that you are trying to communicate. Then, you will develop messages that expand on that theme and can be used when you begin to make collateral.

Don’t forget to share your success as part of your messaging. Regardless of the phase you are communicating, it is important for audiences to hear success stories to increase engagement and buy-in to your one-to-one initiative. Use success stories to reinforce the “why” of your initiative.

Below, we have done some thinking about each of the four main audiences that we identified for you. You should expand on or edit what is below to help it fit your own context. (REMINDER: It is important to have parents, teachers, and students involved in the development of the one-to-one technology initiative for a successful initiative. They can also provide great advice on how to communicate with their specific groups, which can then be captured in your communications strategy.)

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APPENDIX b • communications worksheet

Students

What students need to know is going to vary based on age.

Parents

Teachers

Staff

When communicating with elementary students, you have to meet them where they are developmentally and physically. This means they will have more barriers to information. Nonetheless, we believe there is value in the younger grades understanding the goals of the one-to-one technology initiative as well as their responsibilities. Consider how you can make information accessible to them. Collateral, for example, should be very picture-heavy to account for children who are not yet strong readers. Channels will also be more restricted, as they will most likely not be on social media or have access to email. Their teacher is the best direct messenger. Teachers can have in-person (or virtual) learning sessions. Teachers can also hand out tangible materials to students.

Middle and high school students can take some ownership of the devices and their learning and will be reachable via more channels. For example, they might have access to online applications, cellphones, and social media. They also have direct access to teachers, who can be used as messengers. However, in most cases, middle school and high schools rotate teachers so their individual schedules will look different. You need to identify the teacher(s) that meet with all students in order to ensure the messages are received.

Parents are unique, which means you will have to use multiple channels and messengers in order to ensure everyone receives the message. Parents are busy, often have children of multiple ages, and are being bombarded with information from not only the school district but other external organizations. You will need to be careful not to overwhelm parents with too much information while still making all information easily accessible to those who want more detail. The list of what parents need to know is long; your communications strategy should precisely list what parents need to know, when they need to know it, and the best way to present that information to reach the majority of parents. Spending time understanding who your parents are will help you develop the best tactics and channels to use in order to best communicate with them.

Teachers are a very diverse group representing many different levels of knowledge and confidence in regards to technology. Administrators have direct access to them at school, hopefully through well-established communication channels. Nonetheless, teachers should be engaged early and often. Teachers value feeling like they understand what is going on and that they have been heard by administrators. They also value their time, as it is limited during the school year. The more transparent you can be with teachers about your one-to-one technology initiative, the better it will be for everyone. Teachers also value training and are more likely to serve as advocates for your one-to-one initiative if they are provided time and space to learn how to incorporate the technology into their classrooms. Remember, teachers serve as advocates and messengers daily with their students and parents. They should be a key part of your communications strategy in terms of receiving messages, but you should also consider what they need to serve in their role as messengers.

Staff needs to have a clear understanding of what their role will be in implementing the one-to-one technology initiative. Similar to parents, this audience is diverse. First, identify the staff that will be involved directly with the one-to-one initiative, and state what they will be responsible for. Once this is complete, you can identify the best way to reach them. Does your district have a strong email culture? Or is there a weekly meeting staff needs to attend? Identify the best channel based on the culture of the school. Also, decide who is the best messenger: is it a school leader or the technology director? From there, you can decide on the best tactics.

Remember that once you know your audiences, you need to understand what they value and what their barriers to information are before you can develop themes and messages.

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APPENDIX b • communications worksheet Step 4: Communications Activities Once you know your audiences and have some basic messages, you need to determine your tactics, plot them on a timeline, and assign key tasks to people. You should also consider your budget for communications at this stage.

Tactics should be specific to audiences, meaning that some tactics will not reach all audiences as effectively. A tactic may also be the same across audiences but vary in the channel you use. For example, a technology handbook is one tactic, but you may distribute it via email to teachers while you send home a paper copy to parents. Be aware that JUST posting your one-to-one technology initiative plan or handbook on your website should not be your only communications tactic and channel. This is a sure-fire way to miss important audiences. Remember to look in your needs assessment data to see if you have any clues about the most responsive form of communication for your audiences. examples of tactics Newsletters can come in a variety of formats. They can be emailed, posted on websites, printed and sent home with students, or even mailed. Be specific on what the goal for each newsletter is. Keeping a newsletter to one to two pages will help make sure more people read it. Be consistent about when the newsletter comes out so the audience can expect them. For example, publish a newsletter on the first Monday of each month. (Audience tip: Parents are often the main audience for newsletters.)

