Eap - K Pham

Enterprise Architecture
EA is much like a systematic formula to organize the essential components that run an
organization. It is also flexible to adopt changes and provide clear steps as needed to plan for its
success. EA collects various data that is currently applied and generates possibilities for the
future. In education, EA could help integrate technology to advance the school systems and
target personalized learning while achieving the school and district goals. The framework would
be easily updated, referred to on an ongoing basis, and used as a tool to communicate with the
rest of the community to ensure appropriate support is supplied.
High Tech High

Gary and Jerri-Ann Jacobs High Tech High Charter School
San Diego Unified School District
About HTH
Operates 13 schools in San Diego County - 4 Elementary Schools, 4 Middle Schools,

5 High Schools
Approx. 500,000 students
63% colour, 42% qualify for free or reduced lunch
2% ELL, 9% special ed.
44% White, 32% Hispanic, 11% African American 600+ employees - 250 educators
enrolled in formal credentialing and master's degree programs
96% of graduates have gone on to college, 66% to four-year institutions
http://www.hightechhigh.org
Gary and JerriAnn Jacobs

High Tech
High Charter
School
PUBLIC
CHARTER
SCHOOL
SAN DIEGO,
CA
30
FACULTY
MEMBERS
527
STUDENTS
GR.9-12
Technologies Used
Devices & Network Access

Include: school computer
equipment, computer network and
systems, electronic mail service and
user accounts, the Intranet and the
Internet (collectively HTH IT).
HTH IT is provided for students to
conduct research and communicate
with others.
Wireless laptop access in all

spaces - HTH IT is shared and
available to the HTH community:
Access to e-mail and the Internet will
enable students to explore thousands
of libraries, databases, and bulletin
boards while exchanging messages
with Internet users throughout the
world
(San Diego Unified School Districts network consists of 65,000 devices of

desktops, laptops, network appliances, printers and servers. Including iPads
and Chromebooks)
Cell phones, mp3

players, and all
similar electronic
devices must be off,
stored away, out of
sight, and not in
use during school
hours, unless under
the direct
supervision of a
HTH faculty
member
Reference to Student & Parent Handbook: http://www.hightechhigh.org/handbook/2015-07-04Student_Parent_HB-3.pdf
Specialty Labs
Printers
labs and project rooms are equipped with technology

and equipment used for learning in specialized areas
such as biotechnology, mechanical engineering, and
graphic design
access to 2 black and white printers, limited to 20

pages per day; additional prints and access to
colour printers and scanners depend on specific
teachers discretion
Systems
Digital Library
http://hightechhigh.lib.overdrive.com
Available via HTH website

Digital Portfolios, Video Uploads, School Digital Calendar,
Staff Directory & Email Contacts, and Wordpress Blogs (http:
//blogs.hightechhigh.org)
Lunch Program
Students can apply online for free or reduced price meals https:
//www.applyforlunch.com/Application
Prepayments can be done by registering an online account https:

//www.myschoolbucks.com/ver2/login/getmain?requestAction=home
Online Menu
http://sdusd.yumyummi.com/browse/#high-tech-high/lunch
Student Access
students are given a user account on the network to log into computers and access
printers, documents and email
student email is established with HTH username@hightechhigh.org using
gmail/google apps
7GB is available to students for their documents, email and webpage (wix, weebly,
google etc.)
1GB of storage on school servers through My Documents folder
There are two shared folders over the network: Student Share (Can save and allow
others to access the file), Classes Share (Cannot save, only teachers save and share
with students)
Applications
Software installed on HTH computer
systems consists of Commercially
Licensed and Open Sourced Software
Reference to HTH IT Support Website: http://support.hightechhigh.org/node/3
Microsoft Office 2007

Access, Excel, Power Point
Publisher, Word
Licensed by
HTH and
not freely
downloadable
Adobe CS3 Master Collection

Acrobat 8 Professional, After Effects,
Dreamweaver, Fireworks, Flash
Professional, Illustrator, InDesign,
Photoshop, Premiere Pro, Soundbooth
Fathom
Dynamic Data Software
The Geometers Sketchpad

Interactive Geometry Software
http://support.hightechhigh.org/node/4
Open Source/
Freeware freely
downloadable
Audacity, Blender, CamStudio

Software, CD Burner XP, Celtex
Software, VLC Media Player,
GeoGebra, GIMP, Google Earth
Software, Google Sketchup
Software, Inkscape, Kompozer,
OpenOffice, Paint.net, Scribus,
Sharepod, FLV Converter, Mobile
Media Converter, QuickSize
Software, WinFF Software
http://support.hightechhigh.org/node/4
SDUSD
Applications
include:
Microsoft SharePoint
IBM Cognos
C Innovation's Zangle
PeopleSoft Enterprise
Spectrum K12 School
Solution's Encore
Schoolwires Solution Suite
Moodle Learning Management
System (LMS)
My Big Campus
Safari Montage
IT Support provided via http://support.

hightechhigh.org
regarding directions and instructions, links, and
troubleshooting for Software, Student Accounts &
Emails, Printing, Digital Portfolios, etc.
Additional support could be provided by their IT
Director by email or at the IT office.
The Decision Making

Process for
Technology
Decision Makers
Brett Peterson
no_reply@example.com
www.example.com
Joe Hicke
no_reply@example.com
www.example.com
ESD with SOD, CR, and ISD:
Key Processes:
administrative procedures applicable to use of technology in instruction, including
computer awareness; computer applications and computer science; computer-assisted
instruction; computer-managed instruction and other technologies; equipment and
courseware are directed to Educational Services Division
develop programs and

School
Operations promote curriculum
innovation in improvement
Division
of instruction through use
of computer technology.
Community
Relations
Superintendent,
Cindy Marten
Board of
Education
Superintendent: makes
recommendations to
BOE
BOE: approves policies, goals,
and priorities in the districts K12 instructional program
Educational
Services
Division
SS/TC: specify objectives

and priorities to meet
needs of school,
department, class, and
individual students within
established district guide
School
Staff/
Tech
Committee
ESD: will provide leadership

and coordination in
establishment of
Integrations
recommended program
Services
goals in computer
Division
technology including
education and computerassisted instruction
Key Processes
Continued
TEAC:
Hold periodic meetings to exchange and disseminate information
Communicate users needs and concerns
Users/
School
Personnel
Serve as communications link for all school personnel utilizing instructional

computers
Determine the need for special training classes
Make yearly report on status of technology implementation
San Diego
Unified School
District
TEAC provides basic support for
instructional computing of all types in
the district
Technology
Education
Advisory
Committee
Reference to San Diego Unified School District Procedures:

https://www.sandiegounified.
org/sites/default/files_link/district/files/procedures/pp4575.pdf
Technology Assisted
Instruction
TAI:
Provide guidelines for development, use, and
review of computerassisted instruction proposals
and/or requests for nonstandard computer
hardware
Hold periodic meetings to review proposals
received from sites
Make recommendations to TEAC
Technology is evidently integrated into what HTH has to offer in its

organization. Through their website, a variety of essential links are
accessible for students, parents, staff, and visitors to stay connected.
Student work is uploaded and shared through their digital portfolios,
videos, and project links, which clearly shows student and teacher
involvement in incorporating technology into their curriculum. More
importantly, access to the network is available and regulated by the
districts policies and procedures on all sites.
Whether or not an actual enterprise architecture is set up for HTH is hard

to tell from the available online sources. There is an IT Director for HTH
and support is provided for the software and programs already set up for
the schools.
With such a big organization, of 13 schools varying across the district, an

enterprise architecture could make it easier for updates, implementations,
communication and consistency. Ive tried contacting HTHs IT Director
and Gary & Jerri-Ann Jacobs HTHs Principal with no success. Ive also
tried signing up for a tour with no follow-up response from the
organization. However, there is a system set up by HTHs school district,
San Diego Unified.
Summary:
SD Unified School Districts Technology:

San Diego Unified District has a number of teams to regulate their technology that
spans into their schools (including HTH) through their Integrated Technology
Support Services (https://www.sandiegounified.org/integrated-technology-support-services). This is led by
their Chief Innovation Director and 4 teams:
Information Technology Team (https://www.sandiegounified.org/information-technology-team),
Software Applications Team (https://www.sandiegounified.org/node/229),
Educational Technology Team (https://www.sandiegounified.org/educational-technology-team),
and Data Analysis and Reporting.
The ITSS Department is comprised of approximately 100 staff members who
contribute a broad range of expertise required to support the vast technical
infrastructure of the district. All of ITSS's non-supervisory staff belong to one of two
bargaining units, Operations-Support Services (OSS) or Office-Technical and
Business Services (OTBS).
Integrated Technology Support Services

Information Technology Team
Software Applications Team
develops, supports and maintains software applications that manage data and
information for a wide array of district functions. Chief among these are:
manages the integration and implementation

of all district applications and databases
including systems used by Finance, Human
Resources, Student Services and others to
provide the necessary information in support
for a data-driven culture focused on
continuous improvement and educational
excellence.
Human Resources (PeopleSoft Enterprise Human Capital

Management - HCM)
Financial Management (PeopleSoft Enterprise Financial
Management)
Procurement (PeopleSoft Enterprise Services Procurement)
Student Information (C Innovation's Zangle)
Special Education Student Information (Spectrum K12 School
Solution's Encore)
Document and Project Collaboration (Microsoft SharePoint)
Web Content Management (Schoolwires Solution Suite and
Microsoft Office SharePoint Services)
Business Intelligence and Performance Management (IBM
Cognos)
Email (Microsoft Exchange Server and Outlook Web Access)
Retrieved from: (https://www.sandiegounified.org/information-technologyteam) & (https://www.sandiegounified.org/node/229)
Business Intelligence
Student Information Systems
PeopleSoft/Oracle
Development & Database
Support
IT Analyst Support
IT Security
Integrated Technology Support Services

