How Can We Be Innovative AND Protect Student Privacy?

In Barrington 220, our commitment to Framework 220 drives us to seek out innovative, authentic learning opportunities that allow student agency. Often, these experiences are powered by a powerful ecosystem of digital tools such as websites, AI platforms, and apps that promise to transform the classroom experience.

Together with administration, building leaders, and staff, we wish to ensure that as we cross into new frontiers of technology, we do not leave student data behind. Under the Illinois Student Online Personal Protection Act (SOPPA), protecting "covered information" isn't just a legal mandate; it's a vital component of the trust we build with our community. By prioritizing data privacy, we ensure that the real-world tasks our students engage in remain safe, secure, and focused on growth.

When someone looking to try a new website signs in with their district email address, they may already be sharing private information without even knowing it.

When you or your students "Sign in with Google" to websites not previously approved, you may be putting student data at risk. Nearly all "Sign in with Google" requests from non-Google websites ask for permission beyond simple identity. Often, this means full access to your Barrington 220 Google Drive.

Here are some of the permissions Quizlet asks for. These requests coupled with their refusal to sign a SOPPA Agreement protecting our data led to the removal of our subscription to the service. Teachers and students continuing to use Quizlet are subjecting personal and district data to a company which may be selling our data. 

 

 

Key Reminders

• "Sign in with Google" is a Permission, Not Just a Shortcut. When we click "Sign in with Google," we are often granting the website authorization to access student files, rosters, and metadata.
• SOPPA is a Shared Responsibility. Student data privacy isn't just a "Tech Department thing." It starts the moment a teacher or leader considers a new tool for student use.
• "Data as Currency" is a Reality. Many "free" tools sell student data or use it to train AI models. Our district review process and SOPPA ensures we aren't trading student privacy for functionality.
• Innovation Must Include Visibility. By vetting tools centrally, we prevent unexpected removal of tools and ensure a consistent, reliable experience for all Barrington 220 staff and students.

Our goal is to foster a culture where innovation and protection go hand-in-hand. Before you adopt a new tool, complete the Barrington 220 Request for Apps, Google API, and Services Google Form to begin the required review process by the Technology & Innovation Department. By working together, we ensure that our innovative tools deliver safe and successful learning experiences for our students.

IDEACon 2026: Big Ideas and Practical Practices

From February 9–12, 2026, many Barrington 220 staff joined educators from across the region for IDEAcon 2026, a conference that delivered a fast-moving mix of classroom-ready strategies and big ideas for the future. This year, a clear through-line emerged across every session: AI isn’t the point; learning is. The most impactful takeaways weren't about adding more tools to our plates, they were about strengthening purpose, agency, collaboration, and information literacy as our schools navigate an AI-saturated world.

Barrington 220 at IDEACon

Barrington 220 was well-represented by 33 attendees from across our schools and departments. Attendees represented nearly all of our schools. 

• Barrington High School
• Barrington Middle School—Prairie
• Barrington Middle School—Station
• Countryside
• Grove Street
• Hough Street
• Lines
• North Barrington
• Roslyn Road
• ELC

Teacher Librarians, instructional coaches, classroom teachers, LTAs, STEM teachers, and district leaders all attended to bring back diverse perspectives.

Conference Highlights (from our Barrington 220 staff)

A few themes emerged from the notes shared from the attendees. The themes reinforced our district's commitment to innovation and Framework 220.

• "Be a Lighthouse" Leadership—Kunal Dalal pushed an optimistic, ground stance: Explore, create joy, and most importantly don't do AI work in isolation—process it with colleagues and the community.
• AI for Workflow, Not Replacing Thinking—Multiple sessions focused on workflows using Google tools, Gemini Gems, and sources researched with NotebookLM to support learning and teaching.
• Creation over Consumption—From video storytelling (Google WeVideo) to Canva creations, the most innovative sessions treated media and tools as a pathway to student voice, learner agency, and authentic learning.
• Information Evaluation as a Core Skill—Sessions offered reframed media literacy for the AI era and highlighted the need to teach students to evaluate sources, purpose, authority, and evidence.

Major Takeaways from Barrington 220 Staff

Shannon Feineis from BHS captured the heartbeat of the keynote: AI use is risky when done alone. We stay more grounded when we sit with a colleague and talk through what we’re finding and building. She also captured practical ideas for using Gemini Gems to store context for repeated tasks and Gemini Canvas to build interactive learning games.

Jen Parisi from Roslyn brought back one of the most actionable frameworks: deciding when to emphasize the potential of technology versus the power of collaboration. Two of the catchiest strategies were "Talk then Tech" and "Close with Closed Screens."

Laura Winter from Prairie hit three district priorities: STEAM with purpose, evaluating information via the TRAPPED framework, and "building the info first" before using AI to generate media.

Moving Forward Together

Just like our recent Institute Day, the learning from IDEAcon moves us from "that was interesting" to "here is what we are going to do next." Whether the focus was inquiry, reflection, or new classroom tools, the work connects directly back to our instructional practices and to Framework 220.

