Patricia B. O’Neill Educational Technology djustments ...

DISCUSSION/ACTION

MONTGOMERY COUNTY BOARD OF EDUCATION

Rockville, Maryland

February 9, 2021

MEMORANDUM

To: Members of the Board of Education

From: Patricia B. O’Neill, Chair, Board of Education Policy Management Committee

Subject: Final Action, Policy IGS, Educational Technology

Members of the Policy Management Committee (Committee) reviewed a framework for Board

of Education Policy IGS, Educational Technology, on May 15, 2018, and reviewed draft

Policy IGS on October 22, 2019. The draft policy was sent out for public comment from

November 12, 2019, to February 12, 2020, and the Committee reviewed public comments

on February 28, 2020. It was anticipated at that time that the policy would be scheduled for final

action before the Board of Education in March or April of 2020; however, it was not taken up by

the Board at that time. On December 10, 2020, the Committee further discussed the draft policy.

The Committee recommends the Committee Recommended Draft that will be discussed

by the full Board today. Highlighted language includes updates responsive to public comments

and adjustments reflective of the system’s experience with virtual learning during the previous

two semesters.

The Committee Recommended Draft is included as Attachment A, a Summary of Public

Comments is included as Attachment B, Public Comments are included as Attachment C, a

Summary of Public Comments from students is included as Attachment D, and the November 12,

2019, Draft for Public Comment is included as Attachment E. Attachment A is adjusted to indicate

changes made by the Committee in response to public comments: changes made in response

to public comments at the February 28, 2020, Committee meeting are highlighted, and changes

made in response to the Committee’s subsequent review on December 10, 2020, are highlighted

and underlined.

The following resolution is provided for your consideration:

WHEREAS, Policy IGS, Educational Technology, was reviewed by the Policy Management

Committee on May 15, 2018, October 22, 2019, February 28, 2020, and December 10, 2020; and,

WHEREAS, The draft of Policy IGS, Educational Technology, was tentatively adopted

by the Board of Education on November 12, 2019 (Resolution No. 554-19); and

Members of the Board of Education 2 February 9, 2021

WHEREAS, The Policy Management Committee has reviewed the updates responsive to public

comments and made additional adjustments reflective of the system’s experience with virtual

learning during the previous two semesters; now therefore be it

Resolved, That the Board of Education adopt Policy IGS, Educational Technology, as updated

in the attached Committee Recommended Draft.