Educational Technology Team
My Analysis:
focuses on developing means to improve student achievement

through the infusion of technology into the learning process.
Emphasis is placed on students learning with technology, as
opposed to merely learning about technology.
Based on the available information provided by the

districts website, there is a framework set in place for
their technology and allows clarity on how a single IT
Director at HTH is able to support its own organization.
However, through the complexities of these noted
teams and the processes stated in the districts
procedures, the connections between teams and with
other teams in the district appear inefficient (too many
variations), nonessential (HTH makes no reference to
the district), and nonexistent (the connection is mostly
assumed). In other words, there appears to be a gap
between the district and HTH. How is communication
between district and school being relayed?
Over the last five years (beginning in 2009), approximately 20%

of classrooms per year received a suite of new technology
tools designed to create an engaging and personalized
learning environment. Coupled with the digital tools is a
comprehensive professional development and support plan
designed to support achievement for all students.
Retrieved from: (https://www.sandiegounified.
org/educational-technology-team)
References
Websites:
www.applyforlunch.com
www.hightechhigh.org
www.hightechhigh.lib.overdrive.com
www.myschoolbucks.com
www.sandiegounified.org
http://sdusd.yumyummi.
com/browse/#high-tech-high/lunch
District Organization Chart: San Diego Unified School

District 2015-2016. (2015, July 28). sandiegounified.org:
Overview & History. Retrieved from https://www.
sandiegounified.
org/sites/default/files_link/district/files/org-chart/sandiego-unified-org-chart.pdf
San Diego School District Administrative Procedures:
Instruction, Instructional Services - Use of Technology in
Instruction. (1990, January 11). sandiegounified.org:
Policies & Procedures. Retrieved from https://www.
sandiegounified.
org/sites/default/files_link/district/files/procedures/pp457
5.pdf
Student & Parent Handbook: 2015-2016 Policy &
Procedures - Computer, Electronic Mail, And Internet Usage
Policy. (2015, July 17). hightechhigh.org: The Gary and
Jerry-Ann Jacobs High Tech High. Retrieved from http:
//www.hightechhigh.org/handbook/2015-07-04Student_Parent_HB-3.pdf
San Diego Unified School District

The Open Group Architecture Framework - An Artifact
The TOGAF ADM (Architecture Development Method) is a

cycle of eight phases, which involve the defining, planning,
implementing, and governing of the current baseline
architecture and the development of a migration plan to attain
a future target architecture. (Cameron & McMillan, 2013).
1) The Preliminary and Architecture

Vision (A) are essentially part of the
strategy along with (B).
5) Continual Service
Improvement is found through (H).
TOGAF is widely used in the industry and consists of 3 levels of principles: provide guidance of IT resources;
and support architecture principles for development and implementation. (Urbaczewski & Mrdalj, 2006).
2) The TOGAF Standard models EA

consisting of 4 major domains (indicated by
the lettered sections as part of its design):
business (B),
applications (C), data (C),
and technology (D).
4) Operation includes (G) with

Requirements Management and
Architecture Change Management (H).
3) Transition
consists of
Opportunities &
Solutions (E),
Migration Planning
(F), and
Implementation
Governance (G).
Educational Enterprise Architecture focuses on the 4

Domains: Business, Information(Data), Applications, and
Technology.
Image retrieved from http://enterprisearchitects.com/wp-content/uploads/2013/01/TOGAF-diagram-SML.png
the what, who, how, when and why of

the agencys business and describes
the agencys strategic business intent
(its vision, mission, goals and
strategies) and how the core functions,
processes, information and assets
enact the strategic business intent.
promotes increased
collaboration,
sharing and re-use
of information;
reduces information
redundancy; and
improves process
interoperability
across the agency.
establishes agency-wide
application standards,
identifies redundancies
across current applications
and pinpoints misalignments
between the business
processes, the current
applications and what users
need.
develops a unified vision of the agencys

infrastructure and technology platform by
depicting the structure and interrelationships of the agencys technologies,
including guidelines for security, privacy,
communication protocols, infrastructure build
out, platform and operating system
integration and user interfaces.
Education Enterprise Architecture Guidebook, 2014)
San Diego Unified School District:

Business:
Documentation of school performance, program evaluations, budgeting, goals and

plans for the future through Local Control and Accountability Plan (LCAP), Local
Control Funding Formula (LCFF)
Mission Statement: All San Diego students will graduate with the skills, motivation,
curiosity and resilience to succeed in their choice of college and career in order to
lead and participate in the society of tomorrow.
Future - Vision 2020: To prepare our students for the competitive global economy
they will face in the years ahead the San Diego Unified Board of Education has
developed a focused, long term plan for student achievement.
Common Core State Standards

Data
District Policies & Procedures

Student Transcripts and Records of attendance, enrollment, credits etc.
Specialized Programs
Applications
District and School websites,
BoardDocs Meeting Information Site
Help Desk, PeopleSoft Applications, Business Intelligence, SIS, Software Security,

Transportation Systems
Technology
Servers, network and data communications, storage devices, data centers, staff web
portals
Infrastructure updates, cloud-based services, software, computer operations
iPads
Evidently, SDUSD has many elements that

fall under the 4 major domains of TOGAF
that need to be managed as each area
continues to be updated, upgraded, or even
replaced. There are further layers that detail
the identity of the district; and even more
within each school it is connected to. Hence,
TOGAF could be applied to this school
agency to organize, monitor, and maintain its
various departments and avoid redundancies
or over spending. Furthermore, cycling
through the 8 phases of the open system,
allows changes to occur as required through
planning and implementations set for future
improvements.
References:
Cameron, B. & McMillan, E., (2013). Analyzing the Current Trends in Enterprise Architecture Frameworks. Journal of
Enterprise Architecture. Retrieved from http://ea.ist.psu.edu/documents/journal_feb2013_cameron_2.pdf
Education Enterprise Architecture Guidebook. (2014, March). Reform Support Network. Retrieved from http://www2.ed.
gov/about/inits/ed/implementation-support-unit/tech-assist/education-architecture-guidebook.pdf
Urbaczewski, L. & Mrdalj, S., (2006). A comparison of Enterprise Architecture Frameworks. Eastern Michigan University.
Retrieved from http://iacis.org/iis/2006/Urbaczewki_Mrdalj.pdf
www.boarddocs.com
www.sandiegounified.org
Image retrieved from TOGAF-ITIL.png
Image retrieved from http://1.bp.blogspot.com/_0eWkgdgzrkA/THs3rclCAfI/AAAAAAAAACw/j6yXjugIZKo/s1600/togaf.gif
SDUSD
PRELIMINARY PHASE:
Who: Stakeholders - including school board,
superintendent, area superintendents,
administrators, teachers, parents, advisory
committees.
Where: School District - including child development
centers, high schools, middle schools, elementary
schools, preschools, alternative & atypical schools,
charter schools, and adult education.
What: Technology Plan 2016 Onwards (for
example).
Why: Improve personalized learning at a global level
(last Technology Plan ended 2015 and a more
updated one is unavailable or nonexistent)
How: Consider LEA LCAP, Common Core, NCLB.
Create committees and teams as needed.
District Teams and School Committees, that exist all

year round to help make decisions, are crucial groups
of leaders who would provide a great deal of
information regarding the functions and regulations of
schools.
SDUSD has a tech team called Integrated Technology
Support Services (ITSS) that is made up of four main
teams, Information Technology, Software Applications,
Educational Technology, and Data Analysis and
Reporting. There is also a Quality Assurance Office
that provides guidance and direct concerns.
The IT team is located at Eugene Brucker Education
Centre and Fremont Elemntary School. The
Educational Technology team can be reached by
phone, and some of the ITSS individuals could be
reached by email. Quality Assurance Office is reached
via email or phone.
For any feedback or to gather support in starting to
implement EA will be reaching out to these groups or
any other committees that already exists, including
board, parent, and district advisory committees.
FEEDBACK EXPERIENCE:
At a high school I worked at, there were a few major projects that
I knew of; generally, each department had monthly meetings to
establish their own plans for their courses. However, the larger
projects involved the whole staff faculty. For example, the
improvement of literacy and the increasing levels of expectations
and goals for students were led by administrators at staff meetings
and professional development days to have staff provide input
and share feedback. Additionally, we continued with in-depth
planning during our own department meetings where the staff
leader would mediate administrators guiding questions; then,
collected and submitted our responses.
Another project that just recently started this year is the
implementation of a STEM program. This was solely organized
by teachers specialized in the field who were interested in running
the program. Im not entirely sure how it was all initiated and
what steps they went through to get it approved, but I know that
they had the full support of the administrators. Any review and
feedback will be between the admin, staff and students directly
involved. I was also given direction from a district associate that
any projects would need to go through the superintendent.
Overall, many of my colleagues and I have felt a disconnect

with projects because it lacked direction, communication and
followup. Generally, any questions or concerns regarding a
specific area goes towards the appointed teacher, such as those
who volunteer to sponsor extracurricular activities, or teachers
that run class projects requiring the whole school interaction.
There are other groups, a health and safety committee, a staff
committee, a parent advisory committee, that exist; yet,
information on their operations are not openly announced.
Hence, administrators need to be involved and aware of their
proceedings to provide direction and connection with the rest
of the school.
Other teams that are essential in running the school are
stationed at the school board, such as the food services
department and the information technology team. Again, they
would have to be reached directly. Feedback is rarely
collected unless a new system is put in place. For example, the
district recently updated their website and new curriculum is
being established across the province where surveys have
been sent out to collect staff suggestions. The various degrees
of decisions are based on the specific types of committees and
groups according to their role in the school system. Who to
reach really depends on the level of involvement the project is
made out for.
EA GOVERNANCE:
The diagram of contributors involved with Enterprise Architecture, portrayed in NASCIO EA Tool-Kit, value
in importance by a number of ways. The obvious identification is that the Primary roles are in green:
Audience,
Documenter/Author, Reviewer, Advisor, Manager, Champion, Communicator and Overseer;
and the Supporting roles are in blue: Service Team, Special Interest Groups, Project Team, Subject Matter
Expert, Methodology Communicator, Enterprise Executive, and Procurement Manager.
Furthermore, each of these listed could be identified as either Necessary, Helpful or Critical. Some of
the critical positions could actually be combined with others, such as the Manager and Champion (Champion
could combine with Advisor, and Advisor combine as Reviewer), Manager and Reviewer, Manager and
Overseer, and/or Manager and Communicator. Evidently, the Manager could play a large number of
responsibilities and is required full-time in EA Governance.
The only other position that is needed full-time, is the Documenter/Author, who becomes part-time for the
most part afterwards. In comparison, all other roles work on a part-time bases. Another factor to note, is that
the Manager, along with a few other critical roles, (Champion, Enterprise Executive, and Communicator),
could be represented by an individual. Whereas some of the other positions are built on committees or
multiple individuals. Therefore, experts are made up of many and vary in viewpoints and decisions.
Essentially, depending on the organization and the EA that is setup, not all the roles listed in the diagram are
needed. How many persons responsible for each and when they are to perform, also differs depending on the
organizations focus. Either way, each position part will need to be managed and how it is accomplished is
more complex than the diagram shows.
Reference: NASCIO EA Development Tool-Kit. (2004, October). Introduction & Architecture Governance: Version 3.0.
NASCIO. Retrieved from https://drive.google.com/file/d/0B80Te2FmrBXmQWVDUmJYNTU4ZU0/view
SDUSD EA Governance
(Possible Example)
Audience: Various Stakeholders

