Annual Student Online Personal Protection Act (SOPPA) Update

Each year, we review our Student Online Personal Protection Act (SOPPA) agreements and update the "expiration dates." The agreements don't actually expire; the dates are in place to prompt us to "inventory" our approved apps or subscriptions for continued usage and necessary approvals.

There are times when an expired app or subscription does not appear on the approved SOPPA list, but will reappear when our inventory is complete.

The review for the 2025-26 school year has been completed, and all of our agreements should be up to date and listed appropriately.

As always, please reference this list for current SOPPA agreements or Approved apps and subscriptions. Click here to submit an app request form and here to request a new subscription.

If there are questions regarding SOPPA agreements or approved apps, please let us know. 

Winter Break - Unplugged (and Plugged)

Winter Break is zipping towards us, and in our commendable zest to save the district some money and keep the planet greener, we’ve adopted the tradition of unplugging everything before we dash off to enjoy Winter Break. However, the Technology & Innovation Department—in partnership with our Buildings & Grounds Department—asks that you please leave 3 things plugged IN over the break:

PLEASE LEAVE PLUGGED IN

• TVs mounted in the wall
• Apple TVs
• Printers

Why?

It may seem counterintuitive to leave “unused” equipment plugged in, but all of these devices are designed with low-energy modes when not in use that can be accessed remotely over the network for maintenance. For example, both Apple TV and ViewSonic TV devices run network-based operating systems that we will be able to update over Winter Break. 

We have also observed that these devices sometimes do not connect to Wi-Fi flawlessly after being unplugged for long periods of time. Further, our network printer system needs to “check in” with a centralized system several times each day, and prolonged disconnections can delete their settings. 

Thus, if these devices are unplugged, future tech support issues are likely to arise and the Tech Department can’t perform maintenance behind the scenes.

Ready for the New Year

By keeping your TVs, Apple TVs, and printers powered on and connected, you’re not generating a huge electrical bill, you’re making a small, vital investment in headache prevention. You'll ensure your technology is updated, configured, and ready to spring into action—no troubleshooting required—the moment you and your students walk back through the doors in January. 

And one more thing...

Both Station and Prairie are getting TV upgrades this Winter Break.

Enjoy your well-deserved break!

Request an App, Google API, or Service

Staff and students are invited to request new apps, Google APIs, or services to be used for instruction using a simple Google Form. Here is an explanation of the different types of resources:

• App—Apps are software programs that run on iPad or Mac devices (e.g., Safari, Keynote, Pages, Numbers)
• Google API—A Google API is a set of connections to your district Google account that allows integration with other online services (e.g., Sign-in with Google to use Padlet online).
• Service—A service is a website or app that requires a sign in (e.g., Schoology allows users to sign in with an app or website to access all its services).

Several facets are considered when evaluating a potential new app, Google API, or service (resource). The district considers the following factors:

Instructional Alignment

• Does the resource support curriculum goals and standards?
• Does the resource enhance learning, assessment, or student engagement?
• Is the resource developmentally appropriate for the intended grade levels?
• Is the resource aligned with district strategic goals (e.g., Framework 220, Authentic Learning, Digital Citizenship)?
• Does the resource promote creativity, agency, or personalization?

Data Privacy & Security

• Is the resource compliant with FERPA (Family Educational Rights and Privacy Act), COPPA (Children's Online Privacy Protection Act), and SOPPA (Student Online Personal Protection Act)?
• Is the resource aligned with Barrington 220 Board Policies, procedures, and guidelines?
• Does the resource show ads?

Technical Compatibility

• Does the resource work smoothly with district devices (e.g., iPad 11, MacBook Air M4)?
• Does the resource integrate with existing systems (e.g., Google Workspace for Education, Schoology)?
• Are bandwidth, Wi-Fi, and network requirements manageable?
• Does the resource require additional hardware or software?

Cost & Licensing

• What is the pricing structure?
• Are there additional or future costs (upgrades, training, support)?
• Is the tool scalable and sustainable long-term?
• How much storage space does the resource use?

Vendor Reliability & Support

• Is the company stable, reputable, and responsive?
• Are training resources, documentation, and customer support available?

Implementation & Usability

• Does the district already own and support a resource that is the same or similar?
• How difficult is the resource to deploy, configure, or maintain?
• Is the resource intuitive for student and staff use?
• Is onboarding or training required?
• Does the resource support accessibility features (e.g., VoiceOver, screen readers)?

Other Potential Issues

• Does the resource introduce potential negative impacts on student focus, screen time, or well-being?
• Is there evidence or research supporting the resource’s effectiveness?

To answer these questions, members of the Technology & Innovation team, members of the Teaching & Learning team, teachers, and staff are consulted. The process can take about three weeks, depending upon the resource and timing of the receipt of the request.

All of these considerations ensure that every new app, Google API, or service added to our digital ecosystem truly supports high-quality teaching and learning while protecting students, staff, and the district. By carefully examining instructional value, privacy and security, technical compatibility, cost, vendor reliability, and potential impacts on student well-being, we make decisions that are thoughtful, strategic, and sustainable. 

This collaborative review process—grounded in district goals like Framework 220, Authentic Learning, and Digital Citizenship—helps us select resources that are safe, effective, developmentally appropriate, and aligned with the needs of our community. In short, these steps allow Barrington 220 to provide innovative tools while maintaining a secure, equitable, and purposeful learning environment for all.

Devorah Heitner's Barrington 220 Presentations Sketchnoted

In case you missed Dr. Devorah Heitner's presentations live on November 5 and 6, 2025, or the video versions that were available until last week, the Department of Technology & Innovation has created a sketchnote version of the top 10 takeaways from each presentation.

The sketchnotes were created on iPad with a Logitech Crayon in Keynote application. 

Devorah Heitner in Barrington 220 - Milestones for Growing Up in the Digital Age (Grades 3-8)

Click to download full PDF.

Devorah Heitner in Barrington 220 - Growing Up in Public (Grades 9-12)

Click to download full PDF.

Schoology + Google Gemini = A Powerful Combination for Teachers and Students

Teachers can use Google Gemini in Schoology to dramatically speed up lesson planning and help students organize access to NotebookLM notebooks and Google Gemini Gems. Staff can find the Google Gemini app within Schoology in the left column.

If you've created NotebookLM notebooks for your students, you can add them here, in your Schoology course, for students to access for learning and review. Check out this post to learn more about NotebookLM.

Teachers who have created custom Google Gemini Gems, which are similar to a Brisk Student Boost experience where a trained AI bot provides feedback to students in real-time, can add those Gems to your Schoology course. Here's a sample Gem designed to help teachers brainstorm opportunities for adding Authentic Learning strategies to their lessons.

Additionally, teachers can plan with Gemini, ask Gemini to assist in writing a newsletter to parents, and more, from inside your Schoology course. Gemini will use the context of your course to create a useful product.

Finally, if you're interested in venturing into teaching with AI or helping students learn to use AI to learn, Google has some helpful resources within the Google Gemini app in Schoology.

This is one example of some of the many teacher-controlled ways to use AI to improve efficiency and effectiveness while teaching with Schoology.