James Steyer, CEO/founder of Common Sense Media says, “I think this is a blunt call to industry to say that school data is for educational purposes. Period.”
SOPIPA went into effect on January 1st of this year. It is one of the most restrictive privacy laws in California concerning K-12 students. The law targets educational websites, online services, online applications, and mobile applications. It covers any personal info which allows physical or online contact, such as: discipline records, grades, medical data, text messages, and more. The purpose of the law is to prohibit a website or online service from sharing student data with a 3rd party for the purpose of marketing to those students. Since this law is so new, many schools don’t know it exists or how it applies to them. The first step would become familiar with SOPIPA . In the school I am studying, the Director of Technology would be responsible to gather and disseminate SOPIPA information. He would share the relevant info with principals, who in turn, would share it with their Technology Team or Lead Teachers. The advice I would give to school leadership is this: messages about laws which pertain to student privacy should not go out only once. It has to be continual messaging - not a one time deal - presented a variety of ways. Schools aim to implement and maintain reasonable security procedures to protect student data for unauthorized access. But, teachers need to understand how to translate that into action. While students are learning to be responsible digital citizens, teachers and parents should instruct them on protecting their data. Additionally, all stakeholders should be informed and given tools to keep data secure. Resouces: How to comply with SOPIPA. (2015). Retrieved February 22, 2016, from https://termsfeed.com/blog/how-to-comply-sopipa/ California's Student Online Personal Information Protection Act is the First State Law to Comprehensively Address Student Privacy. (n.d.). Retrieved February 24, 2016, from https://www.cooley.com/california-student-online-personal-information-protection-act-first-state-law-to-address-student-privacy
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Any successful business or endeavour begins with a thorough plan. Successful businesses set and work toward short and long-term goals. In education, like any business, this would start with mapping out the “current state” of a school or a district.
Enterprise Architecture (EA) identifies the business processes that execute or support an organization’s mission and defines how Information Technology (IT) assets directly enable those processes. (EEA, 2014) Business processes include areas such as: accounting , HR, technology, etc. In each of these business processes, the organization would describe the current state and how it aligns with the organization’s Mission Statement. After the current state is laid out, the organization looks at the future state of each of the business processes. California Enterprise Architecture Framework” (2013) explains that clearly defined goals are critical. A well-laid out future state explains where the organization is heading. Some of the future state goals may be more difficult or take more time. In this case, the business can strategize - breaking harder tasks into smaller tasks and assigning responsibility to certain people/teams to obtain the future state. This week I look a closer look at Schools Interoperability Famework, or SIM. The goals of SIM are: Sharing Information, Learning, Common Definitions, and Discovering Resources. Collecting and analyzing meaningful data to help students is one of the primary focuses of our PLC groups. Improved access of data through information sharing is a logical way to help students with their educational plans. Describing a current state and working toward a future state for a business helps ensure that it runs effectively. Reducing redundancy improves efficiency and lowers expenses. Lowered expenses mean that funds can be invested in other areas of need. Resources: Education Enterprise Architecture Guidebook. (2014, March). Retrieved February 2, 2016, from http://www2.ed.gov/about/inits/ed/implementation-support-unit/tech-assist/education-architecture-guidebook.pdf California Enterprise Architecture Framework. (August, 2013). California Department of Technology. Retrieved February 2, 2016 from http://www.cio.ca.gov/Publications/pubs/Appendix_A.pdf According to “Why YOU Need a Business Architecture," only 50% of workers understand the intent or goals of their organization. They understand their individual job duties, but they don’t know the optimal way to apply their skills and resources to help the organization. Having a business architecture spell out the business's goals helps the entire organization (from the top down) develop strategies to meet the goals of the organization. The current state BA shows the current business services or capabilities that are in place. The future state BA shows the desired future state for each of the business services/capabilities. Having both in place is necessary to map out strategies for success. The CEAF reading states that “effectiveness and efficiency” should be the goal of any Business Architecture. “Changes and innovations in the industry … may create new business processes and/or eliminate the need for one or more existing business processes.” Once the decision has been made to make any significant change, it should be done slowly - in baby steps. Now that I have a better understanding of current business architecture and future state business architecture, I see the value of having both of these in place. Not only is it important to have a plan and map to get there, but the plan needs to be communicated to all the employees so that it can be carried out. Additionally, it is valuable to have buy-in from the employees so that they are invested in the changes that are being made. Resources: Why YOU Need a Business Architecture. (n.d.). Retrieved February 14, 2016, from http://www.accelare.com/blog/2013/03/28/why-you-need-a-business-architecture Cameron, B. (2013). Analyzing the Current Trends in Enterprise Architecture ... Retrieved January 31, 2016 from http://ea.ist.psu.edu/documents/journal_feb2013_cameron_2.pdf. If we consider our school a business, then the progress or academic success of students is our product. There is a system by which an ESL student can move up levels, then into Adult Basic Education or the GED/HSE (High School Equivalency) program, then on to college or employment. Of course, not all students will follow this track for a variety of reasons. But, for those who do, it is important that we align strategic objectives. Through our PLCs, we are solidifying student exit level requirements. These requirements should be uniform per ESL Level and easily understood by students. Sharing expectations and what is needed to progress for each class/program, will help students be more in charge of their learning. In any BA, it is important to have a plan and understand how the cogs work together to produce the desired results. According to student feedback, students are not always aware of what is required to move up to the next class. It would be useful to have illustrated flowcharts that explain the process for students and instructors. There are already flowcharts for the GED or HSE paths. But, similar flowcharts are not in place specifically for the ESL students. For increased clarity, we should also translate them into our two largest language groups: Arabic and Spanish. Business architecture is defined as "a blueprint of the enterprise that provides a common understanding of the organization and is used to align strategic objectives and tactical demands." Business Architecture encompasses the what, who, how, when and why of the agency’s business and describes the agency’s strategic business intent (its vision, mission, goals and strategies)... (EEA Guidebook, 2014) In this case, there are some gaps in the business architecture, but they can be corrected by laying out goals which align with the Mission/Vision statements. Looking at this example, I understand that there are gaps that need to be addressed. If the current business architecture is not clear, it affects the entire organization. In this instance, communication tools (class expectations, exit level requirements, and flowcharts) are lacking. These items will help direct students and motivate achievement. Positive student achievement will reflect in the school benchmark data, which would in turn bring in more funding. It is clear to me that a weak business architecture prevents a business from reaching its fullest potential. On the other hand, if a strong business architecture is developed, the school or business will thrive. Resources: Education Enterprise Architecture Guidebook. (2014, March). Retrieved February 7, 2016, from http://www2.ed.gov/about/inits/ed/implementation-support-unit/tech-assist/education-architecture-guidebook.pdf (n.d.). Retrieved February 7, 2016, from https://en.wikipedia.org/wiki/Business_architecture |
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AuthorPassionate Adult ESL Instructor and TOSA at Grossmont Adult School. Former Adjunct at San Diego Community College District. Seeking the best ways to utilize technology in the classroom and in professional life. Archives
April 2016
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