The document summarizes an issue of the OnCUE journal that focuses on student data privacy. It includes several articles on topics related to student data privacy, such as an overview of student data privacy for administrators, what teachers and administrators need to know about student data privacy, protecting student data, and expanding student data privacy protections. It also advertises upcoming CUE events and professional development opportunities.

1. Spring 2016 » Vol. 38 » No. 1
Student Data Privacy » Legislative Advocacy » Kid President » CUE Fall Conference
ON
Student
Digital Privacy

2. View the Classroom Discipline That Restores courses at
Save up to $30
($10 per course) using coupon code A11602CPD
Empowering leaders.Transforming lives.
Empowering leaders.Transforming lives.
Discipline That
RestoRes
DisciplineThatRestores.org
Fresno Pacific University Continuing Education, 1717 S. Chestnut Avenue, Fresno, CA 93702
For more information on “limited matching scholarships” or customization
of services (including onsite workshops), please contact:
Nancy Isaacs, Director, 559-453-2042 or nancy.isaacs@fresno.edu
A REStoRAtiVE JUStiCE DiSCiPlinE SyStEm
A reproducible step-by-step classroom or school discipline process to INCREASE
CooPERAtion, mUtUAl RESPECt, and RESPonSiBility in the classroom or school
We offer a
step-by-step discipline
process inCREASinG
COOPERATION
RESPECT
RESPONSIBILITY

3. CONTENTS
DEPARTMENTS
UpFront: Grit Happens . . . . . . . . . . . . . . . . . . . . . . . . 5
Mike Lawrence
Bits and Bytes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
COLUMNS
Legislative Advocacy:
Federal ESEA Budget Includes Over $1 Billion Potentially
Available for Educational Technology.. . . . . . . . . . . . . . . 8
John Cradler
FEATURES
Student Data and Privacy 101
for Administrators. . . . . . . . . . . . . . . . . . . . . . . . . . 12
Dr. Lisa Gonzales and Geoff Belleau
Student Data Privacy: What Teachers and
Administrators Need to Know. . . . . . . . . . . . . . . . 16
Alan Simpson
Protecting Student Data. . . . . . . . . . . . . . . . . . . . . 18
Steve Carr and Dana Greenspan
Kid President, Compassion and
Classrooms that Change the World. . . . . . . . . . . . 20
Brad Montague
Expanding Student Data Privacy. . . . . . . . . . . . . . 24
Robert Craven
CUE INFORMATION & FORMS
CUE Rock Star Camps. . . . . . . . . . . . . . . . . . . . . . . 7
Membership Application Form. . . . . . . . . . . . . . . . 11
Calendar of Events. . . . . . . . . . . . . . . . . . . . . . . . . . 14
Leadership 3.0 Symposium . . . . . . . . . . . . . . . . . . 15
CUE Professional Learning. . . . . . . . . . . . . . . . . . . 15
CUE Fall Conference. . . . . . . . . . . . . . . . . . . . . . . . . 28
Editor's Note: The photo credit for the Winter
issue of OnCUE was incorrect. Alas Media
should have received credit. Our apologies.
OnCUE Editor
Lisa Kopochinski lisakop@cue.org
Design
Kesler Communications cori@keslercommunications.com
Contributing Writers
Geoff Belleau, Steve Carr, John Cradler, Lisa Gonzales,
Dana Greenspan, Mike Lawrence, Brad Montague,
Alan Simpson
Mike Lawrence, CEO
mlawrence@cue.org
CUE, 877 Ygnacio Valley Road, Suite 200
Walnut Creek, CA 94596
Phone 925.478.3460 Fax 925.934.6799 cueinc@cue.org
2015-2016 CUE Board of Directors
Ray Chavez, President
raychavez1@gmail.com
Andrew Schwab,
Vice President/Treasurer
anotherschwab@gmail.com
Jason Borgen, Secretary
jborgen@santacruz.k12.ca.us
Suzanne Mitchell
Assistant Treasurer
suzannemitch@gmail.com
Advertising
Paid advertising accepted in accordance with editorial policy.
For ad deadlines or additional information, please contact CUE,
877 Ygnacio Valley Road, Suite 200, Walnut Creek, CA 94596,
925.478.3460 cue.org/advertising/oncue
OnCUE journal (ISSN 0739-9553) is published and bulk-mailed
four times during the academic year by CUE, and is one of the
benefits of membership. Membership for CUE is $40/year,
U.S. regular rate, $30/year, U.S. student rate, and $20/year
retired rate. Corporate memberships are available. Entire contents
Copyright 2015 by CUE unless otherwise indicated. All rights
reserved. To reprint articles that are copyrighted by the author,
you must contact the author for permission. All other items may be
reprinted for educational use, but not for sale, with the provision that
proper credit is given to OnCUE and to the author, if any.
CUE inspires innovative learners by fostering community,
personalizing learning, infusing technology, developing
leadership, and advocating educational opportunities for all.
Kyle Brumbaugh, Member-at-Large
brumbaugh@gmail.com
Tim Green, Member
timdgreen@gmail.com
David Malone, Member
davidwmalone@gmail.com
Lainie Rowell, Member
lainierowell@gmail.com
Roger Wagner, Member
roger@rogerwagner.com
cue.org • Spring 2016 OnCUE | 3

4. *Compared to leading 1-chip DLP business and education projectors based on NPD data, July 2011 through June 2012. Color brightness (color light output) measured in accordance
with IDMS 15.4. Color brightness will vary depending on usage conditions.
EPSON is a registered trademark and EPSON Exceed You Vision is a registered logomark of Seiko Epson Corporation. Copyright 2016 Epson America, Inc.
D’Arce Buescher
Phone: 707-364-8664
Email: Darce_Buescher@ea.epson.com
Region: Northern and Central California
Contact your Epson rep today:
Alex Corfar
Phone: 657-221-0961
Email: Alex_Corfar@ea.epson.com
Region: Southern California
Wow students with 3x brighter
colors from Epson Projectors.*
• Interactive Projectors
• Classroom Projectors
• Document Cameras
• Speakers, Mounts & Lamps
• Interactive Projectors • Document Cameras
407-848 EPSON CUE Ad Update Jan 2016.indd 1 1/5/16 10:38 AM

5. UpFront Mike Lawrence, CEO
In April 2013, I had the honor of attending the first TED Talks Education event in New York. And, because
it was Spring break, I was able to bring my 10-year-old son along. I was particularly excited to attend
because a CUE member, Ramsey Musallam, had been invited to speak alongside the likes of Bill Gates,
Sir Ken Robinson, John Legend and a speaker I hadn’t yet heard, Angela Lee Duckworth. She shared her
idea: “The key to success? Grit.”
She defines Grit as “passion and perseverance for very long-term
goals. Grit is having stamina. Grit is sticking with your future, day
in, day out, not just for the week, not just for the month, but for
years, and working really hard to make that future a reality. Grit
is living life like it’s a marathon, not a sprint.”
Her talk was inspiring and made me think. No wonder it has
surpassed 7 million views (for the record, CUE member Ramsey’s
talk has been viewed more than 2 million times, besting Bill
Gates’ talk from the event)! She cited Carol Dweck’s work on
“Growth Mindset” and the belief of those most “gritty” kids that
“failure is not a permanent condition.”
These ideas resonated with me and I was thrilled my son was
there to experience them firsthand. I began thinking further about
“grit” and how it applied to learning. I used the concept in my
volunteer work as a youth soccer coach and encouraged my
athletes to rise above reliance on pure talent or instinct and push
harder to develop long-term skills on the pitch.
And then a memory struck me—the reason that grit and growth
mindset and creating an environment in which students learn from
failure through iteration seemed so familiar. I recalled a quote
that hung on the wall of my childhood bedroom—a quote from
Calvin Coolidge that read:
I began sharing this quote with others and found it also
resonated with them. I even discovered that this same poster
hung in CUEster Jon Corippo’s home as well! I find this quote
particularly relevant in our work at CUE. We are surrounded by
devices that continue to become smaller and more powerful,
software that becomes more responsive, adapting to our needs
more quickly. Increasingly, it’s not what you know or do not
know, but your willingness to pursue a long-term goal despite
challenges that determines success. It’s not innate talent or even
genius that triumphs, but persistence and determination.
So, as you work with students and fellow educators, remember
not to be daunted by setbacks, obstruction or outright failures. Do
not be lulled into the complacency of “good enough,” but push
forward, determined to succeed through reflection and iteration.
Mike Lawrence is CUE's Chief
Executive Officer. An educator for nearly
25 years, he worked as a teacher,
administrator and professional developer
prior to starting at CUE in 2005. He
received two terms on the ISTE Board
of Directors. He is the Director of the
California Student Media Festival, and
was named one of NSBA's "20 to Watch
in Educational Technology" in 2012. He can be reached at
mlawrence@cue.org.
GRIT HAPPENS
cue.org • Spring 2016 OnCUE | 5