Service Team: IT Team
Special Interest Groups: Software Applications Team
Project Team: Educational Technology Team
Subject Matter Expert: Data Analysis & Reporting Team
Documenter/Author: Data Analysis & Reporting Team
Reviewer: Chief Innovation Officer
Advisor: Vice Principal
Manager: Principal
Champion: Vice Principal
Methodology Communicator: Vice Principal
Enterprise Executive: Superintendent
Procurement Manager: Executive Director
Overseer: Administration
Communicator: IT Supervisor
SDUSD Business Architecture Current State

Business
services &
capabilities
(Reference
Links)
1.
Transportation
Description
of Services
School bus
transportation
for students in
VEEP/
Magnet,
Special
Education,
NCLB, ROP,
non-public
programs and
field trips.
Internal
Inputs
Organization
charts, roles
and
responsibilities
(Bus
Schedules)
(Brochure)
(Schedulers)
External
Inputs
Budgets
(Funding
Changes)
How it aligns with

Mission
Key features
"It is the mission of the

San Diego Unified
School District
Transportation
Department to provide
safe, reliable and costeffective transportation
services with students
as our focus
The district owns over 400

buses; which are all maintained
according to California Highway
Patrol and Federal Motor Vehicle
Safety Standards. Drivers are
carefully trained, certified, and
monitored on a regular basis.
The per-student cost is $500 for
1 student, $250 for a 2nd
student, no cost for 3rd or more
riders in same household. No fee
for students in exempt programs.
Budget set aside is set by local
leaders according to LCFF. For
efficiency, a min. of 25 riders
within a High School Boundary is
required for service to be
available with 1-2 designated
stops for the whole school year.
Riders must reside outside of
boundary, 5mi away from the
school. Communication is
planned out for any delays.
Business
services &
capabilities
(Reference
Links)
2.
Teaching &
Learning
(Quality
Assurance
Office)
(Leadership &
Learning)
(Support
Services)
(Human
Relations)
Description
of Services
The District has

more than
130,000
students in
PreK-12 of
more than 15
ethnic groups
and more than
60 languages
and dialects. It
is the second
largest district
in California.
With various
programs
offered and
governed by
the Elementary
& Secondary
Education Act.
Internal
Inputs
Project
Management
Plan
(Ongoing Plan:
2020 Vision
and LEA)
External
Inputs
How it aligns with

Mission
Key features
Process
descriptions
(Student/
Community
involvement)
All San Diego students

will graduate with the
skills, motivation,
curiosity and resilience
to succeed in their
choice of college and
career in order to lead
and participate in the
society of tomorrow.
Teachers are required to have a

bachelors degree, a teaching or
intern credential, and has
demonstrated core academic
subject matter competence.
The Quality Assurance Office
collaborates with students and
their families, staff, and
community members to address
inquiries, concerns and
complaints. The Race/Human
Relations & Advocacy
department promotes racial and
cultural harmony/ equality for
students and staff. Support is
given to special education
services. The department of
Leadership and Learning
supports Principals and
Teachers with 21st Century skills,
and Common Core
Implementation. With an EA, a
better establishment to connect
the services and provide
coherent plans will help show
progress and where focus is
needed to improve programs.
Business
services &
capabilities
(Reference
Links)
3.
Human
Resources
Description
of Services
Staff are
provided
information and
assistance
regarding
personal and
professional
interests; such
as salary
schedules,
benefits
information,
notifications,
and
professional
development.
Internal
Inputs
Program
definitions,
including
services/
function(s)
provided
(Contacts)
Roles and
responsibilities
(Position
Descriptions)
External
Inputs
How it aligns with

Mission
Key features
Performance
Measures
(Salary)
The Human
Resources Department
is committed to the
recruitment and
retention of top-notch
employees with the
determination and drive
to create a positive and
effective 21st century
learning environment
for our students. Our
departmental goal is to
build a foundation of
employee excellence
through performance
standards, staff
development and a
diverse and dedicated
work force which
supports the mission
and goals of the
district.
A call centre is available to

provide direction and
information, service and support
in matters regarding HR. Online
are various downloadable forms,
contacts through fax and phone
numbers, informative website
links, along with documents of
notifications and updates.
Positions of employment are
clearly established and publicly
accessible, holding each person
responsible for their role in the
district. However, there is a
minimal list of ongoing training
opportunities and if coordinated
in a more organized system, it
would be more effective to have
links to updated professional
development workshops that
could possibly be accessible on
the staff portal.
Business
services &
capabilities
(Reference
Links)
4.
Finance &
Business
(Construction)
Description
of Services
The Audit and

Finance
Committee
reviews, monitors,
and makes
recommendations of internal
and external
audit processes &
activities; and
provides outside
professional
expertise to the
Board of
Education and
Superintendent on a timely
basis.
Opportunities are
available for
businesses in
building and
construction,
environmental
monitoring, and
equipment or
space rentals.
Internal Inputs
Performance
measures
(Newsletter)
External
Inputs
How it aligns with

Mission
Key features
Customer
engagement
strategy
(Service Integrity)
The mission of the Payroll

Department is to provide
accurate and timely
compensation to
employees in a manner
that is cost efficient to the
District. The Payroll
Department takes pride in
serving our customers with
fairness, honesty and
professionalism. Our goal
is to develop a reputation
of character and
commitment to
excellence.
The Strategic Sourcing
and Contracts Department
provides San Diego Unified
schools and staff the
goods and services they
need to ensure all students
graduate to lead and
participate in the society of
tomorrow.
Payroll is part of the Finance

Department and information is
available for staff via the Staff Web
Portal with an option to enroll for
direct deposit. A self-managed,
automated online business outreach
database is available for businesses
interested in construction
opportunities. Contracted suppliers
also have a Self-serve Portal. The
district has an agreement with
DemandStar and BidSync to
announce, conduct and make formal
bid documents for Strategic Sourcing
and Contracts Department; who in
turn manages contracting for
construction, professional services,
materials, commodities, supplies,
equipment and services required to
support schools and departments.
Some reorganization is required to
allow all staff, including contracted
partners, easier access to
information, which could result in a
more desirable workplace.
Business
services &
capabilities
(Reference
Links)
Description
of Services
5. Technology Beginning
2009, 20% of
the 27,000
classrooms per
year received
new technology
tools to engage
and personalize
learning
followed by a
professional
development
and support
plan.
Internal
Inputs
Project
Management
Plan
(Vision &
Funding)
External
Inputs
Program
definitions,
including
services/
function(s)
provided
(Partnerships)
How it aligns with

Mission
Key features
The mission of the

Information Technology
(IT) Team is to support
education by providing
effective technology
solutions that support
students and staff. The
IT Team values
service, integrity and
leadership and is
committed to improving
service by
implementing defined,
repeatable and
measurable processes
and procedures aligned
with industry best
practices.
The Integrated Technology

Support Services, comprised of 4
teams, including the IT Team, of
approx. 100 staff members
provide leadership, professional
development, and integrated
support services of technology
tools and resources, business
and data systems, and network
infrastructure. The IT Team
develops, supports and
maintains software applications
that manage data and
information for a wide array of
district functions. The network
supports over 65,000 devices
including desktops, laptops,
network appliances, printers, and
servers. With a vast team of
expertise, in specific areas,
ensures all services and systems
are properly managed.
Business
services &
capabilities
(Reference
Links)
Description
of Services
6.
Real Estate /
Facilities
Facilities
Planning and
Construction
manages two
types of
projects: (1)
Capital facilities
bond projects,
which are
typically large
and complex,
and funded by
general
obligation bond
funds approved
by the San
Diego voters,
and (2)
Physical Plant
Operations
facility
improvement
projects, which
are typically
smaller and
include repair/
replacement
work.
Internal
Inputs
Project
Management
Plan
(Bond
Projects)
External
Inputs
How it aligns with

Mission
Key features
Customer
engagement
strategy
The mission of the

Facilities Planning and
Construction (FPC)
Division is to design
and construct clean,
safe, environmentally
friendly facilities that
encourage successful
teaching and learning.
FPC manages a $4.9 billion

bond program funded by
Propositions S and Z; received in
increments based on bond
issuances, approx. every two
years. Ongoing communication
and updates are available online
for the community to have
accurate information in a timely
manner for each construction
project, encouraging involvement
and input. Prior to construction,
extensive environmental reviews
are issued under the California
Environmental Quality Act.
Projects include the installation
of air conditioning to the 2,000
hottest classrooms in 56
traditional schools and six
charter schools, seismic
upgrades for structural safety,
and the construction of new
schools. With an EA framework
linking facilities with student
records of enrollment, timelines
and priorities could be set more
accurately.
(Facility
Projects)
(Communication to
Stakeholders)
Business
services &
capabilities
(Reference
Links)
7.
Maintenance /
Operation
Description
of Services
The Physical
Plant
Operations
manages the
maintenance
planning and
repair of the
District's
inventory of
buildings,
grounds, and
equipment;
including
custodial
landscape and
facilities
planning.
Internal
Inputs
External
Inputs
Project
Management
Plan
Program
definitions,
including
services/
function(s)
provided
(MultiDepartments)
(Volunteers)
How it aligns with

Mission
Key features
The Maintenance
Planning Department
within PPO manages
planning activities to
ensure proper
identification,
prioritization, planning,
scheduling and
coordination of facilities
and maintenance
projects.
As a part of the PPO,
Custodial Services
provides a safe, sanitary
and secure environment
for the students, staff
and the school
communities of San
Diego Unified School
District.
The Energy/Utilities
Program team is
committed to effectively
managing taxpayer
funds by providing
leadership in resource
conservation efforts.
14.8 million square feet of

buildings on 2,600 acres of
property: including parking lots,
lunch courts, playgrounds,
communication systems, and
building structures, are maintained
to be fully operational. In 2016,
the District is expected to avg. $25
million in annual utility charges
(electricity, natural gas, water,
sewer, recycling, and waste
disposal). $0.50 per large
dumpster is contracted to collect
commingled recyclables. In 1991,
G-3200 policy incorporated
Integrated Pest Management
procedures for the control of
structural and landscape pests
with the least possible hazard to
people, property, and environment
by using methods that are safe,
effective, and economically
feasible. Departments coordinate
with one another to ensure
ongoing service that will maximize
the life of the property.
Business
services &
capabilities
(Reference
Links)
8.
Food
Services
Description
of Services
Internal
Inputs
School meals
are served to
students under
the National
School Lunch
and Breakfast
Programs.
Meals and
snacks are also
served through
the United
States
Department of
Agricultures
Seamless
Summer Option
and the Child
and Adult Care
Feeding
Program.
Organization
charts, roles
and
responsibilities
External
Inputs
Program
definitions,
including
services/
function(s)
provided
(Menus)
(Programs)
How it aligns with