Social media posts are a good place to provide important dates and information in a short-form format. For example, you can post equipment pick-up and drop off dates, list the types of paperwork parents and students need to sign, post the phone number and email address for troubleshooting problems, or distribute short instructional videos. You can embed videos and photos to help increase engagement. Similar to other online formats, keep posts short and sweet. Also, you can sometimes use the same content across different platforms. Instagram and Facebook allow you to post in both places at one time. Remember, though, that Twitter has character restrictions. (Audience tip: This is a good tactic for parents, teachers, administrators, and older students who are on social media. This is only a good tactic if you have a substantial following on your social media accounts.)

Video does not have to be professionally produced, but it does have to be specific to the goal and audience. A good rule is to keep an informational video under 2 minutes. Short and sweet is always good to ensure engagement and views. Also, when possible, include captions to increase accessibility. (Audience tip: Depending on the channel (e.g., YouTube, embedded videos on your website or social media accounts), this tactic can be good for a variety of audiences, especially younger audiences.)

Informational sessions, in-person or online meetings with constituents, allow a target audience to hear directly from school or district administrators and often provide a forum to answer questions. It is important to have a clear agenda or script in order to keep these sessions short and to the point. Because this tactic requires more time for the audience, it might be challenging to get 100% participation. Think about ways you can work with events already on the schedule to increase participation. (Audience tip: This is a good tactic to use with all audiences, but students and teachers are easier to reach with informational sessions because they are already expected to be at school.)

Printed materials could include flyers, posters, one-pagers, FAQs, waivers, copies of the one-to-one technology handbook, letters, postcards, direct mail, etc. There are some materials that you might want to print that are specific to the one-to-one technology initiative.

• Handbooks: We recommend that districts develop a technology handbook that clearly lists all policies related to technology use, including the specifics of its one-to-one initiative. The handbook should be student-facing and should include any forms that students and their parents/guardians will have to sign in order to access technology. Handbooks should be readily available online as well as physically distributed among students. It will also be useful to post certain policies, especially those pertaining to in-school use, within classrooms as a reminder to students and teachers alike. (Audience tip: Students, parents, and teachers should have access to the one-to-one technology initiative handbook.)

• Agreements and contracts: Before distributing the devices, end-users (students and parents) need to sign agreements and contracts about their responsibilities. Most likely, these agreements and contracts will be printed, rather than signed electronically.

Agreements and contracts are for legal purposes, but they are also a messaging document outlining families’ responsibilities with devices. The status of these documents—whether they are signed already—is also a useful metric to track progress in implementation. Teachers will need to be aware of what is in the documents so that they can answer questions about them.

(Audience tip: Students, parents, and teachers should have access to the one-to-one technology initiative agreements and contracts.)

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APPENDIX b • communications worksheet examples of channels Your social media accounts will only be successful if you dedicate time to them. If you want social media to be a channel that is frequented by your audiences, you have to post regularly and create engaging, relevant content. Examples of social media that school districts commonly use are Facebook, Twitter, YouTube, and Instagram. Include images and video. Similar to email, short and sweet is best. (Audience tip: This is a good channel for parents, teachers, and older students who have social media accounts. Be aware not everyone is on social media. This should not be the only channel you use to post updates.)

If possible, emails should be segmented to reach specific stakeholders better. Short and sweet is best, as well as including visuals/graphics. Many will not read a wordy email. (Audience tip: This is the best channel for teachers, parents, and high school students—if they have school-provided email addresses.)

You can make a section on your website dedicated to the district’s one-to-one technology initiative (sample).Your website should serve as a centralized location for all important information that school audiences will need to access.

It is one of the most important channels because it is completely controlled by the school district and allows for transparency. However, a bad website can create frustration and be a barrier to communication. You should spend time annually to audit the district website to make sure information is up-to-date and easily accessible to your audiences. (Audience tip: This is a good channel for parents, teachers, administrators, and older students.)