PBO:SPW:sd

Attachments

Committee Recommended Draft

2/9/21

IGS

1 of 15

1

Related Entries: ABA, ACF, COA-RA, COG-RA, DJA-RB, EGB-RA, EGF-2

RA, IGT-RA, IIB, IIB-RA, ITA-RA, JHC, JHC-RA, 3

JHF, JHF-RA, JOA-RA, KBA, KGA-RB 4

Responsible Offices: 5

Office Chief Academic Officerof Teaching, 6

Learning, and Schools; 7

Office Chief Operating Officerof Engagement, 8

Innovation, and Operations 9

Chief of School Support and Improvement 10

11

12

Educational Technology 13

14

15

A. PURPOSE16

17

1. To set forth guiding principles for the effective,18

appropriate, and strategic integration of technology19

resources in support of teaching and learning, as well20

as the essential operational functions of Montgomery21

County Public Schools (MCPS)22

23

2. To reaffirm the commitment of the Montgomery County24

Board of Education to equitable access and opportunity25

for all students and staff to use technology to26

communicate, collaborate, create, and innovate safely27

and responsibly in support of teaching and learning28

ATTACHMENT A


2/9/21

IGS

2 of 15

29

B. ISSUES 30

31

The Board affirms the following principles to guide the 32

integration of technology resources to support teaching and 33

learning, as well as the essential operational functions of 34

MCPS: technology is an integrated part of the teaching and 35

learning process that supports curricular goals; staff and 36

students use technology resources capably, actively, and 37

responsibly; technology supports students in meeting diverse 38

learning needs and pursuing a range of interests; MCPS 39

provides a comprehensive and functional technology 40

infrastructure to support instruction and operations; and 41

MCPS will engage with multiple stakeholders to shape, 42

advance, and accelerate the Board’s vision for empowered 43

learning with educational technology, digital content, and 44

learning opportunities to meet the diverse needs and range of 45

interests of all learners. 46

47

C. POSITION 48

49

1. Technology is an integrated part of the teaching and 50

learning process that supports curricular goals. 51

52

a) Education agencies at the national and state levels 53

have set forth standards to address the use of 54

technology and digital learning tools by students, 55

educators, and educational leaders. Such standards 56

ATTACHMENT A


2/9/21

IGS

3 of 15

guide the comprehensive integration of technology 57

to promote academic excellence throughout school 58

districts across Maryland and throughout the United 59

States. 60

61

b) Maryland digital learning standards identify key 62

issues to be addressed in policies for the safe, 63

legal and ethical use of digital information and 64

educational technology; to enhance the achievement 65

of learning goals through the appropriate use of 66

educational technology; to ensure equitable access 67

to appropriate digital tools; and to promote and 68

model responsible social interactions related to 69

the use of technology and information. 70

71

c) MCPS will integrate technology into instruction and 72

operations in alignment with the principles of 73

equity set forth in – 74

75 1) Board Policy ACA, Nondiscrimination, Equity, 76

and Cultural Proficiency, and 77

78

2) state and federal accessibility requirements 79

for accessibility as set forth in the 80

Americans with Disabilities Act, as well as 81

state laws and regulations, and 82

83

1)3) the accessibility standards of Universal 84

ATTACHMENT A


2/9/21

IGS

4 of 15

Design for Learning. 85

86

c)d) Consistent with Maryland standards and Board 87

policies and goals for student learning, MCPS shall 88

rely on evidence-based strategies and methods for 89

the effective use of educational technology for 90

instruction. MCPS shall monitor and align 91

educational technology resources to intended 92

instructional outcomes. Evidence-based 93

instructional best practices will guide – 94

95 1) the development and/or identification, 96

selection and acquisition of educational 97

technology products, and 98

99

2) the purposeful and strategic integration of 100

such resources to support and enhance teaching 101

and learning via multiple learner pathways, 102

which may include direct instruction, blended 103

learning, and distance learning. 104

105

d)e) The Board affirms its intention to support the 106

technology literacy of students and staff in 107

alignment with state standards. For the purposes 108

of this policy, technology literacy is the ability 109

to work independently and with others in a 110

technology environment; and to responsibly, 111

appropriately and effectively use technology tools 112

ATTACHMENT A


2/9/21

IGS

5 of 15

to access, manage, integrate, evaluate, create and 113

communicate information. In addition, it is the 114

Board’s interest that our students and staff should 115

be able to utilize technology as informed decision-116

makers and creators of knowledge; and to be 117

informed and flexible in their application of 118

technology to solve problems. 119

120

e)f) The Board affirms its intention to support the 121

information literacy of students and staff in 122

alignment with state standards. MCPS fosters 123

inquiry and equips learners with skills to access 124

and authenticate information, think critically to 125

curate information from digital resources using a 126

variety of tools, and to maximize the achievement 127

of learning goals through the provision of media-128

rich resources. 129

130

2. It is the Board’s expectation that staff and students 131

use technology resources capably, actively, 132

purposefully, and responsibly. 133

134

a) MCPS identifies competencies required for capably 135

integrating technologies in instruction and 136

provides appropriate professional learning and 137

support strategies needed for staff to capably 138

integrate technologies in instruction, consistent 139

with state and federal requirements for accessible 140

ATTACHMENT A


2/9/21

IGS

6 of 15

educational materials in instruction. MCPS staff 141

will be empowered professional learners to use 142

educational technology in the delivery and support 143

of instruction. 144

145

b) Instructional practices will appropriately balance 146

the use of educational technology with a variety of 147

instructional methods and modalities in support of 148

active, engaged, meaningful, and socially 149

interactive learning. In so doing, MCPS will take 150

into consideration the age and developmental level 151

of students and recognize the importance of 152

monitoring the amount of time spent with digital 153

content, and provide a variety of learning methods 154

and environments. 155

156

c) Digital citizenship and responsible use 157

158

MCPS promotes, models, and establishes guidelines 159

for the safe, legal and ethical use of digital 160

information and technology, and takes appropriate 161

action to address, resolve, and prevent 162

inappropriate uses of such information. It is the 163

Board’s intention that students and staff recognize 164

the rights, responsibilities, and opportunities of 165

living, learning, and working in an interconnected 166

digital world, and act in ways that are safe, legal, 167

and ethical. Students should – 168

ATTACHMENT A


2/9/21

IGS

7 of 15

169

1) cultivate and manage their digital identities 170

and reputations and be informed of the short- 171

and long-term implications of creating, 172

obtaining, and distributing personal 173

information in digital communication; 174

175

2) engage in positive, safe, legal and ethical 176

behavior when using technology, including 177

social interactions; 178

179

3) demonstrate an understanding of and respect 180

for the rights of others and the obligations 181

of using and sharing intellectual property; 182

and 183

184 4) manage their personal data to maintain digital 185

privacy and security, recognizing that there 186

are data-collection technologies that may be 187

used to track their navigation online. 188

189

d) Data privacy and data security 190

191

The Board affirms its commitments to the privacy 192

and security of student and staff information set 193

forth in Board Policy KBA, Public Information, and 194

to comply with all applicable state and federal 195

laws regarding data collection, privacy, and 196

ATTACHMENT A


2/9/21

IGS

8 of 15

security. 197

198

1) MCPS dedicates appropriate resources to 199

protect information and information systems 200

from unauthorized access, use, disclosure, 201

disruption, modification, or destruction, 202

while keeping such information highly 203

available for teaching and learning, and 204

school system operations. 205

206

2) MCPS develops specific systems, protocols, and 207

guidance for protecting student and staff 208

data. 209

210 3) Staff engage in ongoing professional learning 211

regarding the use and handling of personally 212

identifiable information and other sensitive 213

data. 214

215 4) The commitment to data privacy and security 216

includes making informed decisions when MCPS 217

chooses instructional technologies to use with 218

students. 219

220

3. Technology supports students in meeting diverse learning 221

needs and pursuing a range of interests. 222

223

a) Emerging technologies offer the possibility of 224

multi-tiered interventions to supplement and 225

ATTACHMENT A


2/9/21

IGS

9 of 15

complement traditional instruction with additional 226

support as well as accelerated and enriched 227

instruction. 228

229

b) MCPS will assess, develop, and/or select, as 230

appropriate, educational technology to support 231

learner pathways inside and beyond outside the 232

classroom, including, but not limited to, distance 233

learning or blended learning, that address the 234

diverse interests and needs of students. 235

236

c) MCPS employs a multiple-measures approach to 237

monitoring evidence of student learning and student 238

achievement of learning objectives. Continuous 239

monitoring of students’ progress ensures that 240

students have timely and appropriate support, 241

focused interventions, acceleration, and 242

enrichment. Further aggregate reporting on the 243

performance of specific focus groups of students on 244

specific measures allows for ongoing accountability 245

for equity, and the data-driven analyses of access, 246

opportunity, and success of all students. 247

248

d) Textbooks, digital devices, and print and digital 249

learning resources will be selected, acquired, 250

distributed in a way that makes them usable across 251

the widest range of individual variability. 252

253

ATTACHMENT A


2/9/21

IGS

10 of 15

e) The strategic integration of digital tools in 254

support of instruction considers the equity 255