Mission
Key features
Food and Nutrition

Services is committed
to providing healthy
school meals and
snacks to the students
of San Diego Unified in
order to support
student academic
success and promote
healthful eating habits
that lead to lifelong
positive nutrition
practices.
More than 135,000 meals and

snacks made according to the
Healthy, Hunger-Free Kids Act of
2010 guidelines and the local,
state, and federal healthy and
safety regulations, are served
per day to students and staff with
more than 1,400 employees to
do so. Free and reduced price
meals are offered to applicable
students. Specialty diets due to
medical reasons are
accommodated with a note from
a licensed physician.
Standardization of foods across
the district allows consistency
and batch orders that allow cost
savings in service and product.
SDUSD Business Architecture

Current & Future State
Current State
Business
services &
capabilities
(Reference
Links)
Description
of Services
1.
Transportation
School bus
transportation
for students in
VEEP/
Magnet,
Special
Education,
NCLB, ROP,
non-public
programs and
field trips.
Internal Inputs
Organization charts, roles

and responsibilities
(Bus Schedules)
External
Inputs
How it aligns with

Mission
Key features
Budgets
(Funding
Changes)
"It is the mission of the San

Diego Unified School
District Transportation
Department to provide
safe, reliable and costeffective transportation
services with students as
our focus
The district owns over 400 buses; which are all maintained according to
California Highway Patrol and Federal Motor Vehicle Safety Standards.
Drivers are carefully trained, certified, and monitored on a regular basis. The
per-student cost is $500 for 1 student, $250 for a 2nd student, no cost for 3rd
or more riders in same household. No fee for students in exempt programs.
Budget set aside is set by local leaders according to LCFF. For efficiency, a
min. of 25 riders within a High School Boundary is required for service to be
available with 1-2 designated stops for the whole school year. Riders must
reside outside of boundary, 5mi away from the school. Communication is
planned out for any delays.
(Schedulers)
(Brochure)
Future State
Desired Future State
Replace Busses on a 15 yr. plan White Fleet on 10 yr.
plan, to increase fuel efficiency and safety. To identify
ways to establish routes that will improve and support
Environmental Goals.
GAP
Program Improvement
Transportation with reduced Title 1 Funding and
available PI Receiving Schools
Steps to Address (Who, How, Where)

Continue agreement with Metropolitan Transit System: provide regular adult,
senior/ disabled, and youth monthly bus passes to students identified with
special needs, parents and district staff, taking away some reliance to school
buses. Further analyse Versa Trans: bus route development and monitoring
system; Zonar: GPS tracking, pre trip inspections, ridership and route
performance tracking, vehicle performance monitoring; Asset Works: fleet
maintenance system, scheduling mandated bus inspections, maintenance and
repair tracking, vehicle inventory, parts inventory and tracking; E J Ward Fueling
System: sensors identify vehicle and current odometer readings. Establishing
accuracy of these systems and using the data to receive assistance from the
city, can also help to control routes, decrease idling from traffic, and save costs
and time.
Current State
Business services &
capabilities
(Reference Links)
2.
Teaching & Learning
(Quality Assurance Office)
(Leadership & Learning)
(Support Services)
(Human Relations)
Description of
Services
Internal
Inputs
External
Inputs
How it aligns with

Mission
Key features
The District has more

than 130,000 students in
PreK-12 of more than 15
ethnic groups and more
than 60 languages and
dialects. It is the second
largest district in
California. With various
programs offered and
governed by the
Elementary & Secondary
Education Act.
Project
Management
Plan
(Ongoing
Plan:
2020 Vision
and LEA)
Process
descriptions
(Student/
Community
involvement)
All San Diego

students will graduate
with the skills,
motivation, curiosity
and resilience to
succeed in their
choice of college and
career in order to lead
and participate in the
society of tomorrow.
Teachers are required to have a bachelors degree, a teaching or intern

credential, and has demonstrated core academic subject matter
competence.
The Quality Assurance Office collaborates with students and their
families, staff, and community members to address inquiries, concerns
and complaints. The Race/Human Relations & Advocacy department
promotes racial and cultural harmony/ equality for students and staff.
Support is given to special education services. The department of
Leadership and Learning supports Principals and Teachers with 21st
Century skills, and Common Core Implementation. With an EA, a better
establishment to connect the services and provide coherent plans will
help show progress and where focus is needed to improve programs.
Future State
Ongoing goal to achieve Quality Leadership, Teaching,
and Learning:
Effective leadership and teaching is evident system-wide
with a unifying vision that equips and empowers all
stakeholders to provide optimal student learning
opportunities and outcomes.
(LCAP)
To provide (1) students access to a highly effective
teacher in every course in every year and (2) teachers
access to ongoing opportunities for growth and
development
GAP
To ensure all students receive quality instruction

and equip all leaders and teachers to provide for
it. An analysis of district data indicates a
significant number of new teachers and
administrators. There will continue to be a need to
recruit, develop, and retain effective teachers and
leaders who are prepared and equipped to
effectively support [the] diverse students, families,
and staffs.
Provide for effective teacher hiring, recruitment and retention. Provide support
for novice teachers. Provide specialized training for serving students with
disabilities. Develop visiting teacher academies. Provide systems of support at
school and district level to enhance instructional practices
By using surveys to collect teachers past experiences and future preferences on
options for professional development will help coordinate relevant workshops or
conferences that will further assist staff according to the classroom they are
assigned. Having a database of staff with information on their specializations
and current positions readily available to the rest of the district will make it
possible for collaboration, while utilizing internal expertise.
Current State
Business services &
capabilities
(Reference Links)
3.
Human Resources
Description of
Services
Staff are provided
information and
assistance regarding
personal and
professional interests;
such as salary
schedules, benefits
information,
notifications, and
professional
development.
Internal Inputs
Program definitions,
including services/
function(s) provided
External Inputs
How it aligns with

Mission
Key features
Performance Measures
(Salary)
The Human Resources

Department is committed to
the recruitment and retention
of top-notch employees with
the determination and drive to
create a positive and effective
21st century learning
environment for our students.
Our departmental goal is to
build a foundation of
employee excellence through
performance standards, staff
development and a diverse
and dedicated work force
which supports the mission
and goals of the district.
A call centre is available to provide

direction and information, service and
support in matters regarding HR. Online
are various downloadable forms,
contacts through fax and phone
numbers, informative website links, along
with documents of notifications and
updates. Positions of employment are
clearly established and publicly
accessible, holding each person
responsible for their role in the district.
However, there is a minimal list of
ongoing training opportunities and if
coordinated in a more organized system,
it would be more effective to have links to
updated professional development
workshops that could possibly be
accessible on the staff portal.
(Contacts)
Roles and responsibilities
(Position Descriptions)
Future State
Since 2015, salary has increased by 4% and with the
Healthy Workplaces/ Healthy Families Act of 2014, paid
sick-leave is provided to non-represented employees.
Staff continue to receive mailed out information and is
also available online.
GAP
Employee information are available through staff
web portal and unavailable to potential new
employees interested in working for the district.

A separate link of benefits should be made to provide future and present
employees the benefits each position is entitled to, with a list of positions that are
open for hiring. A system for online applications and submissions could increase
the filtration of numerous applicants and select those who qualify to fit positions
needed. Public access to this information could further encourage qualified
individuals to apply.
Current State
Business
services &
capabilities
(Reference
Links)
4.
Finance &
Business
(Construction)
Description of Services
The Audit and Finance

Committee reviews,
monitors, and makes
recommendations of internal and
external audit processes &
activities; and provides
outside professional
expertise to the Board of
Education and Superintendent on a timely basis.
Opportunities are available
for businesses in building
and construction,
environmental monitoring,
and equipment or space
rentals.
Internal
Inputs
External
Inputs
How it aligns with Mission
Key features
Performance
measures
(Newsletter)
Customer
engagement
strategy
(Service
Integrity)
The mission of the Payroll

Department is to provide accurate and
timely compensation to employees in
a manner that is cost efficient to the
District. The Payroll Department takes
pride in serving our customers with
fairness, honesty and professionalism.
Our goal is to develop a reputation of
character and commitment to
excellence.
The Strategic Sourcing and Contracts
Department provides San Diego
Unified schools and staff the goods
and services they need to ensure all
students graduate to lead and
participate in the society of tomorrow.
Payroll is part of the Finance Department and information is

available for staff via the Staff Web Portal with an option to
enroll for direct deposit. A self-managed, automated online
business outreach database is available for businesses
interested in construction opportunities. Contracted suppliers
also have a Self-serve Portal. The district has an agreement
with DemandStar and BidSync to announce, conduct and
make formal bid documents for Strategic Sourcing and
Contracts Department; who in turn manages contracting for
construction, professional services, materials, commodities,
supplies, equipment and services required to support schools
and departments. Some reorganization is required to allow all
staff, including contracted partners, easier access to
information, which could result in a more desirable workplace.
Future State
The district wishes to support businesses that are small,
emerging, local, and underutilized; and to provide
opportunities related to its construction program,
supporting local projects, in local communities.
(Business opportunities)
GAP
According to California Education Code section
17605, a school district can delegate limited
purchasing power, i.e., for purchases no greater
than $86,000 (for the year 2015) for supplies,
materials, apparatus, equipment and nonconstruction services.