Most school districts have access to robocall or mass texting software. Almost all adults (along with many high schoolers) have access to a cellphone or a landline. This channel is usually used for announcements related to weather and school emergencies. It could be used to communicate pick-up and drop-off device protocols, but you should be mindful of the length of the message. (Audience tip: This is a good channel for parents, teachers, administrators, and older students.)

Social apps like GroupMe have become very popular as a means for communication with parents. These operate similarly to Facebook groups, in that they can be kept private, and allow for text, image, or video posts.

If a district already uses a social app, it should consider how it can be leveraged for communications about the one-to-one initiative. (Audience tip: This is a good channel for parents, teachers, administrators, and older students.)

Step 5: Measure Success As with every plan, you need a way to know whether you are achieving your goals. Your measurement plan should include both outputs and outcomes. Outputs measure whether your specific tasks were completed. For example, did you collect a signed release form from every student? Outcomes measure whether your desired changes took place. For example, students take care of their devices, reducing the amount of theft, loss, or damage. Make sure you have output and outcomes specific to each audience.

Step 6: Final Considerations Update your strategy at least once a year. A communications strategy is a living document, and you will need to revisit it at least once a year, if not more frequently. Take into account any changes to the initiative and if those need to be communicated to your audiences.

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One-to-One Technology Initiative Communication Strategy Sample We created this template based on the SMART CHARTTM model from Spitfire Strategies. The SMART CHART will help you assess your strategic decisions and create a high-impact communications strategy. Complete this chart for the main three phases of implementation: 1) Initial implementation, including the “why” of the initiative, responsibilities of all parties, and device pickup; 2) Using devices to enhance learning during the school year; and 3) Device collection at the end of the year.

The sample below is focused on phase 1) Initial implementation, including the “why” of the initiative, responsibilities of all parties, and device pickup.

STEP ONE: PROGRAM DECISIONS What are you trying to do? What is the big ambitious change you want to make? [This is where you list your goals.]

Communicate to all audiences the importance of the district’s one-to-one technology initiatives and their role in the process.

Overall Vision: 1. Deliver New Capabilities 2. Future Ready 3. 21st Century Learners 4. Preparing for the Best What concrete steps will you take to achieve these goals? (Remember this template is for developing your communications strategy. Your objectives should be specific to how you are going to communicate your one-to-one technology initiative, not how you are going to execute the one-to-one technology initiative. Also, know you are going to have multiple objectives.)

Objectives: 1. SAMPLE: Create a one-to-one handbook to disseminate to students, parents, and teachers should include messages around the “why.”

2. SAMPLE: Create a video to inform audiences how to troubleshoot basic issues on their devices.

3. SAMPLE: Get a signed copy of a code of conduct form from every parent and child that receives a device.

Who makes your objectives a reality?

Identify the key communicators for your objectives. Be specific. You should be naming individuals.

EXAMPLE: The superintendent, a principal, name of technology director

STEP TWO: CONTEXT

Understanding your assets and challenges on the front end will help you streamline communications once you define your audiences and tactics. Think about access to resources, staff time, etc. Think of this as a quick version of a SWOT analysis.

Internal Scan

Assess your organization’s assets and challenges from a capacity perspective. Consider all the things you control that may impact your communications efforts. What staff, resources, and tools do you have to use?

External Scan

Take stock of what’s happening around you that will affect your communications strategy. Are there misconceptions or misinformation that might get in the way of your communication efforts? Are there time considerations or key events that you might need to factor into your strategy? Are there natural communication opportunities you can leverage to help advance your strategy?

STEP THREE: STRATEGIC CHOICES AUDIENCE: Who are the people who can help you achieve your objectives? Be specific. The “general public” is not an audience. You want to break down your audiences as much as possible so you ensure you are providing the exact information they need to know in order for you to reach your objectives.

There is no limit on the number of audiences. For the purpose of this template, we are only identifying four: students, parents, staff, and teachers.

Identify Audience

Parents (Break this down by Students (Break this down by schools or grades. school or grades.)

Strategies and tactics will look different for elementary vs. high school, etc.)