implications of students’ access to technology and 256

the disparate challenges students may face when 257

required to use educational technology outside of 258

the school setting. MCPS utilizes a variety of 259

instructional modalities in response to these 260

equity implications, as appropriate, and takes 261

careful consideration of, not only readily apparent 262

connectivity concerns, but also the support 263

students may have for using such educational 264

technology, when required outside of the school 265

setting. 266

267

4. MCPS provides a comprehensive and functional technology 268

infrastructure to support instruction, operations, and 269

communications with the community. 270

271

d) It is the Board’s expectation that MCPS takes a 272

systemic approach to the acquisition and use of 273

effective, appropriate, sustainable, and fiscally 274

responsible technology in the service of high-275

quality MCPS instructional programs and operations. 276

277

e) The ability of technology to meet instructional and 278

operational needs changes rapidly over time. 279

Nonetheless, MCPS is committed to use emerging 280

technology to the best advantage and to replace 281

ATTACHMENT A


2/9/21

IGS

11 of 15

outdated technology in a timely manner through 282

careful analyses of technology infrastructure 283

needs, balanced with available resources. 284

285

c) MCPS leverages technology to develop and expand 286

collaboration and communication to connect 287

classrooms, to provide opportunities for learning 288

beyond the school setting, and to cultivate 289

collaborative relationships between and among 290

students, teachers, staff, parents/guardians, and 291

community partners. 292

293

1) MCPS will establish baseline standards to 294

ensure that all classrooms, media centers, and 295

offices will be connected and equipped with 296

appropriate infrastructure, providing all 297

schools and offices with equitable and easy 298

access to technologies for teaching, learning, 299

management, and day-to-day operations. 300

301 2) MCPS provides broad access to systems and 302

networks, acknowledging and respecting the 303

security of records that are accessible 304

through such systems and networks. Safeguards 305

are to be in place to ensure that security is 306

maintained, in compliance with all applicable 307

laws. 308

309 d) MCPS is committed to providing students, teachers, 310

ATTACHMENT A


2/9/21

IGS

12 of 15

and other staff members with the technology and 311

support they need to engage fully in virtual 312

learning when circumstances warrant. 313

314

5. MCPS will engage with multiple stakeholders to shape, 315


learning with educational technology, digital content, 317

and learning opportunities to meet the diverse needs and 318

range of interests of all learners. 319

320

a) MCPS units responsible for educational technology 321

planning will work collaboratively with each other, 322

as well as with county, state, and government 323

groups, to investigate current, advanced, and 324

emerging commercial technologies and to identify, 325

or develop if necessary, efficient and cost-326

effective applications. 327

328

b) MCPS will build and maintain partnerships with 329

parents/guardians and community groups to 330

appropriately extend students’ access to 331

educational technology and support for using such 332

technology within and outside of the school 333

setting. 334

335

D. DESIRED OUTCOMES 336

337

1. Educational technology will be appropriately, 338

ATTACHMENT A


2/9/21

IGS

13 of 15

effectively, sustainably, and equitably integrated into 339

MCPS instruction and operations and in support of 340

student performance and achievement, staff productivity, 341

and efficiency of the day-to-day operations. 342

343

2. The development and/or selection of emerging educational 344

technology will consider implications of technology 345

investments on equity, access, and the appropriate 346

integration of educational technology into sound 347

pedagogical practice. 348

349

3. All schools and offices will have equitable and 350

appropriate infrastructure and communications 351

capabilities, as available resources permit, and MCPS 352

will reassess such infrastructure and communications 353

capabilities regularly. 354

355

E. REVIEW AND REPORTING 356

357

1. The superintendent of schools will monitor, evaluate, 358

and report to the Board periodically on the 359

implementation of this policy. 360

361

2. This policy will be reviewed in accordance with the Board 362

of Education's policy review process. 363

364

365

366

ATTACHMENT A


2/9/21

IGS

14 of 15

Related Sources: Family Educational Rights and Privacy Act, 20 367

U.S.C §1232g; Protection of Pupil Rights 368

Amendment (PPRA), 20 U.S.C. §1232h, 34 CFR 369

Part 98, (2000 and Supp. IV 2004); Section 504 370

of the Rehabilitation Act of 1973, as amended, 371

29 U.S.C. Sec. 794; Americans with 372

Disabilities Act (ADA), 42 U.S.C. 12131 et 373

seq.; Children’s Internet Protection Act 374

(CIPA), 47 U.S.C. §254(h)(5)(B)-(C), 254(l); 375

Children’s Online Privacy Protection Act of 376

1998 (COPPA), 15 U.S.C.6501-6505, 16 CFR Part 377

312; Public Information Act of Maryland, Ann. 378

Code of Maryland, General Provisions Article 379

§§4-101 through 4-601; Maryland Student Data 380

Privacy Act of 2015, Ann. Code of Maryland, 381

Education Article, §4-131 and 7-443; Code of 382

Maryland Regulations §13A.03.02.03.B(8) and 383

§13A.06.05.02-.04, .06; Maryland Digital 384

Learning Standards, Maryland State Department 385

of Education (MSDE), May 2019; Technology 386

Education Standards: Grades 6-12, MSDE, 387

January 2016; Health and Safety Best Practice 388

Guidelines: Digital Devices, MSDE, July, 389

2019; International Society for Technology in 390

Education Standards Administrators, Education 391

Leaders, Educators, and Students 392

393

394

ATTACHMENT A


2/9/21

IGS

15 of 15

395

Policy History: Adopted by Resolution No. 863-93, December 8, 396

1993; amended . 397

398

Note: Prior to Resolution No. 863-93, this topic was governed by 399

the following: Instructional Use of Computers, adopted by 400

Resolution No. 995-83, December 13, 1983, reformatted in 401

accordance with Resolution No. 333-86, June 12, 1986, and 402

Resolution No. 458-86, August 12, 1986; rescinded by Resolution 403

No. 863-93, December 8, 1993. 404

ATTACHMENT A

1

Summary of Comments Received on

Draft Board Policy IGS, Educational Technology

November 12, 2019 to February 12, 2020

16 Comments Received

9 self-identified as a MCPS Parent/Guardian

1 self-identified as a MCPS staff member

4 self-identified as a MCPS office/department

1 self-identified as a MCPS community member

1 commented received in error as a comment on another policy

TOPICAL INDEX OF COMMENTS

Age appropriate use of technology

Chromebooks

Support for technology in schools (every child should have email and iPad)

Support for restriction of technology in schools (cell phones)

o Request for ability to opt-out of use of technology

Accessibility for persons with disabilities (High Incidence Accessible Technology team,

staff)

Universal Design for Learning

Request for more robust technology infrastructure specific to the Office of Human

Resources and Development (staff)

ATTACHMENT B

1

Public Comments for Montgomery County Board of Education Draft Policy IGS, Educational Technology

# Comment on revised Board Policy IGS,

Educational Technology.

Name Last Response to public comment

1 I am hoping that the Board will take a closer look

at the implementation of technology in Central

Office. Central Office's efficiency is not as robust

as it could be due to inadequate technology and

deferred upgrades. Central Office is the backbone

of the system and without proper maintenance

and investment, we will be hard pressed to serve

other staff and students effectively. I hope that

the Board can commit to investment in OHRD's

technological infrastructure, in particular, in an

accelerated manner as we are tasked with "Hiring

For Excellence" and bringing in on average 1k

teachers to the system annually. With over 7500

applicants, OHRD must improve its technology

to ensure that we are able to adequately source,

screen, and hire the best candidates to serve our

student community. OHRD needs more seamless

integration of platforms to work more quickly in

recruiting/ retaining the best educators.

Tiffany Goodson The comment reflects the Office of Human Resources and

Development's (OHRD) need for enhanced tools, which are in the

process of development. The Board has approved, and Montgomery

County Public Schools (MCPS) is in the process of implementing,

tools to address the needs expressed by the commenter.

2 MCPS should stop using chromebooks in

Elemenetary schools. Even as adult, my

productivity goes up manifold when I am reading

a hard copy vs reading something in my laptop.

Rohit Ranjan At lines 148-153, the draft policy calls for MCPS to "take into

consideration of age and developmental level of students and

recognize the importance of monitoring the amount of time spent with

digital content, and provide a variety of learning methods and

environments."

3 COMMENT WAS INTENDED FOR POLICY

BOA and is included in those comments

[NO RESPONSE NEEDED]

4 The policy should recognize and address the

benefits of modern technology in sharing

resources between schools. For example, there

are a variety of foreign languages available

within MCPS schools, but students are limited by

what happens to be offered at their particular

school. With modern tech, it would be easy to

have students from any school participate

virtually, in real time, with full visibility by and

interaction with the teacher, students in the

Karen Shimp MCPS is using, and is exploring additional possibilities for using,

such virtual student technology to allow for remote participation of

students in classroom instruction. For example, MCPS has used

robotic telepresence technology to allow an ill student who cannot

attend school to navigate the classroom, talk to teachers, and join in

school activities, by allowing the student to control the movement of a

robot that attends classes with the student's face showing in real time.

ATTACHMENT C

2




physical classroom, and other virtual students.

There are doubtless a variety of other types of

classes that would be similarly amenable to both

in-classroom and online learning in order to

permit students maximum access to the wealth of

resources throughout MCPS.

5 Stop listening to the fearmongers who want less

tech in school! Tech is a way of life now and the

earlier our kids use it, the better! Every child

should have a school provided iPad and it should

have etexts!