Opportunities for staff to make recommendations of suppliers should be made
an option if possible. Limitations or expectations need to be clearly stated
publicly to allow clarity of who could bid for contract. This will further support
local companies schools wish to do business with for their supplies and
resources with the potential to decrease costs. An application should be able to
filter out details of businesses in each community and provide a list of available
vendors for schools to choose from as well.
Current State
Business
services &
capabilities
(Reference
Links)
Description of
Services
Internal
Inputs
5. Technology
Beginning 2009,
20% of the 27,000
classrooms per
year received new
technology tools to
engage and
personalize
learning followed
by a professional
development and
support plan.
Project
Management
Plan
External Inputs
including services/
(Partnerships)
(Vision &
Funding)
Key features
The mission of the Information Technology

(IT) Team is to support education by providing
effective technology solutions that support
students and staff. The IT Team values
service, integrity and leadership and is
committed to improving service by
implementing defined, repeatable and
measurable processes and procedures
aligned with industry best practices.
The Integrated Technology Support Services, comprised

of 4 teams, including the IT Team, of approx. 100 staff
members provide leadership, professional development,
and integrated support services of technology tools and
resources, business and data systems, and network
infrastructure. The IT Team develops, supports and
maintains software applications that manage data and
information for a wide array of district functions. The
network supports over 65,000 devices including
desktops, laptops, network appliances, printers, and
servers. With a vast team of expertise, in specific areas,
ensures all services and systems are properly managed.
Future State
Updating new technology tools with a new supplier when
Tech Depot contract expires Oct. 31, 2016, to ensure
lowest cost for the required services and products. i21
classroom suite to include: an interactive whiteboard, an
audio-visual cabinet, a teachers presentation station, a
wireless voice amplification system, an advanced-model
document camera, a classroom DVD player, a netbook or
iPad for each student, and a tablet for each teacher.
GAP
After a five year contract, prices continue to rise,
and budget stays the same for this project.
Classrooms updated may not be utilizing their
resources completely at time of receiving and
could have been given first to another that could.

The Ed Tech team provides a scalable and sustainable model of professional
development to support the i21 Interactive Classroom Initiative. Additionally,
Micro Computer Application Training Specialists are assigned to designated
schools and can assist i21 Teachers/Administrators with Promethean Training.
(Support)
Communication forums or application to give feedback and share ideas of how
each of these devices are used in the classroom should be available for each
time a school receives any of these technology tools. Submissions for
prioritizing classrooms need to be established to ensure equipment is used
most efficiently for those that are prepared.
Current State
Business
services &
capabilities
(Reference
Links)
Description of Services
Internal
Inputs
6.
Real Estate
/ Facilities
Facilities Planning and Construction

manages two types of projects: (1)
Capital facilities bond projects, which are
typically large and complex, and funded
by general obligation bond funds
approved by the San Diego voters, and
(2) Physical Plant Operations facility
improvement projects, which are typically
smaller and include repair/
replacement work.
Project
Management
Plan
(Bond
Projects)
(Facility
Projects)
External
Inputs
Customer
engagement
strategy
(Communication to
Stakeholders)
How it aligns with

Mission
Key features
The mission of the

Facilities Planning
and Construction
(FPC) Division is to
design and construct
clean, safe,
environmentally
friendly facilities that
encourage
successful teaching
and learning.
FPC manages a $4.9 billion bond program funded by Propositions S

and Z; received in increments based on bond issuances, approx.
every two years. Ongoing communication and updates are available
online for the community to have accurate information in a timely
manner for each construction project, encouraging involvement and
input. Prior to construction, extensive environmental reviews are
issued under the California Environmental Quality Act. Projects
include the installation of air conditioning to the 2,000 hottest
classrooms in 56 traditional schools and six charter schools, seismic
upgrades for structural safety, and the construction of new schools.
With an EA framework linking facilities with student records of
enrollment, timelines and priorities could be set more accurately.
Future State
The district hopes that a better facility will improve attendance,
test scores, classroom behavior, and overall improved student
achievement. Establishing the continuation of a safe, secure, and
well-maintained schools exemplifies qualities, values, and
personal experiences; while sending the message of hope,
opportunity, stability, respect for each individual; and that
education is a critical component of our society.
Based on the 2002 Department of General Services report, and
districts 2005 structural assessment of buildings constructed
before 1978, 13 buildings require Seismic Upgrades.
GAP
Funds to address these improvements are
designated in Prop. S and limited to the
budget available. Time is also delayed for
planning, site inspection, constructors
contracts, stakeholder and community
involvement and input, and so forth.

With the specific buildings in mind, plans should be drawn up well in advance
even though actual construction is delayed due to budget limits. However,
once funding is available, then planning will have been completed and ready
to move forward quickly. Updates and communication should be readily
available on each specific school website to continue to communicate with
students and their families the tentative timeline, and provide reassurance for
their safety.
Current State
Business
services &
capabilities
(Reference
Links)
Description of
Services
Internal
Inputs
7.
Maintenance
/ Operation
The Physical Plant

Operations
manages the
maintenance
planning and repair
of the District's
inventory of
buildings, grounds,
and equipment;
including custodial
landscape and
facilities planning.
Project
Management
Plan
(MultiDepartments)
External
Inputs
Program
definitions,
including
services/
function(s)
provided
(Volunteers)
Key features
The Maintenance Planning Department within PPO

manages planning activities to ensure proper
identification, prioritization, planning, scheduling
and coordination of facilities and maintenance
projects.
As a part of the PPO, Custodial Services provides
a safe, sanitary and secure environment for the
students, staff and the school communities of San
Diego Unified School District.
The Energy/Utilities Program team is committed to
effectively managing taxpayer funds by providing
leadership in resource conservation efforts.
14.8 million square feet of buildings on 2,600 acres of property:

including parking lots, lunch courts, playgrounds,
communication systems, and building structures, are
maintained to be fully operational. In 2016, the District is
expected to avg. $25 million in annual utility charges
(electricity, natural gas, water, sewer, recycling, and waste
disposal). $0.50 per large dumpster is contracted to collect
commingled recyclables. In 1991, G-3200 policy incorporated
Integrated Pest Management procedures for the control of
structural and landscape pests with the least possible hazard
to people, property, and environment by using methods that
are safe, effective, and economically feasible. Departments
coordinate with one another to ensure ongoing service that will
maximize the life of the property.
Future State
Maintenance and Operation has the ongoing goal to
develop and maintain a schedule of all work that is to
occur each year at district sites; have the facility be fully
operational to support the learning environment at all
times; complete the work to maximize service life;
complete the work to minimize cost of ownership;
complete the work to the customer's satisfaction
(Maintenance Planning)
(Custodial Services)
GAP
Amount of work and time invested for each job is
hard to manage while considering cost savings
and environmental waste.

Inventory of supplies used could be monitored to track waste production at each
site. Regular inspections and traffic analysis of all internal and external areas of
the schools to calculate a more accurate schedule of work required to meet
satisfaction. Feedback from staff who work in the schools on a daily basis
should have a means to contact the Physical Plant Operations via online to
request special services ahead of time, eg. more paper towels for art rooms, or
replacement of light bulbs etc. This will further assist with organization and
faster means to deal with any situation that is out of routine.
Current State
Business services &
capabilities
(Reference Links)
8.
Food Services
Description of
Services
Internal Inputs
School meals are

served to students
under the National
School Lunch and
Breakfast Programs.
Meals and snacks are
also served through the
United States
Department of
Agricultures Seamless
Summer Option and the
Child and Adult Care
Feeding Program.
Organization charts,
roles and responsibilities
External Inputs
including services/
(Menus)
(Programs)
How it aligns with

Mission
Key features
Food and Nutrition Services

is committed to providing
healthy school meals and
snacks to the students of San
Diego Unified in order to
support student academic
success and promote
healthful eating habits that
lead to lifelong positive
nutrition practices.
More than 135,000 meals and snacks

made according to the Healthy, HungerFree Kids Act of 2010 guidelines and the
local, state, and federal healthy and
safety regulations, are served per day to
students and staff with more than 1,400
employees to do so. Free and reduced
price meals are offered to applicable
students. Specialty diets due to medical
reasons are accommodated with a note
from a licensed physician.
Standardization of foods across the
district allows consistency and batch
orders that allow cost savings in service
and product.
Future State
Maintain Wellness Policy and the coordination of the many parts of
school health into a systematic approach while following the
Whole School, Whole Community, Whole Child approach, outlined by
the Centers for Disease Control and Prevention.
Continue to utilize the use of the staff registered dietitian computer [to
analyze] each menu following the California SHAPE Nutrient Standard
Menu System which meets or exceeds federal guidelines.
(How Menus Made)
GAP
How menus are made need to factor in a
large number of programs, policies, and
requirements, along with student
preferences. Prior to writing the menus,
students are part of the decision making
process, participating in taste testing, focus
groups and surveys.

Parent participation in menu making should be encouraged and
incorporated into the system, as many students in elementary or even
high school, are unaware of the option to complete the survey. Links for
each school website, or even on the district website, should be made
quickly accessible. Also, creating a system to show which foods are
offered from where should be advertised to show local support for
farmers if possible, and to encourage families to make smart choices in
the purchase of their groceries to maintain a nutritional diet while
reducing their carbon footprint. Per school, there should be an online
setup for commercial foods, to monitor and regulate proper sales.
CIPA
Childrens Internet Protection Act
By: Danielle Freitas-Carlin
What is it?
CIPA addresses concerns of children accessing obscene or harmful content online.

Compliancy is required for schools to receive E-Rate funding.
This video, Common Sense on E-rate and CIPA: Toolkit for School and District Administrators,
provides an excellent overview.
CIPA was amended in 2008, with the intention of protecting children in the 21st century.
CIPA
Why is it in place?
To ensure that Internet
access for minors, in
schools and libraries, is
filtered for their safety.
The FCC designed CIPA as a
requirement for schools to
receive E-Rate funding.
CIPA - How can an organization be

compliant?
To become or remain compliant, schools must:
Have an internet policy in place

Filter online content to prevent minors from accessing:
obscene content
content which could be harmful to minors
child, or any, pornography
Notify stakeholders through notice or public address

Monitor online activity of minors
Educate minors regarding:
Online behavior and its consequences

including social networking websites and chat rooms
cyberbullying
An example of compliancy
In order to be compliant with CIPA, receive E-Rate funding, and uphold our schools pillar of Do No Harm, HSHMC has developed:
Staff and Student Education:
A Technology Policy to address the use of:
Digital Citizenship
Internet Privacy
Cyberbullying
We incorporate materials from Common Sense Media into our curriculum, such as this video,
Digital Footprint
Internet
Computer
Email
Protective measures, including:
Content filter
Firewall and networking rules
Desktop security policies
Network
Web Services
Need more information on CIPA?
Childrens Internet Protection Act, information

from the Federal Communications Commission (FCC)
Protecting Children in the 21st Century Act

Amendment, Small Entity Compliance Guide, from
the Federal Communications Commission (FCC)
FERPA
Family Education Rights and Privacy Act
By: Amanda Wallace
FERPA: What is it?