6. Bits and Bytes
CUE and Discovery Education Unveil Library of Future Ready Superintendent Resources
Last July, CUE and Corporate Member Discovery Education, partnered with the California State Parks to
host a unique leadership symposium for superintendents interested in creating dynamic digital learning
environments. This event featured a series of brief, thought-provoking talks that surfaced actionable
strategies for improving teaching and learning. These partners are now sharing with educators nationwide
the library of presentations from this event. These presentations explore a variety of critical topics, including
using professional development to support device deployment, communicating with stakeholders, improving
attendance and discipline during the digital transition, and more, and were delivered by school leaders from across
California as well as nationally recognized Baltimore County Public Schools Superintendent Dr. S. Dallas Dance. The
full list of presenters and all resources are available at www.cue.org/supersymposium.
The Teacher Shortage: CUE PL responds
At any time, nearly one-third of
California teachers could retire.
There is significant difficulty in
getting good subs. Teacher
programs have not really refilled
after the layoff years (2007-
2009). To help fill this gap, CUE
is developing a summer program
targeted at recruiting high school
and college students, as well as
recent college grads inspiring
examples of why being an
educator is a smart and inspiring
career choice. Look for these events
in Northern, Central and Southern California this summer. Project Tomorrow
and National University are early partners, and CUE is interested in other
partners to help keep the cost of attendance low for these young potential
educators. For more information, contact Jon Corippo at jcorippo@cue.org.
California Student Media Festival Celebrates 50 Years of Creativity
CUE and PBS SoCal–as co-producers of the oldest media festival in the U.S.–is thrilled to announce
that the call for student submissions began January 18 for the California Student Media Festival.
With expanded categories, there is a new opportunity for winners of local and regional festivals to
be honored through “California Gold.”
We’re excited to mention that WeVideo, the cloud-based collaborative video-creation platform, is
offering each participating teacher a six-month premium account to help in the creation of projects.
The deadline for entries is April 4, 2016. The festival will be held in Los Angeles on Saturday,
June 11. For more information or to enter a festival submission, visit mediafestival.org.
6 | Spring 2016 OnCUE • cue.org

7. Educators are Rock Stars.
Change the way
you teach!
MAKE-IT AND TAKE-IT
PD FOR TEACHERS
Every school has a
story to tell. Let yours
be a Hero’s Journey.
HANDS-ON LEARNING
FOR ADMINS
Give them the training they deserve!
DISTRICT-SPECIFIC
TRAINING IN
ROCK STAR STYLE
CUE.ORG/BlackLabel
Affordable, high-quality PD.
TabCabby
Stores and charges 32 tablets
NEW Boost+
Portable device
charges and
syncs 16 tablets
GoCabby
Portable case charges
and syncs 16 tablets
Great choice, great service, great value
Three excellent reasons to choose
LapCabby for storing, charging and
transporting mobile devices:
They look great – unlike other cart
manufacturers we make sure our units
are stylish!
The price is right – leads the market
for value!
They do more – it accommodates a
variety of devices (even in protective
cases).
That’s why there’s nothing like
a LapCabby.
LapCabby Horizontal
Stores and charges 16/32 laptops
LapCabby Vertical
Stores and charges 10/16/20
laptops
LapCabby Mini
Stores and charges 20/32
netbooks/Chromebooks/tablets
Contact Us to Learn More!
See our full range at:
Web: www.lapcabbyusa.com
Call: 844-747-3822
Email: askus@lapcabbyusa.com
Perfect
for on the
go!
NEW DeskCabby
Charges and syncs 12
tablets
For more details visit CUE.org/PL #CUEROCKSTAR @CUEROCKSTAR

8. The movement from federal categorical grants to state level flexible
block grants.
A recent report from the International Society for Technology in
Education (ISTE) summarized the new Federal education budget
recently signed by the President as being a huge win for ISTE. ISTE
CEO Brian Lewis stated:
ISTE entered into the Elementary and Secondary Education
Act (ESEA) reauthorization process with a critical objective:
the new ESEA must contain a meaningful and fundable K-12
education technology program to complement E-Rate-funded
classroom connectivity and spur a renaissance in personalized
learning. The final version of the budget, now called the Every
Students Succeeds Act (ESSA), rewrites and revamps ESEA
and more than meets this goal. Within ESSA, educational
technology occupies a large and prominent space in the 1.65
billion Title IV flexible block grant, thereby allowing school
districts to gain access to a large new funding resource that
they can use for technology, digital content, and related
professional development.
The ESSA bill provides a great deal of flexibility on how states
and districts spend their federal education dollars by eliminating
or consolidating 50 different individual, issue-focused categorical
programs and establishing large block grants to states. Review of
the details of the ESSA has determined that about $1 billion of
these flexible block grant funds to states could potentially be used
for educationally purposed technology. With this approach, there
will be no specific educational technology grant programs like the
earlier Enhancing Education Through Technology (EETT) grants.
Each state will receive a Title I formula-based allocation, to be
reallocated by the Title I formula to school districts. Each district
receiving the formula allocation above $30,000 must spend 20
percent of its block grant on safe and healthy school programs to
include counseling, drug-free schools, civics, STEM, AP/IB, and
other programs defined in the ESSA. Based on local decision-
making, the remaining 60 percent could be spent on technology-
related resources such as blending learning, professional
development, online courses, etc.
Instead of applying for funds already targeted for educational
technology through a competitive grant process, persons interested
in funding technology will need to convince local schools and
districts to allocate a portion of the new ESSA Block Grant to
support educational technology. This means that it is critical that
educators who desire funding for technology actively participate
in local committees responsible for preparing plans and budgets
for ESSA in collaboration with other educators, who will probably
have their own priorities for this new approach to funding.
For additional information about ESSA, visit www.ed.gov/ESSA .
Block grants trended at both the
national level and in California
The national trend to block grant funding to states is reflected in
the California Local Control Funding Formula (LCFF) block grants
of state funding to school districts. As discussed in prior OnCUE
articles, the allocation of LCFF funds would be generally defined in
the Local Control Accountability Plan (LCAP), which would address
funding, for all schools and district use of LCFF funds. As with the
Federal ESSA funding educators must become proactively involved
in the local planning committees to ensure that needed educational
technology resources are incorporated into the LCAP.
For additional information about LCFF and LCAP go to:
www.cde.ca.gov/fg/aa/lc/lcfffaq.asp.
Legislative Advocacy John Cradler
FEDERAL ESEA BUDGET INCLUDES OVER
$1 BILLION POTENTIALLY AVAILABLE
FOR EDUCATIONAL TECHNOLOGY
CUE’s Marisol Valles (far left) and Mike Lawrence
(second row, fifth from left) attended the
National Education Technology Plan (NETP)
Launch and Future Ready Forum this past
December in Washington DC.
8 | Spring 2016 OnCUE • cue.org