Lisa Bixler The draft policy calls for technology as

an "integrated part of the teaching and learning process that

supports curricular goals." (Lines 33-34)

Further, "All schools and offices will have equitable and

appropriate infrastructure and communications capabilities, as

such resources permit, and MCPS will reassess such

infrastructure and communications capabilities regularly." (lines

343-347)

6 Technology in education is a double-edge sword

and should be used sparingly and judiciously,

and only when its usefulness has been clearly

demonstrated in scientific studies. Cell phones

have no place in the classroom. Increasing

number of studies show that the mere presence of

a phone on a desk can lead to poor learning and

decreased empathy (Misra, S. et al., 2016), which

means it can be a distraction to student learning

simply by being visible.

A. Pascalev The draft policy calls for "evidence-based strategies and methods for

the effective use of educational technology for instruction." (Lines

87-89)

MCPS is currently in the process of exploring the use of cell phones

in schools.

7 The additional educational elements should

include: age appropriate education on

information security, online safety, impacts to

health (eyes, wrist, posture, etc) when using

technology in class and outside.

Rich Klotz At lines 381-383, the draft policy references the Maryland State

Department of Education (MSDE) Health and Safety Best Practice

Guidelines, released July, 2019, which set forth best practice

recommendations for safe usage of technology.

8 This draft has not teeth. It is merely words, with

zero consequences, so thus, a waste of time.

Technology has not increased scores for MCPS

or ANY school system. Technology is NOT an

integrated part of teaching, it is one tool of many

tools. MCPS is behind counties such as

Baltimore and Howard on many fronts of

protecting our students and this policy will

further put MCPS in the hole. Please make sure

ellen zavian Section C.2.d sets forth several provisions for data privacy and data

security, including the following:

"MCPS develops specific systems, protocols, and guidance for

protecting student and staff data" (lines 205-207), and

"The commitment to data privacy and security includes making

informed decisions when MCPS chooses instructional

technologies to use with students." (lines 214-217)

ATTACHMENT C

3




you include an opt out of technology. Just like

kids with an IEP can opt out of some things. Just

like parents can opt out of a director, field trip

and sex ed. It is time to give such right to parents

that don't want technology to sell our kids data

and/or use it as they age. Nothing in MCPS

contracts prohibit such.

While the policy does not set forth disciplinary consequences, any

violation of a Board policy is subject to progressive discipline in

accordance with the Employee Code of Conduct or the Student

Code of Conduct.

MCPS is committed to the safety and security of students when

leveraging technology and has become a state and national leader

in best practices in the area of the responsible use and handling of

personally identifiable or other confidential student

information. MCPS uses a comprehensive approach to assessing

technology services and applications that support instruction and

maintains a publicly available Online Digital Tools Database

which provides information on whether evaluated technology

services and applications are designated as “approved,” “use

responsibly,” or “prohibited.”

o “Approved” (approved for use),

o “Use Responsibly” (vetted with usage recommendations), or

o “Prohibited” (not approved for student use).

Under the “Use Responsibly” category, MCPS often provides

usage recommendations such as obtaining affirmative parental

consent before using the service, or noting age limitations.

9 I am happy to see that the policy includes a

reference to the Americans with Disabilities Act

and Universal Design for learning in lines 75 and

76. Given that those two pieces of legislation are

central to how we are mandated to provision for

all students, that one reference does not seem

strong enough to convey MCPS's commitment or

how those two regulations should impact the

provisioning of technology to students. "Equity

of access" is highlighted in the policy 11 times.

While that term encapsulates individuals with

disabilities, the term is not synonymous with

"accessibility" which is the legal requirement in

Linda Wilson [This comment was revised and resubmitted and is addressed as

comment #15 below]

ATTACHMENT C

4




ADA and the foundation of UDL. Therefore, the

policy conveys a clear commitment to ensuring

that every student is *provisioned* with

technology, but does not adequately ensure that

students with disabilities will be able to use that

technology or be provided with an alternative

when their disability prevents them from being

able to do so.




11 I am concerned with Section 2 of the new policy.

MCPS has shown a disregard for student's civil

rights, in particular there have been several

instances that I am aware of personally in which

MCPS has called the police and punished

students for free speech. This includes

nonthreatening posts and photos that students

have posted to their personal social media

accounts. While it is fine to teach good

stewardship, MCPS does not have a right to

restrict students speak on or off the Internet.

THIS needs to be clearly and unambiguously

stated in this policy to prevent overzealous

administrators from erroneously restricting

student rights and federal laws (eg. FERPA) and

subjecting the county to costly and unnecessary

legal actions.

Sheila Weiss The comment addresses a person-specific issue. The sentence being

addressed in section C.2 is the following: "It is the Board's

expectation that staff and students use technology resources capably,

purposefully, and responsibly." (lines 129-131)

This issue is continued at section C.2.c (lines 157-161), "MCPS

promotes, models, and establishes guidelines for the safe, legal and

ethical use of digital information and technology, and takes

appropriate action to address, resolve, and prevent inappropriate

uses of such information."

12 The document in general lacks substance, it

seems to indicate MCPS will use technology

appropriately and responsibly to enhance

learning without providing much detail. I have a

specific comment regarding lines 325 to 329 and

the investments on equity. MCPS policy of small

schools having 0.5 FTE media specialist

contradicts equity. Children in small schools are

penalized. I saw firsthand the difference between

a full time media specialist and a part time media

specialist at my elementary school. My children

June Traicoff The proposed policy does not establish personnel positions.

ATTACHMENT C

5




experienced a wonderful introduction to social

media skills with postings of book

recommendations on Destiny. The media

specialist vetted every post. And the students

gained experienced with a morning news

program for the school. These opportunities

ended with the new part-time position. Students

at other elementary schools in my cluster had

those opportunities. And as a side note, I have yet

to get a response to my question about the

enrollment cutoff that dictates a full time vs part

time media specialist position. I attended a BoE

community meeting last year and the board,

Chief Academic Officer, and Chief Operating

Officer had promised a followup response on that

question (and others) to the community.




14 My primary comments to the Policy are:

1. Please include the option of an

accommodation for low-tech families who prefer

their child minimize screen time, particularly at

the elementary and early middle school grade

levels.

2. On line, 138, please articulate what is meant

by "active." described this as "versus

passive," which is great, but let's use a word like

"purposeful" instead of "active," which implies

"often" and "ongoing."

3. It would be very helpful if some specificity is

given around how often teachers will receive

training on purposeful and safe (re: privacy and

health/well-being) use of technology. Twice a

year? Quarterly? By webinar or in person?

That's all from me. Again, I really appreciate

Lisa Cline The intention of the draft policy is for students to have multiple ways

to access the curriculum, and provides for "balance" and "variety" in

instructional methods and modalities.