Staff (This should include specific individuals that will play a role in the implementation of the oneto-one initiative.)

Teachers (Break this down by school or grades. Expectations for teachers will be different depending on school and/or grade.)

Identify Core Concerns: Determine what will compel the audience to move toward your objective.

Think about this in terms of what the audience values and what will be barriers.

Make sure you think about what your audience needs to know that they do not already know or what misconceptions they may have.

Example Values: Example Values: - Wanting their child - Not having to to have access to share technology the best education with other possible students - Helping their child - Individual devices academically can give quick feedback on Example Barriers: learning - No time to come to - Clear instructions the school to sign/ - Clear expectations pick up paperwork - No time to read a Example Barriers: long handbook - Access to the - No internet at internet at home home - Not knowing how - Don’t want to be to keep the device responsible if the safe device breaks - Knowing how to use the device for education

Example Values: - Clear expectations - Professional development and training

Example Values: - Clear expectations - Want to be a part of the process and be heard - Want students to have high-quality instructional materials - Professional development and training

Your [type of device] will Theme: What is the open up the world. big picture you are trying to convey to each specific audience?

We are preparing your student/child for the future.

Example Barriers: - Not technology savvy; don’t know how to use the equipment

Example Barriers: - Not technology savvy; don’t know how to use the equipment

You are instrumental in getting devices into the hands of students.

Technology will help you open the world to your students.

Message: Is your message based on the audience’s core concerns? Does it overcome—not reinforce—their barrier? Is “the ask” in the audience’s comfort zone? If not, does the offered benefit outweigh the risk? Does the message offer a vision or emphasize a personal reward? Does it convey hope toward success? Is it consistent with the theme throughout?

Using your own personal device will help you reach your academic goals.

How to use the device to advance your learning Your responsibilities/expectations

This device/tool will help your These devices/tools will help students and teachers fulfill child reach their academic our mission. goals.

This tool is essential to their learning.

Your student’s [type of device] will help us increase your child’s academic success!

Your responsibilities/ expectations

Your responsibilities/ expectations

These devices/tools will open up the world to your students and provide new and relevant learning opportunities.

We need you in order to make this roll out successful.

Your responsibilities/ expectations

STEP FOUR: COMMUNICATIONS ACTIVITIES

Your communications strategy starts coming together as you identify tactics, plot them on a timeline, and assign key tasks to the people who will help implement your strategy. Below are some example tactics. This list is not exhaustive.

Audience

Students

Parents

Staff

Teachers

Tactics

In-person meeting/ distribution of devices

In-person meeting/distribution of devices

Email of important dates/info

Poster/flyers in schools/teacher boxes

Student-friendly handbook

Parent-friendly handbook

Email of important dates/ info (for older students)

Email of important dates/info

Waiver/Device release

Social media posts Text messages Waiver/Device release FAQ

FAQ Copy of the technology handbook In-person meeting to discuss responsibilities

Email of important dates/info FAQ Copy of the technology handbook In-person meeting to discuss responsibilities In-person training/PD on how to use the devices in their classroom

Postcard in the mail with QR code to website link about program Video about how the device pickup process will go (website and/or email) Timing

Identify the timeline for the tactics that you identified. Remember, students need to receive the devices, use them during the school year, and then likely turn them back in at the end of the year. You need to have communications tactics for each of these phases.

Assignments

Who is responsible for each tactic? In some cases, it might be more than one person. Make sure everyone is aware of their responsibilities.

Budget

How much will each tactic cost? Think printing costs, social media ads, time to produce materials, etc. You want to make sure you can execute your strategy within the budget you are provided.

STEP FIVE: MEASUREMENT OF SUCCESS

The measures of success should be a mixture of outputs and outcomes. Think of outputs as measures of your efforts—the things you are doing to move your strategy forward. Outputs can include generating a specific number of email or text messages to parents, creating a video message from your superintendent for your website, or writing a student handbook. Outcomes are the changes that occur because of these outputs. If you generate a specific number of emails and text messages to parents, it is more likely they will attend the device pickup day. The purpose of your communications strategy is to ensure that your messages are getting to the right audiences and that those audiences are doing what you want. Below are some examples. This list is not exhaustive.