FERPA is a federal law, passed by Congress in 1974, that requires educational
institutions (schools that receive funds under an applicable program of the U.S.
Department of Education)to:
Provide students access to their educational records
Allow students to correct inaccurate or misleading information in these records
Limit the release of information to third parties
Why is FERPA in Place
Allows parents and students to control

disclosure, review, challenge and request
the amending of misleading or inaccurate
information found in a students
education record.
An education record include:Grades,

Class lists,Student class schedules,
Disciplinary records, Student financial
records, notes regarding a student.
How can an organization

stay compliant?
Maintain clear policy regarding release of
records: Education records may be disclosed
only with the parent or student (if over 18 and/or
no longer a dependent)prior written consent.
The written consent must:
Specify the records to be released
State the purpose of the disclosure
Identify the party(ies) to whom disclosure
may be made
Must be signed and dated by the parent or
non dependent student.
It is important to note schools may disclose
directory information without written consent.
This may include: student name in yearbook,
honor roll, and military recruiters. Parents must
require written notice to the school district to
request directory information to remain private.
How can this process be

improved?
Though there are informational links found on our

district website and an annual notification made
to parents, the specifics may be unclear to all
parents and students.A clear pictograph included
in a student enrollment packet, as well as student
trainings connected to college enrollment (when
the students may become the guardians of their
own records) would reinforce the importance of
ensuring records are up to date and secure.
Continually train all levels of staff to ensure

student records are secure and disclosed only to
those with a legitimate educational reason or
whom the parent/student has given written
consent.
Review all third party agreements to ensure

FERPA is addressed and followed.
Here!
US Department of
Education FERPA
Information
How can I find more FERPA facts?

Or here!
National
Association of
Colleges and
Employers FERPA
This one is
great!
Department of
Education Office
of Educational
Technology
This is a great
example of an easy
to follow
pictograph!
Data Quality
Campaign
References:
Family Educational Rights and Privacy Act (FERPA). (n.d.). Retrieved February 25, 2016, from http://www2.ed.
gov/policy/gen/guid/fpco/ferpa/index.html
FERPA Primer: The Basics and Beyond. (n.d.). Retrieved February 26, 2016, from http://www.naceweb.org/public/ferpa0808.htm
FERPA Frequently Asked Questions (FAQ). (n.d.). Retrieved February 27, 2016, from https://www.registrar.psu.
edu/confidentiality/FERPA_faq.cfm#2
Making FERPA as Easy as Green, Yellow, or Red - Data Quality Campaign. (2014). Retrieved February 27, 2016, from http:
//dataqualitycampaign.org/blog/2014/06/making-ferpa-as-easy-as-green-yellow-or-red/
Privacy | Office of Educational Technology. (n.d.). Retrieved February 27, 2016, from http://tech.ed.gov/privacy/
San diego County Office of education. Accessed February 27, 2016.http://www.sdcoe.net/jccs/Pages/Acceptable-Use-Policy.
aspx.
COPPA
Childrens Online Privacy Protection Act
By: Kay Pham
COPPA
What is it?
Information found on the Federal Trade Commission website: www.ftc.gov

Established 1998, US Code 6501-6505
Most recently updated 2013
Violation will result in legal & civil penalties
It is a rule that: imposes certain requirements on operators of websites or online
services directed to children under 13 years of age, and on operators of other
websites or online services that have actual knowledge that they are collecting
personal information online from a child under 13 years of age.
COPPA Why is it in place?

It allows parents to protect their
children under 13 from having
their personal information
collected without consent
This includes: name, address,
username, online contact, phone
number, photo, audio, video,
geolocation.
1. Determine if Your
Company is a Website
or Online Service
that Collects
Personal Information
from Kids Under 13.
2. Post a
Privacy
Policy that
Complies with
COPPA.
4. Get Parents
Verifiable Consent
Before Collecting
Information from
Their Kids.
COPPA How can an

organization
become/stay
compliant?
3. Notify Parents
Directly Before
Collecting Personal
Information from
Their Kids.
The 6-Step Compliant Plan
5. Honor Parents
Ongoing Rights
with Respect to
Information
Collected from
Their Kids.
6. Implement
Reasonable
Procedures to
Protect the
Security of
Kids Personal
Information.
Examples Of
Compliance:
SDUSD
SDUSDs Administrative Procedures in Student Use of District

and School Data Communications Networks and the Internet
Safety Policy, shows how a school agency is compliant to COPPA:
1.
SDUSD has online networks used by students under the age of

13.
2.
Privacy Policy is mentioned in Student Internet Acceptable Use:

Network Rules and Etiquette
a.
b.
San Diego
Unified School
District
c.
...E- mail and web-based programs are not private and

are subject to review by district staff. People who
operate the system have access to all mail...
Maintain privacy. Do not reveal the personal address,
phone numbers, personal websites or images of yourself
or other persons. Before publishing a students
picture, first name, or work on the Internet, the
school must have on file a parent release authorizing
publication.
Cyberbullying is the use of any electronic
communication device to convey a message in any form
(text, image, audio, or video) that intimidates,
harasses, or is otherwise intended to harm, insult, or
humiliate another in a deliberate, repeated, or hostile
and unwanted manner. Staff and students will refrain
from using personal communication devices or district
property to cyber-bully one another.
Examples Of
Compliance:
SDUSD
San Diego
Unified School
District
3.
Students and parents/guardians are given guidelines regarding

acceptable use of the internet and district networks called,
Network Use Guidelines
4.
SDUSD requires the school to have on file a parent/guardian

release form authorizing publication of a students picture, name,
or work on the internet.
5.
SDUSD considers any computer system a high priority and has a

Educational Technology Department, and a Information
Technology Department who manages the security & problems of
the districts network on a continuous basis
6.
...steps shall be taken to promote the safety and security of users

of the districts online computer network when using electronic
mail, chat rooms, instant messaging, and other forms of direct
electronic communications [including the prevention of]
Unauthorized disclosure, use and dissemination of personal
identification information regarding minors.
*Many of these regulations are compliant to CIPA, but have ultimately

fulfilled requirements for COPPA. There have been no evidence of legal
or civil actions against this school district in this regard thus far.
RESOURCES:
COPPA
https://www.youtube.com/watch?v=0kbqirhmKaA
Protecting Childrens Privacy Under

COPPA
https://www.youtube.com/watch?v=cODKB9fApXk
COPPA Defined
https://www.youtube.com/watch?v=E4u1aEDHmGQ
SOPIPA
Student online personal information
protection act
By: Polly Macuga
What is SOPIPA?
CA Senate Bill 1177

It protects private and personally identifiable information of
minors by prohibiting its use for non-educational purposes, as
well as, the sale of data provided by minors to third parties
Who does SOPIPA apply to?

SOPIPA applies to any
online operators of
educational services who
collect data from K-12
students
What information is protected by SOPIPA?

SOPIPA protects any personally identifiable information or
materials in any media format that:
has been provided by a student or parent for school

purposes
has been provided by an agent school, district or county

office of education
has been gathered by your service and identifies a student

or is descriptive of a student
What does SOPIPA Prohibit?
Using the information in advertising
Targeted advertising elsewhere using information collected or

created;
Creating a profile using the student data that is not used for
educational purposes
Selling the information
Disclosing any collected or created information about a

student unless it is used to improve the students education
How can the Data be used?

Acceptable uses of student data
under SOPIPA are:
maintaining, developing, supporting, improving, and

diagnosing your services
legitimate research purposes
creating and then using de-identified data within your services
sharing de-identified and aggregated student information for

the development and improvement of educational sites,
services, or applications;
adaptive learning or customized student learning purposes
marketing educational products directly to parents
References:
https://docs.google.com/document/d/1M0qmFTDBJhp_s0lZFghsbPgf-cA3xlpnIvsOrR1dp_8/edit
https://www.cooleygo.com/how-student-privacy-and-californias-sopipa-may-affect-you/
https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201320140SB1177
RECOMMENDATIONS FOR SOPIPA

With the Student Online Personal Information Protection Act (SOPIPA) new to California's law, many are
still unaware of its existence and many may be uncertain of its implications. In a school district where this
is true, comes the responsibility for its leaders to take action and establish communication. I would
recommend that the first step in creating a cohesive level of understanding would to notify staff of what
SOPIPA is and to hold district meetings to answer any follow-up questions. Then working with school
leaders, conduct workshops or professional development opportunities that will ensure all staff are aware
of the responsibilities the K-12 education system has to keep student data safe and secure. Detailed
examples will show how third party vendors have sold information for non educational advertisements.
Another suggestion I would give to these district leaders, is to sought out districts that have been acting
on SOPIPA; gather resources that could be shared with the rest of the staff as a foundation to build on.
District's online provider should also be contacted in regards to this law and to reestablish in contract the
prevention of collecting any student information and instead, deleting them as required. Finally, parents
need to be given reassurance for their children's safety and to provide them with the proper information on
what has been planned to enact on SOPIPA. Overall, I would encourage open communication as soon as
possible with all parties involved with the school system.
Reference:
Herold, B. (2014). Landmark student-data-privacy law enacted in california. Education Week. Retrieved from http://blogs.edweek.
org/edweek/DigitalEducation/2014/09/_landmark_student-data-privacy.html
SDUSD Application Rationale
San Diego Unified School District - Application Roadmap

Task
Identity
1
Priority
Program Area Unit
Application Name
Medium
Electronic Mail
Microsoft Exchange Server and Outlook Web Access
High
Business Intelligence and Performance

Management
IBM Cognos
High
Student Information
C Innovation's Zangle
High
Human Resources
PeopleSoft Enterprise Human Capital Management (HCM)
High
Financial Management
PeopleSoft Enterprise Financial Management
Medium
Procurement
PeopleSoft Enterprise Services Procurement
High
Special Education Student Information
Spectrum K12 School Solution's Encore
Low
Document and Project Collaboration
Microsoft SharePoint
9
10
Medium Web Content Management
Schoolwires Solution Suite and Microsoft Office SharePoint