9. Since the allocation of the LCFF funding, California has allocated
$490 million to support professional development based on a
formula allocating approximately $1,400 per teacher to each
district that intended to support implementation of Common Core
State Standards (CCSS). The reason this funding, known as
Educator Effectiveness Blocks was established was, in part because
prior professional development programs, including the California
Technology Assistance Projects (CTAP) were eliminated as one of
about 40 programs block-granted for the establishment of the LCFF.
As with the LCFF funding, educators who desire to obtain funding
and integration of technology at the school and district level
will need to work with local planning groups to ensure that
their proposed professional development related to the use of
instructional uses of technology are considered in developing
school and district Educator Effectiveness Block Grant Plans. It also
provided a process to define and document promising and effective
programs, practices, and products.
For additional information about Educator Effectiveness go to: www.
cde.ca.gov/nr/ne/yr12/yr12rel9.asp.
The shift to block grants has
advantages and disadvantages
While flexibility of funding makes more funding potentially available
for a specific purpose such as educational technology, it can
have a negative impact on equity between districts for access
to technology as well as lack of availability of targeted support
services available, on demand, to most educators. For example,
in California, funds were targeted to County Offices of Education
designated as CTAP regions, to provide technical support,
professional development, planning assistance, grant development,
and information about electronic learning resources that support
Common Core State Standards, and more. Additionally, all districts
had more or less equal opportunities to apply for categorical
educational technology funding with assistance from the County
Office staff. The categorical funding approach tended to ensure
careful planning to ensure that technology addressed documented
student needs as well as providing defined goals and activities that
could be assessed to determine use and impact of the technology.
With the block grant approach districts are sometimes urged to
allocate most of the funds to salaries under pressure from local
collective bargaining units. Additionally, districts may be persuaded
by vendors to purchase technology resources that do not align with
content standards and/or otherwise do not address local needs.
There are many examples of misused funds at the district and school
level due to a lack of informed planning, professional development,
technical support, and reliable information about the extent to which
electronic learning resources are effective and aligned to standards.
The advantage of the block grant approach is that significant
funding is potentially available to schools and districts with the
administrative leadership and community support for carefully
planning and integrating technology into the instructional
programs. Most districts will need to provide for staff with
qualifications to plan, select, implement and maintain hardware,
establish needed connectivity, and procure standards-aligned
content and related professional development needed to realize
the benefits of technology. In the past, most districts could rely on
regional CTAP and Statewide Educational Technology Services to
provide these services.
Additional Assistance and Updates
The US Department of Education, the California Department of
Education, County Offices of Education, and CUE and other state
and national professional education associations will continue to
provide updates on the emerging funding sources discussed in this
article through conferences, publications, and websites. You may
want to consider joining the ISTE Advocacy Network. Subscribers
will receive Ed Tech advocacy news from ISTE as well as timely
legislative updates and action alerts on digital learning policy
developments. www.iste.org/advocacy/public-policy.
CUE staff and Legislative Advocacy Committee volunteers collaborate
with ISTE on a regular basis to share information relevant to state and
national education policy issues relevant to CUE.
John Cradler is a legislative policy
consultant with CUE and works with the
CUE board, staff and Legislative Advocacy
Committee to advise on policy, legislation
and other public initiatives to support CUE’s
mission and vision. He can be reached at
cradler@earthlink.net.
The Every Student Succeeds Act (ESSA) was signed
by President Obama on December 10, 2015, and
represents good news for our nation’s schools.
cue.org • Spring 2016 OnCUE | 9

10. *LEONARDO DA VINCI
is believed to have been
twice- exceptional , or
2E, refering to the fact
that he was a genius in
art, architecture, math,
engineering, anatomy,
and geology (one exception)
and was thought to be
challenged with Asperger’s
Syndrome and Dyslexia
(the other exception).
Innovation is the cornerstone of
our College Prep curriculum.
Technology is a vital component.
Personalized learning is our core
goal.
Music Composition & Production
Theatre Technology Film Study
Graphic Design Programming
Robotics Animation Photo
Micro-Credentialing Badges
l
l
l l
l
2E*
At Bridges, we are completely devoted to the social, emotional, intellectual,
academic, and creative growth of our 2E students. After all, we could be teaching
this generation’s Leonardo Da Vinci. Bridges.edu EDUCATING THE EXCEPTIONALl l
2

11. I AM USING THIS FORM TO …
❏ Become a Member ❏ Renew Membership ❏ Make corrections/updates
All future communications from CUE, including notices of meetings, ballots, and minutes of
meetings, via email to the following email address:
EMAIL ADDRESS (required)
*I understand that I have the right to receive future communications from CUE by paper or in nonelectronic
form, and that I may withdraw my consent at any time by (1) sending an email with “opt out” in the
subject line to cueinc@cue.org or (2) sending a letter to CUE, Inc, 877 Ygnacio Valley Rd, Suite 200,
Walnut Creek, CA 94596; Attention: Membership indicating that I have withdrawn my consent to receive
future communication from CUE by email.
Name
Address r Home r Work
City State Zip
Home Phone Work Phone
School District (spell out complete name)/Organization
School Site
Job Title
Twitter account
AFFILIATES
❏ Beach Cities CUE
Los Angeles S. Bay Area
❏ Cahuilla CUE
Coachella Valley
❏ Capitol CUE
Alpine, Amador, Colusa, El Dorado,
Nevada, Placer, Sacramento, Sierra,
Sutter, Yolo, and Yuba counties
❏ Central California CUE
San Joaquin, Stanislaus, Mariposa,
Merced, Tuolumne, and
Calaveras counties
❏ Central Valley CUE
Fresno, Kings,
Tulare and Madera counties
❏ CUE Los Angeles
Los Angeles County
❏ CUE Nevada
State of Nevada
❏ CUE San Francisco
San Francisco County and
parts of San Mateo County
❏ East Bay CUE
Alameda and Contra Costa counties
❏ Gold Coast CUE
Ventura County
❏ Inland Area CUE
San Bernardino and Riverside
counties except Coachella Valley
❏ Kern CUE
Kern County
❏ Monterey Bay CUE
(formerly Tri CUE)
Santa Cruz, and San Benito counties
❏ North Bay CUE
Marin, Napa, Solano and
Sonoma counties
❏ North State CUE
Butte, Del Norte, Glenn, Humboldt,
Lake, Lassen, Plumas, Mendocino,
Modoc, Shasta, Siskiyou, Tehama,
and Trinity Counties
❏ Orange County CUE
Orange County
❏ San Diego CUE
San Diego County
❏ San Gabriel Valley CUE
San Gabriel Valley
❏ San Luis Obispo CUE
San Luis Obispo County
❏ Santa Barbara CUE
Santa Barbara County
❏ Silicon Valley CUE
San Mateo and Santa Clara counties
❏ None
SORRY, NO PURCHASE ORDERS ACCEPTED
AFFILIATE AND LEARNING NETWORK OPTIONS
CUE supports many regional Affiliates and Learning Networks. As a CUE
member, you not only gain access to a network of forward-thinking educators
in your area, but are free to join an affiliate, and any number of our Learning
Networks. To add more than one affiliate, there is an additional $10 fee.
annual dues payment
❏ US $40 – U.S. & Canada Regular Membership
❏ US $30 – U.S. & Canada Student Membership —
(Attach class schedule to verify full-time status; 6 semester or 9 quarter unit minimum.)
❏ US $65 – International ❏ US $20 – Retired
❏ US $75 – 2 year Multi-year membership ❏ US $110 – 3 year Multi-year membership
❏ Group Membership $________
affiliate & learning network selection
❏ FREE – one Affiliate and any number of Learning Networks (choose at left)
❏ US $10 each additional Affiliate
payment (sorry, no purchase orders accepted.)
❏ A CHECK, PAYABLE TO CUE, IS ENCLOSED
CHARGE MY: ❏ ❏ VISA ❏ ❏ MasterCard ❏ ❏ Automatically renew my CUE Membership
Account Number Exp. Date
Signature (required for credit card orders)
PAY/MAIL TO: CUE, 877 Ygnacio Valley Road, Suite 200; Walnut Creek, CA 94596
OR FAX TO: (925) 934-6799
For more information, please email CUE at cueinc@cue.org.
BENEFITS
• Discounted registration fees on CUE
conference and other state and local
CUE activities.
• Annual subscription to OnCUE,
published four times a year.
• Recognition programs and LeRoy
Finkel Fellowship.
• Voting privileges.
• Continuing Education Credit for
attending CUE conference.
• Membership in one Affiliate and/or
any number of Learning Networks.
• Proactive legislative advocacy.
• CUE Up! email newsletter for advance
notice and up-to-date information.
• Group Membership discounts. Please
call the CUE office for information.
• Discounted ISTE conference registration.
• Online member benefits, visit
www.cue.org/memberbenefits.
Membership Application
school type:
❏ Public
❏ Private/Independent
organization:
❏ Elementary School
❏ Middle School
❏ High School
❏ Community College
❏ University
❏ District/COE
❏ Business Sector
❏ Nonprofit
❏ Government
❏ Other: ______________
position:
❏ Teacher
❏ Admin
❏ Classified
❏ TOSA/Tech Coordinator
❏ Parent
❏ Retired
❏ Librarian
❏ Student
❏ Higher Ed. Faculty
❏ IT Professional
❏ Executive or Director
❏ Other: ______________
how did you
hear about cue?
❏ School/Co-worker
❏ CUE Affiliate Event
❏ CUE Conference
Publication
❏ OnCUE Journal
❏ Other Educational
Conference
❏ Advertisement
❏ CUE Website
❏ Other: ______________
❏ Please do not inform me of third party discount opportunities
❏ Please send me the print edition of OnCUE
LEARNING NETWORKS
❏ Administrators Network
Support for technology-using
school administrators.
❏ eLearning Network
Supporting online teaching and learning.
❏ Higher Education Network
Support and collaboration for Higher
Education technology-using professionals.
❏ Independent Schools Network
Private, parochial, K-12, and higher
education organizations.
❏ Library Media Educators Network
A support group for learning resoºurce
professionals.
❏ Technology Leaders Network
School, district and county
coordinators’ support
❏ Video in the Classroom Network
Supporting multimedia educational
experiences in our classrooms.
For more information visit www.cue.org/networks
For more information on affiliates visit www.cue.org/affiliates