Audience

Students

Parents

Staff

Teachers

Outputs—These need to be very specific, including numbers/metrics.

Signed release from every student.

Signed release form from at least one parent/guardian per student/device.

Send one email to all staff with specific responsibilities and attach the technology initiative and handbook.

Host two in-person 1-hour professional development sessions to train teachers on devices and troubleshooting.

Outcomes

Every student will have a device and know how to use it and protect it.

Parents will make sure their students have a device, they are using it properly, and protecting it.

Staff members will know their individual responsibility for rolling out the one-to-one technology initiative.

Teachers will know how to use the devices to further their instruction.

Give every student a copy of the student handbook.

Send two emails to all parents with the technology handbook prior to the pickup day.

Teachers will be able to answer basic troubleshooting questions for parents and students.

STEP SIX: FINAL REALITY CHECK Is the strategy doable?

Are your choices consistent? Does the logic flow from one box to the next? (Tip: Try testing your decisions backward—i.e., by accomplishing these tactics using these messengers, we will deliver these messages, supporting this theme, tapping into these values, moving this target audience, and so forth. Does the logic work as well in reverse as it did when you worked through Smart Chart 3.0? By going backward, you are more likely to recognize faulty logic or disconnect between decisions and steps. If the logic doesn’t work in reverse, go back and address the trouble spots.)

Are you motivating the right people to take the right action at the right time?

Are there any assumptions or guesses built into the strategy that require further research to confirm or correct?

Will the tactics move you toward your objective? Will they reach the appropriate audience(s)?

Are you using the best persuasion practices, such as respecting the audience’s lifestyle, sharing hope, making them the hero, positioning the issue within the social norm, and so forth?

Are there other objectives you need to add to the Smart Chart? Be sure you’re taking a comprehensive approach to meeting your overall goals.

Is there buy-in from your organization to implement the strategy?

Can you measure progress?

If you answered YES to all these questions, you are ready to get to work! If you answered NO, go back and find your weaknesses in your strategy and update.

One-to-One Technology Initiative Communication Strategy Template We created this template based on the SMART CHARTTM model from Spitfire Strategies. The SMART CHART will help you assess your strategic decisions and create a high-impact communications strategy. Complete this chart for the main three phases of implementation: 1) Initial implementation, including the “why” of the initiative, responsibilities of all parties, and device pickup; 2) Using devices to enhance learning during the school year; and 3) Device collection at the end of the year.

STEP ONE: PROGRAM DECISIONS What are you trying to do? What is the big ambitious change you want to make? [This is where you list your goals.]

What concrete steps will you take to achieve these goals?

Who makes your objectives a reality?

STEP TWO: CONTEXT

Understanding your assets and challenges on the front end will help you streamline communications once you define your audiences and tactics. Think about access to resources, staff time, etc. Think of this as a quick version of a SWOT analysis.

Internal Scan

Assess your organization’s assets and challenges from a capacity perspective. Consider all the things you control that may impact your communications efforts.

External Scan

Take stock of what’s happening around you that will affect your communications strategy.

STEP THREE: STRATEGIC CHOICES AUDIENCE: Who are the people who can help you achieve your objectives? Be specific. The “general public” is not an audience. You want to break down your audiences as much as possible so you ensure you are providing the exact information they need to know in order for you to reach your objectives.

There is no limit on the number of audiences. For the purpose of this template, we are only identifying four: students, parents, staff, and teachers.

Identify Audience

Students

Parents

Staff

Teachers

Identify Core Concerns:

Example Values:

Example Values:

Example Values:

Example Values:

Example Barriers:

Example Barriers:

Example Barriers:

Example Barriers:

Theme:

Message:

STEP FOUR: COMMUNICATIONS ACTIVITIES

Your communications strategy starts coming together as you identify tactics, plot them on a timeline, and assign key tasks to the people who will help implement your strategy.