Technology is but one of many ways that students access the

curriculum. Throughout the proposed policy, technology is a

“support” that should be used “purposefully” and “strategically”:

o Lines 16-18: “effective, appropriate, and strategic

integration of technology resources in support of teaching

and learning”

o Lines 33-34: “technology is an integrated part of the

teaching and learning process that supports curricular

goals”

o Lines 98-100: ““purposeful and strategic integration of such

resources to support and enhance teaching and learning”

At lines 144-153, the draft policy includes the following in

section C.2.b: "Instructional practices will appropriately

balance the use of educational technology with a variety of

instructional methods and modalities in support of active,

ATTACHMENT C

6




being brought into the fold on this important and

highly relevant educational issue.

engaged, meaningful, and social interactive learning. In so

doing, MCPS will take into consideration the age and

developmental level of students and recognize the importance of

monitoring the amount of time spent with digital content, and

provide a variety of learning methods and environments."

At lines 131, the term "purposefully" has been added in response

to comment, instead of "actively" as requested.

At lines 133-137, the draft policy affirms the Board’s

commitment to professional learning: “MCPS identifies

competencies required and provides appropriate professional

learning and support strategies needed for staff to capably

integrate technologies in instruction,” and references the most

current guidance from MSDE on health and safety practices at

lines 381-383. The rapidly evolving nature of technology and,

similarly, the rapidly evolving guidelines and standards emerging

from state and national agencies, suggests that statements of

greater specificity about professional development and

professional development timelines (not typically part of Board

policies) risk becoming outdated within a short period of time.

15 Summary Comments We are pleased to see that

the policy conveys a strong commitment to the

needs of diverse learners. In our 16 years

supporting MCPS staff, we have learned that

there remains a significant lack of awareness of

the legal requirements for Accessible Educational

Materials and Technologies (AEM), Assistive

Technology (AT), and the standards for

accessibility detailed in Section 508 and

WCGAC 2.0.

MCPS

High

Incidence

Accessible

Technology

(HIAT

team)

Code of Maryland Regulations (COMAR) 13A.06.05, Purchase and

Use of Accessible Teaching and Learning Materials, was adopted in

July 2019 and sets forth such requirements that all Maryland schools

must follow.

“Accessible educational materials (AEM)” are defined in COMAR

as “print- and technology-based educational materials, including

printed and electronic textbooks and related core materials that

are designed or converted in a way that makes them usable across

the widest range of individual variability regardless of format

(print, digital, audio, video, etc.)”

“Accessible technology” is defined as “any device, hardware,

software, or handheld equipment that provides access to activities

for everyone, including those with disabilities, and is designed to

provide all individuals the opportunity to acquire the same

ATTACHMENT C

7




information, engage in the same interactions, and enjoy the same

services with equivalent ease of use.”

“Web Content Accessibility Guidelines (WCAG) 2.1 Level AA

(June 5, 2018)” are defined in COMAR as “a single shared

standard for web content accessibility that meets the needs of

individuals, organizations, and governments internationally.”

COMAR 13A.06.05.04 requires “Each local board of education

shall annually train special education directors, principals, and

other purchase specialists on the policies and procedures for

purchasing and using accessible teaching and learning materials

to ensure enforcement of the policies and procedures.”


and public agency shall comply with WCAG 2.1 Level AA (June 5,

2018) when purchasing or selecting digital learning resources to

provide equitable learning opportunities for all students.”

Because COMAR 13A.06.05, Purchase and Use of Accessible

Teaching and Learning Materials, sets forth wide-ranging

requirements that all Maryland schools must follow, which include

WCGA 2.0 standards for making content accessible to persons with a

wide range of disabilities, including blindness and low vision,

deafness and hearing loss, learning disabilities, cognitive limitations,

limited movement, speech disabilities, photosensitivity and

combinations of these, and because the Maryland State Department of

Education may issue revised guidance on such standards as accessible

educational materials and their uses evolve, the draft policy addresses

accessibility requirements through its reference to COMAR

13A.06.05, to allow flexibility for future standards that may be

adopted.

15

(cont’d)

We noted that the term “equity” or “equitable

access” is mentioned 10 times. The term “access

is mentioned 12 times to mean “readily

available” and only twice, and only in paragraph

C.1.c. to refer to “accessibility standards.” While

we understand that “equitable access” includes

HIAT team

(cont’d)

The draft policy has been updated as follows at lines 133-142:

“MCPS identifies competencies required and provides

appropriate professional learning and support strategies needed

for staff to capably integrate technologies in instruction,

consistent with state and federal requirements for accessible

educational materials in instruction. MCPS staff will be

ATTACHMENT C

8




the needs of students with disabilities, we feel

that the commitment to accessibility standards

and UDL implementation should be as strongly

asserted in the policy as the commitment to

equitable access, which is more commonly

understood to mean “equitable availability” or

“provisioned to all regardless of race or socio-

economic status.” Currently, we still find that

many students who require assistive technology

(AT) according to their IEPs and 504 plans are

not using it. In our experience, this is usually

because of a lack of awareness of the

requirements for AEM on the part of teachers,

technology staff, and curriculum designers.

empowered professional learners to use educational technology in

the delivery and support of instruction.”

COMAR 13A.06.05.04.C requires each local board of education

to annually train special education directors, principals, and other

purchase specialists on the policies and procedures for purchasing

and using accessible teaching and learning materials.

It is recommended that COMAR requirements are specific, and

address the concern about lack of awareness on the part of MCPS

staff responsible for these areas.

15

(cont’d)

The HIAT team has used the framework of

Universal Design for Learning as the vehicle for

equitable access of needed tools and technologies

for students who require them according to their

IEP or 504 Plans. Even after the need for UDL

was asserted through its inclusion in COMAR,

MCPS staff are still lacking in an understanding

of the accessibility standards defined within.

HIAT team

(cont’d)

COMAR 13A.06.05.04.C requires each local board of education to

annually train special education directors, principals, and other

purchase specialists on the policies and procedures for purchasing and

using accessible teaching and learning materials.

The policy has been updated as follows at lines 133-142: “MCPS

identifies competencies required and provides appropriate

professional learning and support strategies needed for staff to

capably integrate technologies in instruction, consistent with state

and federal requirements for accessible educational materials in

instruction. MCPS staff will be empowered professional learners

to use educational technology in the delivery and support of

instruction.”

15

(cont’d)

Recommendations C.2. We recommend

including an additional item in this list to

strengthen the commitment to purchasing,

creating, and using Accessible Educational

Materials and the provision of Assistive

Technology. Add “b) MCPS complies with the

standards of Web Content Accessibility

Guidelines (WCAG), guidelines for provision of

accessible formats of print instructional materials

in IDEA, and COMAR”

HIAT team

(cont’d)

The policy references its obligations to adhere to state and federal

guidance as follows:

At line 378a; Code of Maryland Regulations (COMAR)

13A.06.05, Purchase and Use of Accessible Teaching and

Learning Materials

At lines 70-84: the draft policy has been revised to reference state

and federal laws and regulations specific to accessibility: “MCPS

will integrate technology into instruction and operations in

ATTACHMENT C

9




alignment with the principles of equity set forth in 1) Board Policy

ACA, Nondiscrimination, Equity, and Cultural Proficiency, 2)

state and federal requirements for requirements for accessibility

as set forth in the Americans with Disabilities Act, as well as state

laws and regulations, and 3) the accessibility standards of

Universal Design for Learning.”