12. The collection and sharing of student data has been on the rise in recent years with the addition of new data
management systems, digital devices, statewide longitudinal data systems, and the myriad of website resources
and apps used in classrooms nationwide. And schools have struggled to keep up with how to manage it all
safely and responsibly, as well as how to increase student privacy protections.
As districts move to a more ubiquitous, integrated approach
to data management, there are some tips that should be kept
in mind. But to start, foundational knowledge of new laws is
critical, as is understanding best practices around privacy, being
proactive, and modeling safety.
Know the Student Privacy Laws
FERPA, the Family Educational Rights and Privacy Act, is a federal
law, enacted in 1974 and updated in 2012. The following rights
are afforded under FERPA, which is one of two laws designed to
protect student privacy:
• The right to inspect and review a student’s education
records.
• The right to request an amendment to the education
records that the student believes are inaccurate or
misleading.
• The right to limit disclosure of personally identifiable
information, including “directory information.”
• The right to file a complaint.
The other major federal law in play is the Protection of Pupil
Rights Amendment. It applies to all programs that receive funding
from the US Department of Education, similar to FERPA. This law
calls on districts to “notify parents of students who are scheduled
to participate in activities involving the collection, disclosure, or
use of personal information collected from students for marketing
purposes, or to sell or otherwise provide that information to others
for marketing purposes, and to give parents the opportunity to opt-
out of these activities.”
As if those two aren’t enough, California has its own set of
stipulations for student data privacy. The Privacy of Pupil Records
provides guidance for interagency sharing, and further Ed Code
sections provide specific restrictions on the release of school
lunch information (49558) and other student level records.
With standardized testing and electronic records being stored,
academic achievement data give specific guidance on the way to
handle assessment data (60607).
As of January 1, 2016, California has new data privacy
legislation. It prohibits the operators of education websites, online
services and apps from using any student’s personal information
for targeted advertising or creating a commercial profile, as well
as the selling of any student’s information. The law also requires
education technology companies to maintain reasonable security
procedures for students’ personal data and to delete information at
a school’s request.
It Starts with Privacy and Data Management
School districts, and perhaps individual schools in decentralized
districts, need to identify who will be responsible for reviewing
apps and services, including the terms of services. Setting up
management systems or shared docs will allow teachers to more
easily ask for and obtain feedback about third-party apps and
services that they would like to use with students.
With the proliferation of 1:1 devices or a device for every
student, many schools are opting for the Google Chrome–based
Chromebooks. Districts have also signed up for the free Google
Apps for Education suite and every student has a Google
identity automatically. While there have been complaints recently
regarding student privacy, Google continues to try to assure that
student data is secure and not used. Parents may question the
reliance on Google resources, so knowing what is and is not
accessible to Google is advisable in order to respond to inquiries.
It would also be wise for all administrators and leaders to attend
yearly training on the laws guiding student data privacy, as well
as refresh on current laws. As with many other legal requirements,
there are many misunderstandings and half-truths so it is important
to get training.
Feature Dr. Lisa Gonzales and Geoff Belleau
STUDENT DATA AND PRIVACY 101
FOR ADMINISTRATORS
12 | Spring 2016 OnCUE • cue.org

13. Be Proactive and Model Safety
It is important that educators help students claim their data and identity. This
may sound contrary to privacy, but it is much easier to claim and control data
and online identity and a presence than to have it stolen and try to take it back.
Educators, administrators, and teachers, alike, should start by claiming their own
identities online. Modeling a positive online identity/presence is the first step to
protection, allowing for teachable moments to navigate the online world of posts
and collaboration. Common Sense Media and YouTube have outstanding videos
and resources that can assist teachers, students and parents in supporting students’
online identities.
Students need to learn how to do an online background check, and Pipl and
Spezify are just a couple of online databases they will want to check. They can
ask to be removed from each database. When data are compromised, sometimes
they cannot be removed. One strategy to clear one’s online “reputation” is to start
flooding it with positive posts.
Communicate district policies related to student data collection and usage to your
teachers and parent. Teachers should been educated about the use of online
educational services and how to determine whether they comply with FERPA and
state and district regulations. When a district does go “digital,” a plan must be
developed and implemented to allow for alternate learning opportunities for families
that are not able to have their students participate and yet keep their data private.
Moving Forward
Many educators feel completely unprepared to help students navigate the online
world and protect their data. But if not educators, who? The students? They may
be able to effectively access and navigate electronics, but they do not have the
maturity or expertise. The parents? While they are ultimately responsible for their
children, they also may feel unable to fully comprehend educational policy and
law. Sometimes parents are their “own worst enemy” when they give a youngster a
device without thinking of the access it affords.
It is said that most 1-year-olds now have more pictures online than of all the 17th
century royalty combined. That leaves the educators with the task of protecting
and educating students about privacy and safety. Educators need to have the best
interests of students and their families in mind, while ensuring their own expertise
in both education policy and legal requirements. Following the recommendations
above is a good first step.
Dr. Lisa Gonzales is the Vice President of ACSA,
serves on the CUE Legislative Advisory Team, and is a
member of TICAL. Geoff Belleau was an elementary
teacher, high school tech teacher and county ed tech
coordinator before taking a position at the CDE as
a consultant. Geoff is also a member of TICAL. They
can be reached at lisatheprincipal@gmail.com and
belleaugeoff@gmail.com.
The following resources are
recommended for further
information on student data
privacy:
California Guide to FERPA:
f3law.com/privacy
Summary of Federal Laws:
nces.ed.gov/pubs97/p97527/
Sec2_txt.asp
Common Sense Media tools for use
with students:
commonsensemedia.org/
educators/scope-and-sequence
U.S. Department of Education
www.ed.gov
Privacy Technical Assistance Center
(PTAC)
PTAC.ED.GOV
National School Boards
Association: Data in the Cloud
cdn-files.nsba.org/s3fs-public/
Data_In_The_Cloud_Guide_
NSBA_COSA_02-09-15.
pdf?RQkKRotGvL6gD6tmH_
jHZTHelMfxdlUA
FERPA|SHERPA
ferpasherpa.org
Electronic Privacy Information
Center (EPIC)
epic.org