Audience

Students

Parents

Staff

Teachers

Tactics

Timing

Assignments

Budget

STEP FIVE: MEASUREMENT OF SUCCESS

The measures of success should be a mixture of outputs and outcomes. Think of outputs as measures of your efforts—the things you are doing to move your strategy forward. Outputs can include generating a specific number of email or text messages to parents, creating a video message from your superintendent for your website, or writing a student handbook. Outcomes are the changes that occur because of these outputs. If you generate a specific number of emails and text messages to parents, it is more likely they will attend the device pickup day. The purpose of your communications strategy is to ensure that your messages are getting to the right audiences and that those audiences are doing what you want.

Audience Outputs

Outcomes

Students

Parents

Staff

Teachers

STEP SIX: FINAL REALITY CHECK Is the strategy doable?

Are your choices consistent? Does the logic flow from one box to the next? (Tip: Try testing your decisions backward—i.e., by accomplishing these tactics using these messengers, we will deliver these messages, supporting this theme, tapping into these values, moving this target audience, and so forth. Does the logic work as well in reverse as it did when you worked through Smart Chart 3.0? By going backward, you are more likely to recognize faulty logic or disconnect between decisions and steps. If the logic doesn’t work in reverse, go back and address the trouble spots.)

Are you motivating the right people to take the right action at the right time?

Are there any assumptions or guesses built into the strategy that require further research to confirm or correct?

Will the tactics move you toward your objective? Will they reach the appropriate audience(s)?

Are you using the best persuasion practices, such as respecting the audience’s lifestyle, sharing hope, making them the hero, positioning the issue within the social norm, and so forth?

Are there other objectives you need to add to the Smart Chart? Be sure you’re taking a comprehensive approach to meeting your overall goals.

Is there buy-in from your organization to implement the strategy?

Can you measure progress?

If you answered YES to all these questions, you are ready to get to work! If you answered NO, go back and find your weaknesses in your strategy and update.

APPENDIX C List of Districts of One-to-One Districts

APPENDIX c • list of districts of one-to-one districts School District

Point of Contact

Contact info

Gavin Guynes

gguynes@madison-schools.com

Robert Garrett

rgarrett@nasd.ms

Phil Anderson

panderson@okolona.k12.ms.us

Dr. Amanda Harris

aharris@rcsd.ms

Alcorn School District Biloxi Public School District Booneville School District Canton Public School District Clinton Public School District Columbia School District Corinth School District Forrest County School District Hinds County School District Lowndes Co School District Madison County School District Meridian Public School District New Albany Public Schools Newton Municiple School District North Tippah School District Okolona Separate School District Oxford School District Pascagoula Gautier School District Pass Christian Public School District Rankin County School District Tishomingo County Special Municipal School District Vicksburg Warren School District Wayne County School District

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ENDNOTES

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Endnotes 1 Mississippi Department of Education. 2020. “Mississippi Connects: MDE Completes Delivery of Over 325,000 Devices to Districts,

Targets Teacher Training.” Accessed March 4, 2021.

https://msachieves.mdek12.org/mississippi-connects-mde-completes-delivery-of-over-325000-devices-to-districts-targets-

teacher-training/.

2 Bentley, Kipp. 2017. “15 Common Traits of Successful 1:1 Computing Initiatives.” Center for Digital Education. Accessed March 4, 2021.

https://www.govtech.com/education/game-changers-one-to-one-computing.html.

3 Vicksburg Warren School District. 2020. “Vicksburg Warren School District Technology Handbook.” Accessed March 4, 2021.

https://www.vwsd.org/site/handlers/filedownload.ashx?moduleinstanceid=10125&dataid=9727&FileName=2019%20

Technology%20Handbook%20for%20High%20School%20and%20AOI.pdf.

4 Madison County School. 2020. “1:M Technology Handbook.” Accessed March 4, 2021. https://www.madison-schools.com/Page/16969.

5 Vicksburg Warren School District. 2020. “Vicksburg Warren School District Technology Handbook.” Accessed March 4, 2021.

https://www.vwsd.org/site/handlers/filedownload.ashx?moduleinstanceid=10125&dataid=9727&FileName=2019%20

Technology%20Handbook%20for%20High%20School%20and%20AOI.pdf.

6 Pass Christian Public School District. 2020. “1:1 Technology Handbook.” Accessed March 4, 2021.

https://4.files.edl.io/7ad9/07/27/20/170323-717b04e3-41c5-40ef-85f1-b90c0fbb1fe6.pdf.