15

(cont’d)

C.3.d. We recommend strengthening the

language: “in a way that makes them usable

across the widest range of individual variability”

to “in a way that is consistent with requirements

for accessibility and learner variability as set

forth in the Americans with Disabilities Act as

well as the accessibility standards of Universal

Design for Learning.”

HIAT team

(cont’d) Lines 247-250: “Textbooks, digital devices, and print and digital

learning resources will be selected, acquired, distributed in a way

that makes them usable across the widest range of individual

variability.”

"Widest range of individual variability" allows for consideration

of forms of individual variability that include language or limited

technology in the home, as well as those provided for in ADA.

The draft policy has been revised to address "requirements for

accessibility" at line 78. The Americans with Disabilities Act is in

existing language at lines 79.

15

(cont’d)

5.a. We recommend replacing “MCPS units

responsible for educational technology planning”

with “All MCPS units, including Curriculum,

Procurement, Special Education, Professional

Learning, and Technology”.... will work

collaboratively with each other… This change

would strengthen the notion that all departments

have a responsibility to understand how

technology is important within their own areas of

expertise and cannot rely on IT experts alone to

plan for technology selection, deployment,

training, and use.

HIAT team

(cont’d)

Cross-collaboration is set forth in lines 284-290: “MCPS leverages

technology to develop and expand collaboration and communication

to connect classrooms, to provide opportunities for learning beyond

the school setting, and to cultivate collaborative relationships

between and among students, teachers, staff, parents/guardians, and

community partners.”

References to specific offices may change with future reorganization

of MCPS units and are not recommended for inclusion in the policy.

15

(cont’d)

Strengthen the references to UDL: C.1.d.2 . We

recommend changing lines 92-92 to the

purposeful and strategic integration of such

resources to support and enhance teaching and

learning via multiple learner pathways such as

direct instruction, blended learning, and distance

learning, and consistent with the principles of

Universal Design for Learning.

HIAT team

(cont’d)

Universal Design for Learning is referenced at lines 82-83.

ATTACHMENT C

10




15

(cont’d)

C.3.b. We recommend changing lines 218-223 to

MCPS will assess, develop, and/or select, as

appropriate, educational technology to support

learner pathways in and beyond the classroom,

including, but not limited to, distance learning or

blended learning, in a manner consistent with the

principles of Universal Design for Learning.

HIAT team

(cont’d)


15

(cont’d)

C.3.d. (lines 237-240) See recommendation

above.

HIAT team

(cont’d)


16 Thank you, , for the outstanding summary

of thoughts and recommendations. We 100%

concur with the overall concern regarding

“access” vs. “accessibility” and you pinpoint the

areas where the language should be

strengthened. I view this not only from a student

perspective, but also an adult perspective

(including teacher, parent/guardian).

I am particularly concerned about the

accessibility for all students and adults to

effectively engage in the “multiple learner

pathways” of blended or distance learning,

whether captioned (D/HOH) or compatible with

a screen reader (Vision) as noted in C.1.a.2 (lines

98,99); and C.3.b (line 226) to add: “and ensure

accessibility to these various pathways”

C.5.b – should include “addressing accessibility

needs of the adults in our communities” so that

staff, parents/guardians will be afforded the same

accessibility to best support our students.

Again, I appreciate the work that ’s team

and others have done to ensure equitable access

AND accessibility.

Susan Russell COMAR 13A.06.05, Purchase and Use of Accessible Teaching and

Learning Materials, was adopted in July 2019 and sets forth such

requirements that all Maryland schools must follow.

“Accessible educational materials (AEM)” are defined in COMAR

as “print- and technology-based educational materials, including

printed and electronic textbooks and related core materials that

are designed or converted in a way that makes them usable across

the widest range of individual variability regardless of format

(print, digital, audio, video, etc.)”

“Accessible technology” is defined as “any device, hardware,

software, or handheld equipment that provides access to activities

for everyone, including those with disabilities, and is designed to

provide all individuals the opportunity to acquire the same

information, engage in the same interactions, and enjoy the same

services with equivalent ease of use.”

“Web Content Accessibility Guidelines (WCAG) 2.1 Level AA

(June 5, 2018)” are defined in COMAR as “a single shared

standard for web content accessibility that meets the needs of

individuals, organizations, and governments internationally.”


shall annually train special education directors, principals, and

other purchase specialists on the policies and procedures for

purchasing and using accessible teaching and learning materials

to ensure enforcement of the policies and procedures.”

ATTACHMENT C

11





and public agency shall comply with WCAG 2.1 Level AA (June 5,

2018) when purchasing or selecting digital learning resources to

provide equitable learning opportunities for all students.”

Because COMAR 13A.06.05, Purchase and Use of Accessible

Teaching and Learning Materials, sets forth wide-ranging

requirements that all Maryland schools must follow, which include

WCGA 2.0 standards for making content accessible to persons with a

wide range of disabilities, including blindness and low vision,

deafness and hearing loss, learning disabilities, cognitive limitations,

limited movement, speech disabilities, photosensitivity and

combinations of these, and because the Maryland State Department of

Education may issue revised guidance on such standards as accessible

educational materials and their uses evolve, the draft policy addresses

accessibility requirements through its reference to COMAR

13A.06.05, to allow flexibility for future standards that may be

adopted.

ATTACHMENT C

Policy IGS, Educational Technology: Feedback from Student Engagement

Participants in the following meetings were invited to give feedback on Board Policy IGS,

Educational Technology:

The joint meeting of the Montgomery County Regional Student Government Association

(MCR) and Montgomery County Junior Councils (MCJC) on November 20, 2019

Minority Scholars Leadership Program (MSP) meeting on December 11, 2019

Ninety-three students provided comments on technology issues of greatest importance to

them. Sixty-three percent of MSP students and 48 percent of MCR/MCJC students ranked

equity and access as their highest priority, when considering educational technology, followed

by safety.

2%

3%

9%

13%

27%

48%

4%

4%

29%

63%

0% 10% 20% 30% 40% 50% 60% 70%

Something else

Balance

Evolving technology

Privacy and data security

Safety

Equity and Access

First Priority: When considering Educational Technology, please rank what matters most to

you.