cue.org • Spring 2016 OnCUE | 13

14. for transforming learning, teaching and leading
with technology.
Join 20,000+ educators and education leaders at the world’s
most innovative meeting of ed tech minds. Registration is now
open for ISTE 2016 in Denver, Colorado, June 26-29.
REGISTER NOW
#ISTE2016
isteconference.org
YOU’RE A
1,000SESSIONS 500COMPANIES 4DAYS ENDLESSLEARNING
Leading Manufacturer of
Battery Powered Portable PA Systems
Visit us at booth 233 for a special show discount
MADE IN THE USA
SIX YEAR WARRANTY
800.262.4671
anchoraudio.com
For more information: cue.org/events
2016 CALENDAR
APRIL 14 - 16, 2016
Leadership 3.0 Symposium
Jointly produced by ACSA, CUE and TICAL
Crowne Plaza Redondo Beach Hotel
Redondo Beach, CA lead3.org
JUNE 26 - June 29, 2016
ISTE 2016 Conference
Denver, CO conference.iste.org/2016/
OCTOBER 28 - 29, 2016
CUE 2016 Fall Conference
Napa Valley, CA fallcue.org
April 9-10 STEAM Edition
Orcutt Academy High School, Orcutt, CA
May 14-15 Math Edition
Los Gatos High School, Los Gatos, CA
June 13-15
Sequoia High School, Redwood City, CA
June 14-16
Chico Country Day Charter, Chico, CA
June 15-17 Leyden, Franklin Park, IL
June 15-17
Mammoth Middle School, Mammoth Lakes, CA
June 21-23
Rancho Minerva Middle, Vista, CA
July 12-14 Seabury Hall, Makawao, HI
July 12-14
Rio Vista Middle School, Oxnard, CA
August 2-4 Boston Area, MA
In partnership with MassCUE
August 2-4
Del Norte County Office of Education,
Crescent City, CA

15. LEAD3_REGAD_CUE.indd 1 1/20/16 12:10 PM
Visit our website
@
gowriteapp.com
Call Us
@
909-622-7777
✓ Supports teaching and learning
✓ Supports the SBAC writing process
✓ Is 100% compatible on iOS, Chromebooks,
Windows and OS X
GoWrite is a
writing support
system that:
CU@CUE, Palm Springs, 2016
Booth 250
Valley Academies Foundation
PROFESSIONAL LEARNING
PROFESSIONAL LEARNING
Training partners and PL services for:
1:1 Deployment & Pedgogies
Serving Teachers, TOSAs, Admins
Let us produce
a PL event for your
district or CUE Affiliate
A CUE PL event at
your site means
no travel expense
for your staff!
Testimonials
I have had our teachers tell me that CUE Rock Star Black Label changed their
teaching forever.
– Kelly Martin, Instructional Technology and Curriculum Coordinator
CUE Rockstar Camp not only changed my life, it has connected me to a family of
like-minded educators where collaboration and development continues…
– Michael McCormick, Superintendent Val Verde Unified School District
CUE PL events are considered to be seminal moments in our District’s journey toward
the full implementation of 21st Century teaching and learning.
– Rick Rubino, Superintendent Gridley Unified School District
See all our offerings here!
CUE.org/PL
Danielle Forst
dforst@cue.org
925.954.4491
@CUELearns

16. Debates about student data privacy continue heating up—
in state legislatures, Congress, and local communities.
More than 180 bills were introduced in state legislatures
in 2015, along with several proposals in Washington, DC. Some
state bills build on California’s SOPIPA, which was passed in 2014 and took effect January 1,
2016, although most states alter their versions to reflect local concerns.
There are several key things CUE members and other ed tech
leaders need to know about student privacy debates, and the most
important may be that you play a significant role in communicating
with parents about the changing world of ed tech and digital
privacy. Fears about privacy and student information can make
some parents worry about technology in the classroom, which will
make it harder for some students and schools to access technology,
and expand the digital divide.
Building parent confidence about technology—and about student
privacy protections—is essential to expanding innovation in
classrooms. As education innovators, you need to: strengthen
privacy protections in your school or district; find products and
services that protect student information; and communicate how
smart use of personal information improves learning.
Here are other key details you need to know:
Parents are concerned for several reasons.
We all see news about data breaches, and some parents worry
about identity theft, or their child’s academic or confidential
information being made public. Other parents may focus mainly on
targeted advertising and tracking of students. In addition, privacy
is a growing concern because technology is changing education.
When the federal Family Educational Rights and Privacy Act (FERPA)
was passed in 1974, most student records were on paper in filing
cabinets. Today, schools use multiple education service providers,
and ed tech tools use more personal information. These changes
can support personalized learning and improve learning, but they
also create new challenges for protecting student information.
Some parents don’t fully appreciate the
benefits of ed tech, but you can help.
CUE members are education innovators, and sometimes it’s easy to
forget that parents don’t see the classroom transformations that you
see—and build—with technology. One important step to reassuring
parents about privacy is showing how technology helps you
personalize learning for each student. This shouldn’t be complex.
In fact, avoid ed tech jargon as much as possible. Discuss how
technology provides better information about each student (for
example, information you share at parent-teacher conferences).
Describe how personal information and ed tech tools help you
customize learning experiences and connect with the interests of
each student.
Student privacy laws are changing,
and so are expectations.
(This is not legal guidance, and you should get more information
from your district’s lawyers.)
FERPA limits how schools can use and share student education
records, and when they need permission from a parent, or an
adult student. (There are exceptions for educational purposes.)
The Children’s Online Privacy Protection Act (COPPA) restricts the
collection and use of personal information of children under age
13 without parental consent.
Responding to parents and advocates, in 2014 California passed
new laws restricting the use of student personal information.
The Student Online Personal Information Protection Act (SOPIPA)
prohibits websites, applications and online services from using
student personal information for targeted advertising and related
Feature Alan Simpson
STUDENT DATA PRIVACY:
WHAT TEACHERS AND ADMINISTRATORS
NEED TO KNOW
16 | Spring 2016 OnCUE • cue.org

17. marketing purposes. While
SOPIPA focuses on vendors
and companies, another
law (AB 1584) requires
contracts between
district administrators and
technology vendors to
include specific provisions,
including prohibiting the
vendor from using student
information for targeted
advertising or other purposes
not outlined in the contract.
Contracts that do not comply
can be voided, creating big
problems for vendors, and also
for schools and districts that can
no longer use a product or service
they’ve already implemented.
Student privacy debates will
grow, and so will your role in
reassuring parents.
Other states have passed or considered privacy laws built
on the model of SOPIPA, and more debates about student
privacy tend to raise awareness and fuel additional parent
concerns. Also, some of these concerns may be stirred by
advocates who use privacy as a proxy for other issues, such as
opposition to standardized testing. Either way, as more parents
and advocates call for action, policymakers will feel pressure
to respond until educators demonstrate that you are addressing
student privacy concerns.
Better protection and communication are your
best steps to reassuring parents.
CUE members are well positioned to reduce parent fears and
balance the need for technology innovation and student privacy
protections. Work with your colleagues—and your parents—to
build and strengthen privacy protections in your school or district,
find products and services that protect student information, and
communicate the value of using personal information to advance
learning. In the end, these steps will make a bigger difference than
state or federal legislation, because you have a closer connection
to the parents in your community. Student privacy concerns, like
most education issues, are primarily local—and CUE members are
in the right place to address parent concerns and build trust.
Alan Simpson drives policy and
communications at iKeepSafe, an
international coalition working to help all
children learn and thrive with technology
and digital media. He helps educators, families, companies,
policymakers and others navigate emerging issues— including
addressing concerns about student data privacy and security, and
encouraging adoption and smart use of education technology. He
can be reached at alan@ikeepsafe.org.
cue.org • Spring 2016 OnCUE | 17