7 Madison County School. 2020. “1:M Technology Handbook.” Accessed March 4, 2021. https://www.madison-schools.com/Page/16969.

8 Pass Christian Public School District. 2020. “1:1 Technology Handbook.” Accessed March 4, 2021.

https://4.files.edl.io/7ad9/07/27/20/170323-717b04e3-41c5-40ef-85f1-b90c0fbb1fe6.pdf.

9 New Albany School District. 2020. “Technology.” Accessed March 4, 2021. https://www.newalbanyschools.us/services/technology/.

10 Future Ready Schools. “Students of Color Caught in the Homework Gap.” Accessed March 4, 2021.

https://futureready.org/homework-gap/#map.

11 Federal Communications Commission. 2019. “Children’s Internet Protection Act (CIPA).” Accessed March 4, 2021.

https://www.fcc.gov/consumers/guides/childrens-internet-protection-act.

12 Mississippi Department of Education. 2020. “Digital Learning District Guidance.” Accessed March 4, 2021.

https://www.mdek12.org/sites/default/files/Offices/MDE/OTSS/digital_learning_district_guidance.pdf.

13 Connect K-12. “Mississippi K-12 schools need high-speed internet access to take advantage of digital learning in every classroom, every

day.” Accessed March 4, 2021. https://connectk12.org/states/MS. 14 Pierce, Dennis. “Next-generation education networks: How much bandwidth is enough?” AT&T Business. Accessed March 4, 2021.

https://www.business.att.com/learn/research-reports/next-generation-education-networks-how-much-bandwidth-is-enough.

html#:~:text=The%20updated%20report%20makes%20new,the%202020%2D21%20school%20year.

15 Mississippi Department of Education. 2020. “Digital Learning District Guidance.” Accessed March 4, 2021.

https://www.mdek12.org/sites/default/files/Offices/MDE/OTSS/digital_learning_district_guidance.pdf

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Endnotes 16 Mississippi Department of Education. 2020. “Digital Learning District Guidance.” Accessed March 4, 2021.

https://www.mdek12.org/sites/default/files/Offices/MDE/OTSS/digital_learning_district_guidance.pdf.

17 Griffith, Michael. 2021. “An Unparalleled Investment in U.S. Public Education: Analysis of the American Rescue Plan Act of 2021.” Learning

Policy Institute. Accessed March 23, 2021. https://learningpolicyinstitute.org/blog/covid-analysis-american-rescue-plan-act-2021.

18. Mississippi Department of Education. “Elementary and Secondary School Emergency Relief (ESSER) Funds.” Accessed March 23, 2021.

https://www.mdek12.org/OFP/Elementary-and-Secondary-School-Emergency-Relief-ESSER-Funds.

19 Mississippi Department of Education. “Elementary and Secondary School Emergency Relief (ESSER) Funds.” Accessed March 4, 2021.

https://www.mdek12.org/OFP/Elementary-and-Secondary-School-Emergency-Relief-ESSER-Funds.; Mississippi Department of

Education. 2020. “Mississippi Connects: MDE Completes Delivery of Over 325,000 Devices to Districts, Targets Teacher Training.” Accessed

March 4, 2021. https://msachieves.mdek12.org/mississippi-connects-mde-completes-delivery-of-over-325000-devices-to-districts-

targets-teacher-training/.; Mississippi Department of Education. “Mississippi Connects: Information for Districts.” Accessed March 4, 2021. https://www.mdek12.org/MSConnectsTech.

20 Pete Smith, text correspondence with Rachel Canter, February 11, 2021.

21 Waldron, Rob. 2017. “How to Avoid Getting Ripped Off by Ed-Tech Vendors.” Education Next, September 12. https://www.educationnext. org/how-to-avoid-getting-ripped-off-ed-tech-vendors-ten-tips/.; Waldron, Rob. 2014. “Guide to Purchasing EdTech the Right Way.”

I-Ready. Accessed March 4, 2021. http://www.setda.org/ls2013/wp-content/uploads/sites/8/2014/12/Guide-to-Purchasing-EdTech-

the-Right-Way-SETDA.pdf.