MSP MCR/MCJC

ATTACHMENT D

Draft for Public Comment

11/12/19

IGS

1 of 14

1

Related Entries: ABA, ACF, COA-RA, COG-RA, DJA-RB, EGB-RA, EGF-2

RA, IGT-RA, IIB, IIB-RA, ITA-RA, JHC, JHC-RA, 3

JHF, JHF-RA, JOA-RA, KBA, KGA-RB 4

Responsible Offices: 5

Chief Academic Officer 6

Chief Operating Officer 7

Chief of School Support and Improvement 8

9

10

Educational Technology 11

12

13

A. PURPOSE 14

15

1. To set forth guiding principles for the effective, 16

appropriate, and strategic integration of technology 17

resources in support of teaching and learning, as well 18

as the essential operational functions of Montgomery 19

County Public Schools (MCPS) 20

21

2. To reaffirm the commitment of the Montgomery County 22

Board of Education to equitable access and opportunity 23

for all students and staff to use technology to 24

communicate, collaborate, create, and innovate safely 25

and responsibly in support of teaching and learning 26

27

B. ISSUES 28

ATTACHMENT E


11/12/19

IGS

2 of 14

29

The Board affirms the following principles to guide the 30

integration of technology resources to support teaching and 31

learning, as well as the essential operational functions of 32

MCPS: technology is an integrated part of the teaching and 33

learning process that supports curricular goals; staff and 34

students use technology resources capably, actively, and 35

responsibly; technology supports students in meeting diverse 36

learning needs and pursuing a range of interests; MCPS 37

provides a comprehensive and functional technology 38

infrastructure to support instruction and operations; and 39

MCPS will engage with multiple stakeholders to shape, 40


learning with educational technology, digital content, and 42

learning opportunities to meet the diverse needs and range of 43

interests of all learners. 44

45

C. POSITION 46

47

1. Technology is an integrated part of the teaching and 48

learning process that supports curricular goals. 49

50

a) Education agencies at the national and state levels 51

have set forth standards to address the use of 52

technology and digital learning tools by students, 53

educators, and educational leaders. Such standards 54

guide the comprehensive integration of technology 55

to promote academic excellence throughout school 56

ATTACHMENT E


11/12/19

IGS

3 of 14

districts across Maryland and throughout the United 57

States. 58

59

b) Maryland digital learning standards identify key 60

issues to be addressed in policies for the safe, 61

legal and ethical use of digital information and 62

educational technology; to enhance the achievement 63

of learning goals through the appropriate use of 64

educational technology; to ensure equitable access 65

to appropriate digital tools; and to promote and 66

model responsible social interactions related to 67

the use of technology and information. 68

69

c) MCPS will integrate technology into instruction and 70

operations in alignment with the principles of 71

equity set forth in Board Policy ACA, 72

Nondiscrimination, Equity, and Cultural 73

Proficiency, and accessibility requirements set 74

forth in the Americans with Disabilities Act, as 75

well as the accessibility standards of Universal 76

Design for Learning. 77

78

d) Consistent with Maryland standards and Board 79

policies and goals for student learning, MCPS shall 80

rely on evidence-based strategies and methods for 81

the effective use of educational technology for 82

instruction. MCPS shall monitor and align 83

educational technology resources to intended 84

ATTACHMENT E


11/12/19

IGS

4 of 14

instructional outcomes. Evidence-based 85

instructional best practices will guide – 86

87 1) the development and/or identification, 88

selection and acquisition of educational 89

technology products, and 90

91

2) the purposeful and strategic integration of 92

such resources to support and enhance teaching 93

and learning via multiple learner pathways, 94

which may include direct instruction, blended 95

learning, and distance learning. 96

97

e) The Board affirms its intention to support the 98

technology literacy of students and staff in 99

alignment with state standards. For the purposes 100

of this policy, technology literacy is the ability 101

to work independently and with others in a 102

technology environment; and to responsibly, 103

appropriately and effectively use technology tools 104

to access, manage, integrate, evaluate, create and 105

communicate information. In addition, it is the 106

Board’s interest that our students and staff should 107

be able to utilize technology as informed decision-108

makers and creators of knowledge; and to be 109

informed and flexible in their application of 110

technology to solve problems. 111

112

ATTACHMENT E


11/12/19

IGS

5 of 14

f) The Board affirms its intention to support the 113

information literacy of students and staff in 114

alignment with state standards. MCPS fosters 115

inquiry and equips learners with skills to access 116

and authenticate information, think critically to 117

curate information from digital resources using a 118

variety of tools, and to maximize the achievement 119

of learning goals through the provision of media-120

rich resources. 121

122

2. It is the Board’s expectation that staff and students 123

use technology resources capably, actively, and 124

responsibly. 125

126

a) MCPS identifies competencies required for capably 127

integrating technologies in instruction and 128

provides appropriate professional learning and 129

support strategies needed for staff to be empowered 130

professional learners to use educational technology 131

in the delivery and support of instruction. 132

133

b) Instructional practices will appropriately balance 134

the use of educational technology with a variety of 135

instructional methods and modalities in support of 136

active, engaged, meaningful, and socially 137

interactive learning. In so doing, MCPS will take 138

into consideration the age and developmental level 139

of students and recognize the importance of 140

ATTACHMENT E


11/12/19

IGS

6 of 14

monitoring the amount of time spent with digital 141

content, and provide a variety of learning methods 142

and environments. 143

144

c) Digital citizenship and responsible use 145

146

MCPS promotes, models, and establishes guidelines 147

for the safe, legal and ethical use of digital 148

information and technology, and takes appropriate 149

action to address, resolve, and prevent 150

inappropriate uses of such information. It is the 151

Board’s intention that students and staff recognize 152

the rights, responsibilities, and opportunities of 153

living, learning, and working in an interconnected 154

digital world, and act in ways that are safe, legal, 155

and ethical. Students should – 156

157

1) cultivate and manage their digital identities 158

and reputations and be informed of the short- 159

and long-term implications of creating, 160

obtaining, and distributing personal 161

information in digital communication; 162

163

2) engage in positive, safe, legal and ethical 164

behavior when using technology, including 165

social interactions; 166

167

ATTACHMENT E


11/12/19

IGS

7 of 14

3) demonstrate an understanding of and respect 168

for the rights of others and the obligations 169

of using and sharing intellectual property; 170

and 171

172 4) manage their personal data to maintain digital 173

privacy and security, recognizing that there 174

are data-collection technologies that may be 175

used to track their navigation online. 176

177

d) Data privacy and data security 178

179

The Board affirms its commitments to the privacy 180

and security of student and staff information set 181

forth in Board Policy KBA, Public Information, and 182

to comply with all applicable state and federal 183

laws regarding data collection, privacy, and 184

security. 185

186

1) MCPS dedicates appropriate resources to 187

protect information and information systems 188

from unauthorized access, use, disclosure, 189

disruption, modification, or destruction, 190

while keeping such information highly 191

available for teaching and learning, and 192

school system operations. 193

194

2) MCPS develops specific systems, protocols, and 195