18. Feature Steve Carr and Dana Greenspan
PROTECTING STUDENT DATA
Federal and state legislators have heard these concerns, and
in the past year more than 180 student privacy bills have
been proposed nationwide (source: Data Quality Campaign).
California is leading the way with AB 1584 (effective January
1, 2015) and SB 1177 aka SOPIPA (effective January 1, 2016).
AB 1584 requires new and renewing education technology
contracts to include language describing how the vendor
meets the nine requirements of the law. SOPIPA establishes
restrictions on using student data for marketing and protects
students’ personally identifiable information (PII). Along with
the existing requirements of FERPA, PPRA, COPPA and CIPA,
these new laws have placed a huge compliance burden on
school districts as they struggle with how to review contracts
and assess enterprise applications, plus inventory and assess
the many “one-off” apps used in individual classrooms; all while
avoiding huge legal fees or the redundancy of multiple districts
duplicating efforts.
Not wanting to see the progress in 21st-century learning
environments slide backwards and to avoid districts turning
off digital resources until compliance is met, the Ventura
County Office of Education (VCOE) brought together Fagen,
Friedman and Fulfrost (F3), California Educational Technology
Professionals Association (CETPA), and iKeepSafe last October.
Together, these leaders brainstormed statewide solutions
to coordinate efforts and ease the burden on districts and
teachers. One outcome of this collaboration was the California
Student Privacy Badge launched at the CETPA Conference
2015. iKeepSafe awards the badge to vendors whose
products have undergone both FERPA and SOPIPA policy and
technical reviews.
In the technical review, iKeepSafe logs in as a student, parent,
and teacher to ensure the application maps to its policies and
does not share data with undisclosed third parties. However,
only a technical map, such as the one done by iKeepSafe, can
ensure the data are doing what the app developer says it does.
As districts
have
inventoried
and identified
their major
applications
(e.g., student
information
systems,
student assessment systems, learning management systems,
communication systems, etc.) and they are about to sign, renew,
or provide addendum to their contracts, they need to reach out
to their vendors and encourage them to go through an objective
review such as the iKeepSafe badging process. Vendors need
to hear directly from their customers so that they know where
and how student data is being protected (a sample letter can
be found on the VCOE website at www.vcoe.org).
Another outcome of this collaboration is the formation of
an e-Safety Committee Task Force led by VCOE for all
Ventura County districts. The purpose is to address shared
e-Safety issues involving policies, programs, systems, and
incident response, as well as model an e-Safety Committee
for replication within a local education agency (LEA). The
Task Force will identify best practices that can be readily
documented and shared, and will work on developing
resources, strategies, and communication messaging to
address common areas, identified via a survey, as needing
improvement.
An initial area of work will look at developing use cases for
student data, which define the relationship between systems
and its users; determine sensitivity levels of K-12 student data;
and establish guidelines to review which staff throughout an
LEA should have access to what data. iKeepSafe and F3 will
document the committee’s work via a whitepaper and videos for
other interested districts to follow. To make this a well-rounded
and effective committee, representatives should come not
Protecting the privacy of student data is a hot topic these days.
Cloud computing has changed the landscape as districts no longer
house student data on local servers. Connect this move to the
cloud with the ease of access to educational applications and the
monetization driving the Internet and the result is education apps
coming under scrutiny as parents and educators share concerns over
protecting the privacy of student data.
18 | Spring 2016 OnCUE • cue.org

19. only from IT, but from all areas including HR, communication,
counseling, district/site administrators, clerical, TOSAs, teachers,
health, school safety, and parents.
Although the task can be daunting due to the sheer number,
districts should take the time to inventory their applications. As
of December 2015, education apps earned third place behind
games and business apps in the iTunes App Store with 9.4
percent of the 1.5 million apps, while Google Play showed
more than 151,000 education apps (sources: statista.com and
appbrain.com).
After knowing what apps are used, districts can begin to
refine the list across grade levels and content areas in order
to identify key apps that are most valuable in accomplishing
student learning objectives. With a list, districts can ensure
rigor and consistency, be better equipped to measure student
outcomes and assess—which apps are most effective in meeting
educational goals, plan ongoing professional development and
support, and address compliance.
Transparency with stakeholders in what applications are used
throughout your district, and what individual apps are used in
your classroom is vital. Sharing the educational goals behind
the digital content eases parent concerns and builds overall
trust. Posting this information on a district or class webpage and
in the student handbook should become common practice.
It’s positive to see some districts share lists of vetted applications,
but without shared criteria and norming, it’s difficult to know
how the vetting was done. Districts in Massachusetts have
created the Massachusetts Student Privacy Alliance (MSPA) to
develop privacy standards and common expectations.
All too often, protecting the privacy of student data is thought
be an IT issue, but the opposite is true. “You are the firewall,”
is a favorite saying of Dr. Robert Pittman, Chief Information
Security Officer of Los Angeles County. Everyone who touches
data needs to be sure they first, need access; and second,
engage in all-around safe digital practices. Losing a laptop
with sensitive data or responding to a phishing email can put
an entire network full of student and staff data at risk. Raising
awareness and understanding the implications of personal
digital use encourages us to conduct ourselves more responsibly
online. The district network is safer, and we become better
digital citizens and role models for students.
As a teacher, you might ask, “What’s my role?” Before using
an application, first look to see if your district has a protocol for
selecting applications and see if it meets the criteria. If there is
no formal process, look at the app’s Privacy Policy and Terms
and Conditions and ask yourself:
• Is this site intended for use by students under age 13?
• What student data is collected?
• Who collects the data?
• Is the data shared with third parties or sold for
marketing purposes?
• How is data deleted after it’s no longer used, and does
it meet your district specifications for use?
• What is the vendor’s process in the event of a data breach?
If the application fails the privacy test, then look for other apps
that are compliant. Model this behavior for other educators.
When presenting at a CUE conference or other events, spend
a moment talking about student privacy and how the apps you
chose either meet district requirements or a privacy policy review.
The goal around student privacy is to begin an awareness
campaign with all of our stakeholders and inform them that we
need to be aware of what data is being collected, by whom
and for what reasons. Greater awareness and attention to
protecting the privacy of student data builds a safer learning
environment for us all.
Steve Carr has been the Chief Technology
Officer for the Ventura County Office of
Education for the last 10 years. He manages
a department consisting of educational
technology specialists, applications, network
and systems, device support, and operations
team serving over 145,000 students and
staff. He has been a board member of the
California Educational Technology Professional Association (CETPA)
for the last 11 years and a member of CETPA since 1998 and is
currently the president-elect. He began his career in education as
an 8th grade American History teacher in the Hueneme School
District in 1982. He can be reached at scarr@vcoe.org.
In her role as Ed Tech Specialist with the
Ventura County Office of Education for the
past eight years, Dana Greenspan has
acquired and shared expertise in Digital
Citizenship and most recently, in the area of
protecting the privacy of student data. As
co-creator of the online CA Digital Citizenship
Course, she is committed to ensuring
students and staff practice safe and ethical online behaviors, and
has worked with local districts to build strong programs centered
on proactively engaging stakeholders in incidence response and
norming discipline of digital incidents. She can be reached at
dgreenspan@vcoe.org.
cue.org • Spring 2016 OnCUE | 19