22 Federal Communications Commission. 2020. “E-Rate: Universal Service Program for Schools and Libraries.” Accessed March 4, 2021.

https://www.fcc.gov/consumers/guides/universal-service-program-schools-and-libraries-e-rate.

23 Kromer, Kathi. 2021. “What the American Rescue Plan Act Means for Libraries.” American Libraries Magazine. Accessed March 23, 2021.

https://americanlibrariesmagazine.org/blogs/the-scoop/what-american-rescue-plan-act-means-for-libraries/ 24 Kingston Technology. “Difference Between Memory and Storage in Computers.” Accessed March 4, 2021. https://www.kingston.

com/unitedstates/us/memory/difference-between-memory-storage#:~:text=The%20term%20memory%20refers%20to,in%20

its%20short%2Dterm%20memory.

25 Bediones, Christine. 2019. “Network Essentials: Planning for your school district’s broadband budget.” Education Superhighway.

Accessed March 4, 2021. https://www.educationsuperhighway.org/blog/broadband-budget-planning/.

26 Pierce, Dennis. “Next-generation education networks: How much bandwidth is enough?” AT&T Business. Accessed March 4, 2021.

https://www.business.att.com/learn/research-reports/next-generation-education-networks-how-much-bandwidth-is-enough.

html#:~:text=The%20updated%20report%20makes%20new,the%202020%2D21%20school%20year.

27 Future Ready Schools. “Students of Color Caught in the Homework Gap.” Accessed March 4, 2021. https://futureready.org/homework-gap/#map.

28 Zhu, Alissa and Luke Ramseth. 2020. “Could coronavirus give Mississippi school districts a chance to reset?” Clarion Ledger, May 28.

https://www.clarionledger.com/story/news/2020/05/28/coronavirus-could-help-some-mississippi-schools-reset/3077735001/.;

Matisse, Nathan. 2020. “In the COVID-19 era, the wheels on the bus increasingly bring Wi-Fi.” Ars Technica, April 15. https://arstechnica.

com/information-technology/2020/04/in-the-COVID-19-era-the-wheels-on-the-bus-increasingly-bring-wi-fi/.; Kinnard, Meg and

Maryclaire Dale. 2020. “Wi-Fi buses help bridge the digital divide for virtual learning.” Associated Press, March 31. https://

www.csmonitor.com/USA/Education/2020/0331/Wi-Fi-buses-help-bridge-the-digital-divide-for-online-learning.

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Endnotes 29 Fenton, Diana. 2017. “Recommendations for professional development necessary for iPad integration.” Educational Media

International 54 (3): 165-184.

30 Alcorn School District. 2018. “Acceptable Use Policy.” Accessed March 23, 2021. https://www.pdffiller.com/en/link_to_fill/614256541.htm.

31 Benton County School District. 2016. “Computer Acceptable Use Policy”. Accessed March 23, 2021.

https://www.benton.k12.ms.us/technology.

32 Biloxi Public Schools. 2019. “Student Technology Guide 2019-2020.” Accessed March 23, 2021.

https://www.biloxischools.net/site/Default.aspx?PageID=8185.

33 Madison County Schools. 2020. “Technology Handbook 2020-2021.” Accessed March 23, 2021.

https://www.madison-schools.com/Page/16969.

34 Vicksburg Warren School District. 2019. “Handbook for High Schools & Academy of Innovation.” Accessed March 23, 2021.

https://www.vwsd.org/site/handlers/filedownload.ashx?moduleinstanceid=10125&dataid=9727&FileName=2019%20

Technology%20Handbook%20for%20High%20School%20and%20AOI.pdf.; Vicksburg Warren School District 2019. “Technology

Acceptable Use Policy.” Accessed March 23, 2021.

https://www.vwsd.org/site/handlers/filedownload.ashx?moduleinstanceid=10125&dataid=9730&FileName=technology%20

acceptable%20use.pdf.

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Mississippi First is a 501c3 public policy non-profit that champions transformative policy solutions ensuring educational excellence for every Mississippi child. Mississippi First is a leading voice for state-funded pre-K, high-quality public charter schools, rigorous state learning standards, and commonsense testing and accountability policies. We are also actively engaged in improving Mississippi’s educator pipeline.