ATTACHMENT E


11/12/19

IGS

8 of 14

guidance for protecting student and staff 196

data. 197

198 3) Staff engage in ongoing professional learning 199

regarding the use and handling of personally 200

identifiable information and other sensitive 201

data. 202

203 4) The commitment to data privacy and security 204

includes making informed decisions when MCPS 205

chooses instructional technologies to use with 206

students. 207

208

3. Technology supports students in meeting diverse learning 209

needs and pursuing a range of interests. 210

211

a) Emerging technologies offer the possibility of 212

multi-tiered interventions to supplement and 213

complement traditional instruction with additional 214

support as well as accelerated and enriched 215

instruction. 216

217

b) MCPS will assess, develop, and/or select, as 218

appropriate, educational technology to support 219

learner pathways in and beyond the classroom, 220

including, but not limited to, distance learning or 221

blended learning, that address the diverse 222

interests and needs of students. 223

224

ATTACHMENT E


11/12/19

IGS

9 of 14

c) MCPS employs a multiple-measures approach to 225

monitoring evidence of student learning and student 226

achievement of learning objectives. Continuous 227

monitoring of students’ progress ensures that 228

students have timely and appropriate support, 229

focused interventions, acceleration, and 230

enrichment. Further aggregate reporting on the 231

performance of specific focus groups of students on 232

specific measures allows for ongoing accountability 233

for equity, and the data-driven analyses of access, 234

opportunity, and success of all students. 235

236

d) Textbooks, digital devices, and print and digital 237

learning resources will be selected, acquired, 238

distributed in a way that makes them usable across 239

the widest range of individual variability. 240

241

e) The strategic integration of digital tools in 242

support of instruction considers the equity 243

implications of students’ access to technology and 244

the disparate challenges students may face when 245

required to use educational technology outside of 246

the school setting. MCPS utilizes a variety of 247

instructional modalities in response to these 248

equity implications, as appropriate, and takes 249

careful consideration of, not only readily apparent 250

connectivity concerns, but also the support 251

students may have for using such educational 252

ATTACHMENT E


11/12/19

IGS

10 of 14

technology, when required outside of the school 253

setting. 254

255

4. MCPS provides a comprehensive and functional technology 256

infrastructure to support instruction, operations, and 257

communications with the community. 258

259

a) It is the Board’s expectation that MCPS takes a 260

systemic approach to the acquisition and use of 261

effective, appropriate, sustainable, and fiscally 262

responsible technology in the service of high-263

quality MCPS instructional programs and operations. 264

265

b) The ability of technology to meet instructional and 266

operational needs changes rapidly over time. 267

Nonetheless, MCPS is committed to use emerging 268

technology to the best advantage and to replace 269

outdated technology in a timely manner through 270

careful analyses of technology infrastructure 271

needs, balanced with available resources. 272

273

c) MCPS leverages technology to develop and expand 274

collaboration and communication to connect 275

classrooms and to cultivate collaborative 276

relationships between and among students, teachers, 277

staff, parents/guardians, and community partners. 278

279

1) MCPS will establish baseline standards to 280

ATTACHMENT E


11/12/19

IGS

11 of 14

ensure that all classrooms, media centers, and 281

offices will be connected and equipped with 282

appropriate infrastructure, providing all 283

schools and offices with equitable and easy 284

access to technologies for teaching, learning, 285

management, and day-to-day operations. 286

287 2) MCPS provides broad access to systems and 288

networks, acknowledging and respecting the 289

security of records that are accessible 290

through such systems and networks. Safeguards 291

are to be in place to ensure that security is 292

maintained, in compliance with all applicable 293

laws. 294

295

5. MCPS will engage with multiple stakeholders to shape, 296


learning with educational technology, digital content, 298

and learning opportunities to meet the diverse needs and 299

range of interests of all learners. 300

301

a) MCPS units responsible for educational technology 302

planning will work collaboratively with each other, 303

as well as with county, state, and government 304

groups, to investigate current, advanced, and 305

emerging commercial technologies and to identify, 306

or develop if necessary, efficient and cost-307

effective applications. 308

ATTACHMENT E


11/12/19

IGS

12 of 14

309

b) MCPS will build and maintain partnerships with 310

parents/guardians and community groups to 311

appropriately extend students’ access to 312

educational technology and support for using such 313

technology within and outside of the school 314

setting. 315

316

D. DESIRED OUTCOMES 317

318

1. Educational technology will be appropriately, 319

effectively, sustainably, and equitably integrated into 320

MCPS instruction and operations and in support of 321

student performance and achievement, staff productivity, 322

and efficiency of the day-to-day operations. 323

324

2. The development and/or selection of emerging educational 325

technology will consider implications of technology 326

investments on equity, access, and the appropriate 327

integration of educational technology into sound 328

pedagogical practice. 329

330

3. All schools and offices will have equitable and 331

appropriate infrastructure and communications 332

capabilities, as available resources permit, and MCPS 333

will reassess such infrastructure and communications 334

capabilities regularly. 335

336

ATTACHMENT E


11/12/19

IGS

13 of 14

E. REVIEW AND REPORTING 337

338

1. The superintendent of schools will monitor, evaluate, 339

and report to the Board periodically on the 340

implementation of this policy. 341

342

2. This policy will be reviewed in accordance with the Board 343

of Education's policy review process. 344

345

346

347

Related Sources: Family Educational Rights and Privacy Act, 20 348

U.S.C §1232g; Protection of Pupil Rights 349

Amendment (PPRA), 20 U.S.C. §1232h, 34 CFR 350

Part 98, (2000 and Supp. IV 2004); Section 504 351

of the Rehabilitation Act of 1973, as amended, 352

29 U.S.C. Sec. 794; Americans with 353

Disabilities Act (ADA), 42 U.S.C. 12131 et 354

seq.; Children’s Internet Protection Act 355

(CIPA), 47 U.S.C. §254(h)(5)(B)-(C), 254(l); 356

Children’s Online Privacy Protection Act of 357

1998 (COPPA), 15 U.S.C.6501-6505, 16 CFR Part 358

312; Public Information Act of Maryland, Ann. 359

Code of Maryland, General Provisions Article 360

§§4-101 through 4-601; Maryland Student Data 361

Privacy Act of 2015, Ann. Code of Maryland, 362

Education Article, §4-131 and 7-443; Code of 363

Maryland Regulations §13A.03.02.03.B(8); 364

ATTACHMENT E


11/12/19

IGS

14 of 14

Maryland Digital Learning Standards, Maryland 365

State Department of Education (MSDE), May 366

2019; Technology Education Standards: Grades 367

6-12, MSDE, January 2016; Health and Safety 368

Best Practice Guidelines: Digital Devices, 369

MSDE, July, 2019; International Society for 370

Technology in Education Standards 371

Administrators, Education Leaders, Educators, 372

and Students 373

374

375

376

Policy History: Adopted by Resolution No. 863-93, December 8, 377

1993; amended . 378

379

Note: Prior to Resolution No. 863-93, this topic was governed by 380

the following: Instructional Use of Computers, adopted by 381

Resolution No. 995-83, December 13, 1983, reformatted in 382

accordance with Resolution No. 333-86, June 12, 1986, and 383

Resolution No. 458-86, August 12, 1986; rescinded by Resolution 384

No. 863-93, December 8, 1993. 385

ATTACHMENT E

Patricia B. O’Neill Educational Technology djustments ...

Documents

Transcript of Patricia B. O’Neill Educational Technology djustments ...