20. She’s been “Teacher of the Year” many times over. Her classroom is a picture of the world as it should be.
My wife and I dreamed of our own children getting to learn at her feet. So, you can imagine my surprise and
confusion upon discovering she had been using videos I created as part of her classroom.
Obviously there had been a mistake. You see, her classroom is an incubator for greatness.
I make silly videos for YouTube.
These silly videos featured Robby, my young brother-in-law,
sharing ideas about “making the world more awesome.” I
created the character of “Kid President” as a way of inviting
people to pause and see things from a child’s perspective.
It was also just a fun way for Robby and me to spend time
together. After posting a few videos online, they began to
spread further than I anticipated. The work began to receive
some media exposure, a few thoughtful write-ups online and
now, somehow, were part of a third-grade classroom full of
impressionable young minds.
This brought me to explore a possibility I had previously
thought unimaginable: my dear friend was no longer a great
teacher. Perhaps the years of pouring her heart and soul into
the thankless world of education had finally worn her down.
She was tired and—in a moment of weakness—used one of
my mindless video creations as a distraction. Who could blame
her, really?
However, this wasn’t the case. She was using these videos
as a launch pad for a different kind of classroom. These silly
videos were instigating creative writing and even creative
Feature Brad Montague
KID PRESIDENT, COMPASSION AND
CLASSROOMS THAT CHANGE THE WORLD
NATIONAL CONFERENCE
6
PALM SPRINGS, CALIFORNIA MARCH 17-19
cue 2016
speaker
20 | Spring 2016 OnCUE • cue.org

21. doing. She was inviting
students to think beyond
their assignments and
beyond their own desks
and into the entire
world around them. She
was discovering what
a growing number of
educators across the
country had also been
discovering long before
I made my first YouTube
video: cultivating
empathy transforms
everything.
Bob Sornson, founder
of the Early Learning Foundation, says, “Empathy is the
heart of a great classroom culture.” I recall feeling this
profoundly with my fourth-grade teacher. She taught us
many important academic things. I’m certain of it. However,
the thing I remember most was how she made each of us
feel important. She made us read and talk about the news.
She’d then ask us what we thought and actually listened to
our responses. She’s the first teacher I remember who took
time to understand why I doodled all over my papers.
Before becoming an accidental filmmaker, I ran many
different summer programs for young people. These were
all focused on service learning and empowering students to
lead in their communities. Again and again I would meet
young people so full of creativity and compassion that it
would astound me. We worked with two teenagers who
started a soup kitchen. There was a junior high boy who
raised money and built three wells to provide clean water
to a village in Africa. There was a high school sophomore
who started a beauty pageant for boys and girls with
special needs.
This is where I became convinced maybe kids should be
in charge.
Fostering creativity and compassion in classrooms benefits
everyone. It unleashes what is already in the hearts of so
many students while providing space for them to learn
and grow along the way. It presents opportunities for
building relationships between educators and their students.
It cultivates an emotional intelligence that will serve the
students well no matter what career path they choose. It
creates a culture that transforms the classroom and spills out
into the community.
Socktober is an annual campaign we launched as a way to
connect people to their local homeless shelters. The idea is
simple. Each October, we invite people to gather socks and
other basic needs someone living without a home might
need as they prepare for the winter. Set a deadline. Collect
the items. Deliver them. Make a difference.
Being completely honest, I wasn’t sure if it would work. We
didn’t offer any sort of prize. There’s no incentive to taking
part in Socktober other than the fact that it helps other
human beings. However, I’ve found that with students that’s
all it takes. For the last five years we’ve seen this annual
campaign reach all 50 states and every single continent.
We’ve seen everything from preschoolers to university
students get involved. We’ve even seen classrooms use
this as a chance to dive in deep to study root causes of
homelessness and extreme poverty in their community. It’s
an invitation to do something very human—to help.
Carl Rogers said, “Over the years, the research evidence
keeps piling up, and it points strongly to the conclusion that
a high degree of empathy in a relationship is possibly the
most potent and certainly one of the most potent factors in
bring about change and learning.”
This video project with my young brother-in-law has
invited me into an ongoing conversation that I didn’t know
was happening, but couldn’t be happier to find that it is.
Empathy changes things. Empathy in the classroom changes
everything.
My friend, the teacher who first used our videos in her
classroom, created something she called a “kindness
chain.” It’s just strips of construction paper linked together
by staples. The call to action for the students was to spot
anytime someone did something kind and add it to the
chain. The chain grew so long she ran out of construction
paper, yet the kindness continued. I think it always will.
Brad Montague is the creator of
Kid President, the popular web series
featured on Rainn Wilson’s SoulPancake
YouTube channel that has been viewed
more than 16 million times. With a
passion for helping to foster creativity
and compassion in young people, he
is also the director of Go! Camp, an
experience for teenagers who want to change the world, and
the co-founder of Love in Stereo, a collective of artists striving to
create work that matters. He lives and works in Tennessee with
his wife, Kristi, and son, Miles. Please visit bradmontague.com.
cue.org • Spring 2016 OnCUE | 21

22. Master of
Education in
STEAM
IntegrateScience,Technology,Engineering,Art,andMath
(STEAM)inDevelopingStudentUnderstanding
TheMasterofEducation(MEd)inSTEAM is 100% online and is designed for
working teachers.This degree takes STEM (Science,Technology, Engineering
and Mathematics) to the next level by adding the Arts (liberal, social, and fine
arts) to the framework of integrated instruction.This MEd empowers teachers to
employ a project-based learning approach that crosses all of these disciplines in
solving everyday problems and aligns with the Common Core State Standards.
Choose from 4 Cutting-Edge
Specializations
» STEAM
» Literacy and Digital Learning
» Curriculum and Instruction
» Universal Design for Learning
100%
ONLINE
TOP 100
SCHOOL
»TAKE THE NEXT STEP  START YOUR APPLICATION TODAY
8889833976 | MEdOnline@SanDiego.edu | MEdOnline.SanDiego.edu

23. www.idesignsol.com
We Accept School Purchase Orders and Credit Cards!
Black background,full color White background,full color Black background,grayscale White background,grayscale
Call 1-877-730-4770 today for a free quote on these STEM products:
Your education source for software, technology
and support services in North America.

24. EXPANDING STUDENT
DATA PRIVACY
“Student Data Privacy” is certainly the buzzword in educational circles this year, with everyone from President
Obama to parents of kindergarteners mentioning the topic. With recent data breaches to large organizations
such as Sony Pictures, Target and Home Depot, the topic proliferates news feeds heightening awareness
throughout society. Following in the steps of these breaches, school districts are expanding data policies and
developing plans to respond to the growing threats.
Driving student learning is at the heart of every school district.
To best assist students in learning and meeting goals to
become college and career ready, districts collect and store
a wide variety of data sets to empower teachers, students
and families. Included in this valuable data to assist educators
is information on student grades, test scores, demographic
data, behavior, economic status, address, social security
numbers, and much more personably identifiable and much
more personally addresses identifiable data. The Data Quality
Campaign provides a personally wonderful infographic
(dataqualitycampaign.org/wp-content/uploads/2015/07/
What-Is-Student-Data.pdf) that outlines what exactly student
data is.
Viewing the infographic
quickly illustrates the
amount of data schools
collect. With so much data
spread across multiple
systems, with multiple
users requiring access, the
task to keep data safe for
districts is a large one.
Complicating that task is
the knowledge that the
data must be delivered
rapidly to the correct
people in order to make it
actionable.
District benefits to
collecting, aggregating
and utilizing student data
are many and the job of
teaching would be nearly
impossible without access
to this data. With the
increasing collection of student data, two significant issues
arise for districts. The first is how and with whom districts
share this data, including at both the district level and the
teacher level. The second issue is an increasing realization
and awareness in the educational community that student
data is highly valuable for hackers.
At any given moment districts are benefiting from the
data being shared with other systems. On a daily basis,
information from the Student Information Systems (SIS)
is used to share student and employee data to learning
management systems, nutrition services programs, Google
Apps for Education, single sign-on solutions, Discovery
Feature Robert Craven
24 | Spring 2016 OnCUE • cue.org