Services
Low
Moodle Learning Management System (LMS), My Big

Campus, and Safari Montage
File Sharing
Task
Identity
(#)
Priority
Program
Area Unit
(Process
Owner)
Application
Name
Applications Inventory
2
High
Data Input
Data Output
Appendix B
Business
Intelligence
and
Performance
Management
IBM Cognos
Metrics &
Data of
schools and
districts data
& records in
business,
finance, &
management
status
Functional
Assessment
Technical
Assessment
Standard
Classification
Process
Issues
High
Student
Information
C Innovation's
Zangle
Student
marks &
grades,
profiles &
photos,
attendance &
assignments
Cost
STATE:
State leaders/
mentors work with
school
administrators and
teacher leaders to
analyze current and
longitudinal data to
identify strengths
and areas of need,
and plan for district
support.
$656 per
licensed user
/ per year
SCHOOL:
"Parents receive
timely feedback
on their childrens
performance and
are provided with
ideas and tools to
support their
childrens progress.
$305K /per
year for
maintenance
& support
Appendix G of Education Enterprise Architecture Guidebook

Dashboards,
Reports,
Analytics,
Scorecards,
& Data
Integration
5 = product
consistently
exceeds the
expectations
of the
customer
5 = The
software
vendor is
the industry
leader for
this type of
application
CORE
According to
BetterBuys
No onpremise
option
available,
difficult to
use for those
not
accustomed
to advanced
software.
According to
BetterBuys
Outcome
Charts,
Graphs,
Reports,
Alerts on
student
achievement
and
performance
3 = product
meets the
needs of the
customer
According to
Business
Wire Report
1 = software
does not
have any
vendor
support
[anymore]
DECLINING
Went out of
business 2010
& is in the
process of
replacement
Students receive
timely feedback on
their performance
and have
opportunities to
track their progress
and direct their own
learning to meet
standards."
According to
IBM Cognos
Express
Business
Intelligence
$2.85 million
to replace
Task
Identity
(#)
Priority
High
High
Program
Area Unit
(Process
Owner)
Human
Resources
Special
Education
Student
Information
Application
Name
PeopleSoft
Enterprise
Human
Capital
Management
(HCM)
Spectrum K12
School
Solution's
Encore
Data Input
Data Output
Functional
Assessment
Technical
Assessment
Standard
Classification
Process
Issues
Outcome
Cost
Employee
benefits,
leaves,
health & life
insurance,
savings,
dependent
care,
payroll,
pension
Consistent to
country and
local laws
and
regulations,
secure data
privacy,
report
business
metrics to
recruit and
manage
employees
and predict
future
workforce
needs
5 = product
consistently
exceeds the
expectations
of the
customer
5 = The
software
vendor is
the industry
leader for
this type of
application
CORE
Outdated
interface,
slow
response,
various
glitches.
STATE, DISTRICT &

SCHOOL:
State level professional
development plans are
designed, implemented,
monitored, and updated
$636,454.25
/ per year
According
to
G2Crowd
s
Reviews.
Based on the analysis of

student performance
on assessments, intensive
assistance support teams
are assigned to design and
provide instructional
coaching for teachers.
Student IEPs,
information,
goals, and
benchmark/
objectives
Organized
data that
helps plan
services and
programs for
individualize
d learning
while
complying
with federal
and state
regulations
5 = product
consistently
exceeds the
expectations
of the
customer
Original
poor
business
manageme
nt and
acquired
by
Scantron
in 2010.
SCHOOL:
"Individual
teachers and
teams of educators
collaboratively review
student data and work
products to plan for
differentiated instruction.
According to
Finances
Online
Reviews
According to
Tyler
Technologies
Report
5 = The
software
vendor is
the industry
leader for
this type of
application
According to
District
Administrations
Report
CORE/
DECLINING
According
to
Business
Wire
Report.
A sufficient range
of instructional techniques
are being utilized to
address individual students
strengths and needs.
According
to SDUSDs
2015-2016
Budget
N/A
Task
Identity
(#)
Priority
Program
Area Unit
(Process
Owner)
Medium
Web Content
Management
10
Low
File Sharing
Application
Name
Data Input
Data Output
Functional
Assessment
Technical
Assessment
Standard
Classification
Process Issues
Outcome
Cost
Microsoft
Office
SharePoint
Services
Various
content,
files,
documents,
graphics,
videos,
audio, and
diagrams to
convey
information
of district
Sharepoint
Portalsof
workspaces,
applications,
blogs, wikis,
& widgets;
navigation
tools, alerts,
emails,
calendars,
discussion
boards,
contacts into
a Web site
4 = product
sometimes
exceeds the
expectations
of the
customer
5 = The
software
vendor is
the
industry
leader for
this type of
application
CORE
MOSS needs to be
updated
according to
Microsoft Office,
and lacks support
for nonMicrosoft
formats.
DISTRICT &
SCHOOL:
The scope,
schedule and
sequence for each
course are evident
in each schools
instruction, syllabi
and calendars.
Free for users

but requires a
fee to license
staff that is
established
via contract
according to
Office 365
Education
product that
includes
SharePoint
Online ($5
user / per
month)
Moodle
Learning
Management
System (LMS)
Course
materials,
content,
collaborative
activities;
student
assignments
Plugins for
interactive
educational
environment/
community
3 = product
meets the
needs of the
customer
4 = The
software is
fully Web
enabled
EMERGING
MoodleCloud has
a low limit of 50
users max; hosts
only 200Mb of
uploaded
material; and
doesnt allow
plugins
SCHOOL:
Teachers
participate in a
planning process
that includes the
preparation of
engaging materials
and tools to support
instruction specific
to each students
standards-based
learning needs.
Free
Has too many

features that are
confusing to use
according to
Technician
Report
SDUSD & SBAC

Technical Framework Readiness
Operating System
Category
Devices
iOS 6-8
iPAD 2
Windows 7
Windows 8.1/
Google
Chrome OS
Minimum
Recommended
Laptops/
Netbooks:
Lenovo S10-3
Lenovo x120e
Lenovo x131e
Chromebooks:
Lenovo Yoga 11e
Reference: District Strategic Technology Plan 2010-2015
Perceived Decision
Maker
Notes
Educational Technology
Team (Ed Tech) of
District Information
Technology Support
Services Team (ITSS)
iPads purchased between 20112013 in place of netbooks.
Team (Ed Tech) of
Technology Support
Most teacher work stations have

been replaced with Lenovo
laptops.
Team (Ed Tech) of
Technology Support
Tablets are an alternative options

for teachers.
iPads from Proposition S: i21

Classroom Initiative.
Laptops from Proposition S: i21

Included in Proposition S: i21

Device Requirements
Category
Meets Requirements
Screen Size
YES - 9.7 inches. 1024 x 768 pixels (132 LED Back-lit Glossy Screen.
ppi).
Headphones/
earphones
YES - Speaker and microphone.
MP3, WAV, AAC, AIFF, protected AAC, Audible,

Apple Lossless.
Security
YES - iOS Security
Apple Security could secure the device so that

the student does not have access to
unauthorized websites or applications. This is
accomplished through the use of an approved
secure browser.
Keyboards
NO - Keyboard takes up screen space
Fingerprint resistant oleophobic coating on

screen. A physical keyboard is required
Pointing Device
YES - Touchpad
Multi-touch.
Network
YES - 10 GB district Backbone and 100500 MB network access at all district

instructional sites.
Wireless 802.11 a/b/g/n.
iPAD 2
Notes
Device Requirements
Category
Meets Requirements
Notes
Screen Size
NO - 10.1 inches. 1024 x 600 pixels

(WSVGA)
Resolution a bit low. Requirements are at 1024 x

768 pixels or higher.
Headphones/
earphones
YES - Realtek ALC272 with stereo

speakers and microphone
Dolby Headphone, High Definition Audio. 2.0

VGA LAN Microphone input Headphone output.
Security
YES - Schoolwire Synergy

is a web-based environment to allow
teachers, students, administration and
staff to securely create, store, organize,
edit and share their files. Files can be
created and edited online from any web
browser.
Schoolwire Synergy could secure the device so

that the student does not have access to
secure browser.
Keyboards
YES - Keyboard
Separate to screen.
Pointing Device
YES - Touchpad
This pointing device is included, optional mouse

attachment through USB port.
Network

Wireless 802.11b/g/n.
Network interface 10/100 Ethernet.
LAPTOP
(Lenovo S10-3)
Device Requirements
Category
Meets Requirements
Notes
Screen Size
YES - 11.6 inches. 1366 x 768 pixels.
HD LED Anti-Glare screen.
Headphones/
earphones
YES - Stereo speakers and microphone.
High Definition Audio, Digital microphone.
Security

browser.

secure browser.
Keyboards
YES - Keyboard
ISO Full-size and spill resistant (6-row),

contemporary keycap design, separate to
screen.
Pointing Device
YES - Touchpad, Trackpoint
UltraNav with TrackPoint and multi-touch

touchpad included, optional mouse attachment
through USB port.
Network

Wireless.
LAPTOP
(Lenovo x120e)
Device Requirements
Category
Meets Requirements
Notes
Screen Size
YES - 11.6 inches. 1366 x 768 pixels.
HD LED Anti-Glare screen.
Headphones/
earphones
Dual noise-canceling and HD microphones.