25. Streaming, payroll services, and many more applications
facilitating educating students. Information passing between
systems in these examples is designed and executed by the
district under contracts often approved by district lawyers.
As classroom or school mobile device programs expand, the
installation of mobile apps is skyrocketing across classrooms.
The ease and speed at deploying mobile apps allows for
incredible learning opportunities, but also creates concerns
over what is occurring with the shared student data; many
parents are rightfully concerned that vendors are developing
online profiles designed to monetize their child’s information.
This creates a difficult dilemma for teachers who want to
best assist students. To address this issue many districts
are beginning to require apps to be vetted by a group
of teachers, administrators, and technology professionals
before approval to ensure the privacy of student data.
In California, to further assist districts and teachers with
this difficult issue regarding student data privacy, the state
began working on legislation years ago. Nationally, the
Family Educational Rights and Privacy Act (FERPA) provides
the framework many districts worked with in devising student
data policies. In 2014 and 2015, recognizing the growing
importance to student data, state legislatures began to get
in on the act, bringing no fewer than 292 bills to state floors
during that time with 52 new data privacy laws actually
passed. California led the way with the passing of Student
Online Personal Information Protection Act (SOPIPA) that
went into effect on January 1, 2016. SOPIPA is seen as
model legislation by many, with states and even the federal
government basing new laws off of SOPIPA. Rather than
place all the requirements on districts to protect student
data, SOPIPA shifted regulations and liability to the online
services and providers prohibiting them from building a
student profile, and requiring them to not collect student data
for commercial or marketing uses and to provide a means
to immediately delete all student data if requested. While
SOPIPA is a valuable asset to districts and teachers by
placing requirements on vendors, due diligence still needs to
be practiced prior to approving apps or services access to
student and employee information.
While the issues with data sharing at a district level are
similar throughout most institutions due to guiding legislation,
the issues with data breaches vary greatly. Most likely,
2016 is going to be the year that hackers gain notoriety
for invading the education space. Many districts are still
trying to fully recover from the recession, with increases
in technology funding predominantly going to devices
and internet
services to ensure
the technology
requirements from
CAASPP testing
are realized.
Education faces a
unique challenge
as the technology
budgets in many districts are historically
designated for devices, internet services, hardware to
provide wireless access, voice systems, and educational
systems (LMS, SIS, and other student learning content), while
typically little funding is left over for security.
Given the shifting landscape around data privacy, it’s
imperative that districts begin to allocate funding to security,
but not at the cost of other technology areas. District
technology leaders must increasingly inform administrators,
Cabinet, and the Board as to the vulnerabilities within the
organization, including a realistic timeline and cost proposal
to mitigate the challenges.
Over the next few years the conversation around data privacy
is certain to increase in prominence. More than likely a large
district data breach is going to be uncovered, while funding
for cyber-security grows as school boards and state legislators
become increasingly aware to the dangers. Technology
departments will continue to work with more vendors each
year to offer integration services that empower learning.
Students are going to increasingly use mobile apps that
track achievement, offer learning pathways or support, and
prepare students to reach graduation requirements. To be
prepared, district technology departments must consult other
departments within the district to work together in developing
a district technology security plan, with clear policies and
plans to mitigate data breaches, while providing applications
and services at the district level, but also the classroom level,
to increasingly empower student learning, educate and
protect teachers, and ensure data privacy.
Robert Craven is the Senior Director,
Technology at the Tustin Unified School
District, an Apple Distinguished Educator,
Google Certified Teacher, and was
recognized as one of the five “Best of ISTE”
presenters in 2007, 2009 and 2010. Robert
served six years on the CUE Board of
Directors, including three years as President. He can be reached
at digitalroberto@gmail.com.
cue.org • Spring 2016 OnCUE | 25

26. 30 Years of IT Innovation
11::1 Classroom Innovation1 Classroom Innovation
1275 Puerta Del Sol San Clemente, CA 92673
1-800-346-6315 www.BuySehiEdu.com
For the past 30 years Sehi Computer Products has supported
schools by providing educators with innovative classroom solutions
that engage students and advance academic achievement.
HP Sales, Service and Support
 Chromebooks
 Mobility Solutions
 PCs and Laptops
 Printers & Imaging
 HP Networking
 Server Solutions
 Storage Solutions
 Managed Print
 Audio and Video
 Digital Displays
 Warranty Services
 Supplies & Accessories
 Chrome Services
 Classroom Solutions

27. LeadtheWayforFuture-Ready Critical Thinkers
The Program is a Collaboration between SDSU and
the San Diego County Office of Education (SDCOE)
SDSU is listed No. 60 out of the top 464 public
universities in the U.S.
Professors in our program are world-renowned for
their work in leadership and instruction.
SDCOE leads the nation in technology integration across
districts and in bringing Internet access into the homes
of children throughout the region.
Duration: May 2016-August 2017 – ten courses over two
summers and two semesters
Cost: $15,400 (lower cost than competing programs)
Teachers with 4+ Years of Experience: Take three additional
courses for an admin credential
Read the Experiences of Students from the Program’s First Cohort.
For more information, please visit neverstoplearning.net/edleadership
Reimagining Educational Leadership Through Technology
Dr. Cheryl James Ward
Director Online M.A. - SDSU
San Diego State University
Office: NE162L
Phone: (619) 594-2566
Email: cward@mail.sdsu.edu
Dr. Alicia Gallegos Butters
Coordinator Online M.A. - SDCOE
San Diego County Office of Education
Office: SDCOE 206
Phone: 858.292.3834
Email: abutters@sdcoe.net
“This program really
makes us think
big-picture,” “We think
far into the future, not
just the near future. It
helps us become better
leaders in education.”
Ulises Cisneros
“I’m learning the same
way my students learn,”
she said. “It really has
changed the way I teach.
The program is a good
balance of technology,
pedagogy, and
leadership.”
Michelle Snyder
“This program really
makes us think
big-picture,” “We think
far into the future, not
just the near future. It
helps us become better
leaders in education.”
Ulises Cisneros
way my students learn,”
changed the way I teach.
Michelle Snyder
There’s a big shift in how
students are learning.They
don’t just open books,
they’re navigating online.
There’s a big need for
administrators who have
their ear to the ground and
are taking a
look at strategies.”
Alex Gonzalez
“I’m learning the same
way my students learn,”
she said. “It really has
changed the way I teach.
The program is a good
balance of technology,
pedagogy, and
leadership.”
Michelle Snyder
Get your MA in Educational Leadership
with a Focus on Technology
San Diego State University’s (SDSU) Department of Educational
Leadership invites educators to apply to SDSU’s online Master of
Arts in Educational Leadership with a Focus on Technology. Our
program is designed for teachers, teacher leaders, and administrators
aspiring to be leaders who understand technology integration at the
classroom, school or district level; and for those who wish to lead the
revolution in training students to use technology in tandem with
critical thinking.

28. CUE, Inc. | 877 Ygnacio Valley Road, Suite 200 | Walnut Creek, CA 94596
phone 925.478.3460 | fax 925.934.6799 | email cueinc@cue.org | website www.cue.org | twitter @cueinc
Non-Profit Org.
U.S. Postage
PAID
K/P CORPORATION
94578
American Canyon High School,
Napa Valley, CA
www.fallcue.org #fallcue
Call for
presenters
now open!
cue.org/
fall/present
Registration opens
May 1, 2016.
Space is limited so register early.