Dual speakers with Dolby Advanced
Audio v2.
Security

browser.

secure browser.
Keyboards
YES - Keyboard
Separate from screen.
Pointing Device
YES - Touchpad, Trackpoint
This pointing device is included, optional mouse

attachment through USB port. Multi-touch
Gesture.
Network

Wireless.
Ethernet RJ45.
LAPTOP
(Lenovo x131e)
Device Requirements
Chromebook
(Lenovo Yoga
11e)
Category
Meets Requirements
Notes
Screen Size
YES - 11.6 inches. 1366 x 768 pixels

(IPS).
LED Anti-Glare screen.
Headphones/
earphones
High Definition Audio

Dolby Advanced Audio v2.
Security
YES - Chrome Device Management
Chromebook Systems Manager could secure

the device so that the student does not have
access to unauthorized websites or applications.
This is accomplished through the use of an
approved secure browser.
Keyboards
YES - Keyboard and Touchpad
Separate from screen on 360 degrees flip

design.
Pointing Device
YES - Touchscreen and Touchpad
(10-point multi-touch) multi-touch touchpad,

buttonless touchpad, optional mouse attachment
through USB port.
Network

Intel Dual Band Wireless 7260 ac/b/g/n.
Reference: Smarter Balanced Assessment Consortium
Executive Summary:
Based on SBAC, there are minimum requirements that are to be met at a universal level for testing devices and
secure browsers. At SDUSD in the last five years a technology plan based on Proposition S, funded by General
Obligations bond measures, enforced the i21 Classroom Initiative, which included the rollout of iPads. Across
the school district, iPads, laptops and chromebooks are now available to students and teachers. In the event of
online testing, these hardware devices, for the most part, are suitable to perform as necessary.
The later models of the Lenovo brand laptops (Lenovo x120e and Lenovo x131e), along with the chromebooks
(Lenovo Yoga 11e), have met all device requirements. However, the earlier model (Lenovo S10-3), has a low
resolution screen and would not be adequate for testing purposes. Although, these devices have touchpads,
they also have USB outports where a mouse could be attached; or for some, connecting wirelessly via
bluetooth is an alternative option. The iPad 2s would meet all requirements if a physical keyboard was installed
for use during the time of testing.
In terms of using the network, internet of 100-500MB has been set up and accessible at all school sites, which
is more than the minimum of 20Kbps required per student being tested at one given time. Furthermore, the
browsers that are used will be secured by Schoolwire Synergy, providing safe access to any websites or
applications, while restricting student access as necessary. The iOS and Chrome systems that come with their
corresponding devices provide additional security options as well. Essentially, the technology plan that has
been put in place complies with the updated expectations of SBAC.
SDUSD Technology Brick
Brick Topic: File

Storage/Sharing
Description: Utilizing
a software tool to
create, store, backup,
and share files through
secure cloud based
access; anywhere and
on any device.
Tactical (0-2 years)

Strategic (2-5 years)
Moodle Learning Management System
Safari Montage
Safari Montage
My Big Campus
My Big Campus
Google for Education (Google Drive)
OneDrive (Microsoft SharePoint
[OneDrive for Business (Office 365)]

Services)
iCloud (Drive)
Retirement (To be eliminated)

Services)
Containment (No new development)
iCloud
Baseline (Today)
Emerging (To track)
OneDrive for Business (Office 365)
Safari Montage
Dropbox for Education
My Big Campus
Box for Education
Google Drive
SugarSync
Citrix ShareFile for Education

Services)
iCloud (Drive)
Baseline: According to SDUSDs LEA plan, Moodle, Safari Montage and

My Big Campus are currently contracted until 2018 as part of their i21
Initiative Program. Therefore, these programs could be seen as both
Tactical and Strategic. Also contracted is Microsoft SharePoint Services,
which gives users access to OneDrive. iCloud Drive is pre-installed in iOS
9 and could be used for all Apple products or by using Windows 7 or later
or OS X Yosemite or later.
Tactical: In the past, SDUSD has had Google for Education contracted as
well. Ongoing for Google account users, Google Drive provides access to
15GB of free online storage.
Strategic: Microsoft has a new software, called Office 365 that has access
to OneDrive for Business (including Education), allowing 1TB of online
space for each user. Office 365 has been recommended as an upgrade
from Microsoft SharePoint Services.
Retirement: Microsoft SharePoint Services is being used to manage many

other SDUSD systems which provides access to OneDrive. OneDrive is
pre-installed in Windows 10 as well. However, Office 365 may eventually
replace these services.
Containment: iCloud starts off with only 5GB of free space; but could
increase to 1TB depending on a monthly plan. There doesnt seem to be a
business or education package.
Emerging: These programs all have education packages but are not
currently identified as being used in SDUSD. They are enterprise and small
business services that could grow to be promising and are also very highly
rated via various online reviews.
In reviewing the options available for online file sharing

and storage, I was guided by suggestions and reviews
that came up often. Many different programs have made
it available to various degrees of users, from personal to
business, while utilizing the Cloud. In compiling the lists
in the Technology Brick here, Ive also researched
through San Diego Unified School District public
documents and included what has been used by other
school agencies.
By adopting the Brick concept, to analyse a particular
technology area or topic within an organization, it can
initiate the visual breakdown of available options that
were, are, and could be used. From here we could
compare services and pricing, discounts for packages
that fit the organizations needs, discuss accessibility for
the type and number of users, and arrange the time
frame of service contracts. Therefore, this step in
planning could give a bigger picture of what the next
steps are in moving forward for a Technology Plan that
will connect the other technology areas.
A Reflective Overview
of Enterprise Architecture
Throughout the twelve weeks of learning about Enterprise Architecture (EA), the three key components that I have
gathered are the importance of communication, flexibility and change. EA forces a careful and detailed analysis of an
organization, and depending on its mission statement, goals, or objectives, their focus needs to determine their current
and future states. To do so requires support from the community and their stakeholders. With updated data, visuals,
and external assistance, those involved with the agency could understand the expectations of their own roles and what
they must do to help fulfill the organization's means to increase efficiencies and eliminate redundancies. EA allows
smoother transitions and provide clarity into what and why certain choices have been made; either to continue, remove,
or modify.
As an educational technology leader, I believe that it is my partial responsibility to have staff, students and parents
know what is happening in their school and district. Information needs to be readily accessible and available. Using the
frameworks of EA and implementing the architectural components one at a time will establish an organized foundation
for the system to work around. This course has encouraged me to stay open-minded to future options based on what is
already possible, reaching out to various community organizations for assistance and building consortiums if
neccessary. Furthermore, it is crucial to stay up to date with what is happening in neighboring districts and schools,
advances in technology networks, devices, and systems, and changes in state and federal laws.
Enterprise Architecture Resources

Cox, J. (2014, January 24). What is Enterprise Architecture? Assist Knowledge Development: YouTube. Retrieved from https://www.
youtube.com/watch?v=V5Xisag6aN8
Approximately 10 minute video by Julian Cox giving a comprehensive introduction into the world of Enterprise Architecture: what it
is, how it's defined and how it has grown to be an essential part of the modern day business. Visual representations are given to
explain EA structure: touching base on framework, breaking it down into segments and domains, and going over how it helps plan
between baseline and targeted situations.
Enterprise Architecture Defined for You. (2016). Architectures Centre of Excellence. Retrieved from https://architecturescoe.
org/more-info/ea-definition/
Approximately 15.5 minute video that describes in more detail of the brief and generalized write-up of Enterprise Architecture:
discussing EA through Information and Technology Perspective: interrelation of artifacts that are understood and communicated with
stakeholders; a Business Perspective: achievement of objectives; and its relationship to framework, business
optimization, and goals of the enterprise.
Enterprise Architecture Resources

Malhotra, Y. (1996). Enterprise Architecture: An Overview. Global Risk Management Network: @BRINT Institute. Retrieved from
http://www.kmbook.com/enterarch.htm
This article discusses Enterprise Architectures as they relate to the broad decisions that must be made by an organization as it creates
its organizational information support system. The main details focus around, Strategic Capabilities Architecture: explanations of
current and future, complementary and synergistic capabilities; Business Architecture: influences of goals, objectives,
environment and stakeholders; Information Architecture: blueprints based on the organizations needs and restraints; Data
Architecture: considerations of various issues; Systems Architecture and Computer Architecture: demanded by the applications,
software, hardware and protocols.
Sessions, R. (2007, May). A Comparison of the Top Four Enterprise-Architecture Methodologies. Microsoft: ObjectWatch. Retrieved
from https://msdn.microsoft.com/en-us/library/bb466232.aspx
A paper given on the brief history of Enterprise Architecture with the details of Zachman, The Open Group Architecture Framework
(TOGAF), Federal Enterprise Architecture (FEA), and Gartner Frameworks. Each framework is defined with given visuals of charts
and diagrams. They are then compared to one another using 12 criterias and a 4 scale rating system to analyse which approach is best
for a given organization, while encouraging the concept of a blended method.

Eap - K Pham

Загружено:

Сведения о документе

Исходное описание:

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Eap - K Pham

Загружено:

Авторское право:

Доступные форматы

Enterprise Architecture

High Tech High

Operates 13 schools in San Diego County - 4 Elementary Schools, 4 Middle Schools,

Gary and JerriAnn Jacobs

Devices & Network Access

Wireless laptop access in all

(San Diego Unified School Districts network consists of 65,000 devices of

Cell phones, mp3

Reference to Student & Parent Handbook: http://www.hightechhigh.org/handbook/2015-07-04Student_Parent_HB-3.pdf

labs and project rooms are equipped with technology

access to 2 black and white printers, limited to 20

Available via HTH website

Prepayments can be done by registering an online account https:

Microsoft Office 2007

Adobe CS3 Master Collection

The Geometers Sketchpad

Audacity, Blender, CamStudio

IT Support provided via http://support.

The Decision Making

ESD with SOD, CR, and ISD:

develop programs and

SS/TC: specify objectives

ESD: will provide leadership

Serve as communications link for all school personnel utilizing instructional

Reference to San Diego Unified School District Procedures:

Technology is evidently integrated into what HTH has to offer in its

Whether or not an actual enterprise architecture is set up for HTH is hard

With such a big organization, of 13 schools varying across the district, an

SD Unified School Districts Technology:

Integrated Technology Support Services

Software Applications Team

manages the integration and implementation

Human Resources (PeopleSoft Enterprise Human Capital

Retrieved from: (https://www.sandiegounified.org/information-technologyteam) & (https://www.sandiegounified.org/node/229)

Integrated Technology Support Services

focuses on developing means to improve student achievement

Based on the available information provided by the

Over the last five years (beginning in 2009), approximately 20%

District Organization Chart: San Diego Unified School

San Diego Unified School District

The TOGAF ADM (Architecture Development Method) is a

1) The Preliminary and Architecture

2) The TOGAF Standard models EA

4) Operation includes (G) with

Educational Enterprise Architecture focuses on the 4

Image retrieved from http://enterprisearchitects.com/wp-content/uploads/2013/01/TOGAF-diagram-SML.png

the what, who, how, when and why of

develops a unified vision of the agencys

Education Enterprise Architecture Guidebook, 2014)

San Diego Unified School District:

Documentation of school performance, program evaluations, budgeting, goals and

Common Core State Standards

District Policies & Procedures

District and School websites,

BoardDocs Meeting Information Site

Help Desk, PeopleSoft Applications, Business Intelligence, SIS, Software Security,

Infrastructure updates, cloud-based services, software, computer operations

Evidently, SDUSD has many elements that

Image retrieved from TOGAF-ITIL.png

Image retrieved from http://1.bp.blogspot.com/_0eWkgdgzrkA/THs3rclCAfI/AAAAAAAAACw/j6yXjugIZKo/s1600/togaf.gif

District Teams and School Committees, that exist all

Overall, many of my colleagues and I have felt a disconnect