Barrington 220 Joins Purdue and Apple to Pioneer the Future of Spatial Computing

Barrington 220 is stepping into a new dimension of learning. Recently, our district joined a select group of educational leaders from across Illinois, Wisconsin, and Indiana for an exclusive invitation to Purdue University’s new Spatial Computing Lab.

Developed in partnership with Apple, this state-of-the-art hub is designed as a collaborative ecosystem where students create immersive 3D content and faculty explore groundbreaking research methods. By witnessing Purdue’s implementation firsthand, Barrington leadership gained vital insights into the "lessons learned" and best practices for bringing this cutting-edge technology into a PK–12+ environment.

Bringing the Vision to Barrington 220

The timing of this collaboration couldn't be better. Following our district's acquisition of 12 Apple Vision Pro devices last year, we are ready to move from the testing phase to the hands-on phase.

Our goal is simple yet ambitious—to discover ways that spatial computing can redefine the classroom experience. Among other ideas, we want to empower:

• Students to present their ideas in 3D "canvases" and engage with complex subjects through immersive visualization.
• Staff to utilize infinite screen real estate to teach, evaluate, and inspire in ways that were previously impossible.

 Get Involved: Summer U 2026

We know that the best technology is only as effective as the educators who lead it. To support our staff in this transition, we are thrilled to announce an upcoming Summer U course dedicated to the Apple Vision Pro.

This hands-on workshop will allow high school teachers to:

• Experience the hardware and navigate the visionOS interface.
• Collaborate with peers on how to integrate spatial apps into existing curricula.
• Explore new pedagogies that move beyond traditional digital tools.

Keep an eye on the Summer U catalog for registration details. This is your chance to be at the forefront of a new possibility in educational technology.

The Department of Tech & Innovation Welcomes Director of Technology Services Tony Dotts

At the March 3, 2026, Board of Education meeting the Board approved our district’s new Director of Technology Services, Mr. Anthony Dotts, who will begin next school year.

Anthony (Tony) Dotts currently serves as Information Security Manager in Community High School District 99 in Downers Grove, where he is the district’s strategic Information Technology and cybersecurity leader, ensuring operational continuity, risk resilience, and alignment with district priorities. Prior to this role, Mr. Dotts served as District Systems Administrator at Hinsdale Township High School District 86. 

Mr. Dotts brings both strategic leadership and deep technical expertise developed across two school districts. He leads a comprehensive cybersecurity program that aligns directly with instructional priorities, operational continuity, and regulatory compliance. His work spans district-wide risk assessments, executive-level data-informed decision-making, and the design of resilient frameworks, policies, and security architectures that reduce cybersecurity risks. 

Mr. Dotts will join us officially on July 1, 2026, when he will take over for Mr. Russ Vander May who is retiring from Barrington 220 after over 20 years in our district.

Barrington 220's February Institute Day: Authentic Learning, AI, and Choice PD!

On February 13, 2026, Barrington 220 staff came together at Barrington High School for an Institute Day designed as a choice-based professional learning day aligned to Framework 220 strategic priorities,. The offerings that day included a strong emphasis on Authentic Learning and AI for learning.

Personalized Learning Experience for Our Teachers

This Institute Day modeled the kind of learning we want for students—voice and choice, relevance, and meaningful outcomes. Staff practiced learner agency by selecting among a wide range of sessions (morning and afternoon blocks for middle school, high school, and BTP; morning blocks for ELC and elementary) and followed through-lines that matched their goals. 

Authentic Learning and AI

Staff members from the Authentic Learning Leadership team created and offered Authentic Learning sessions that focused on HOW to add authentic learning strategies (Multidisciplinary, Student-Centered, Problem-Based, Real-World Task, Real-World Audience, Transferability, Personal/Cultural Relevance, Active Engagement). AI Task Force members created and led Artificial Intelligence (AI) sessions to help educators work smarter and support students more meaningfully.

Two Keynotes

We were fortunate to learn with two featured guests:

Dr. Sabba Quidwai challenged us to see AI not as “just a tool,” but as something we can partner with intentionally, ethically, and creatively, while protecting what matters most—human creativity, agency, trust, and connection. Her message centered on design thinking as a human advantage in a world with AI. Feedback from Barrington 220 staff shared how authentic her message was and how well she brought big, philosophical ideas around AI into the classroom.

Dr. Linda DeYounge provided practical strategies and workshop-style support for creating high-quality learning experiences that translate directly into classrooms and teams. She supported attendees during double-period workshop sessions that empowered our Barrington 220 staff to begin to implement AI skills and our AI tools like Brisk, Snorkl, Gemini, and NotebookLM.

Authentic Learning by Design

The session lineup made the Authentic Learning connections unmistakable. Across the day, educators explored practices that align directly to our district definition and direction, especially around student agency, meaningful tasks, reflection, and real audiences.

A few examples from the choice sessions menu:

• Practical Inquiry: integrating inquiry-based learning and student choice into current units 
• The Power of Student Portfolios: increasing student access, voice, and choice 
• Authentic Advocacy: building student voice in policy argumentation (with AI tools) 
• Spark Curiosity and Starting with Empathy: building authentic engagement from the start 

AI for Learning: Skills and Tools

AI showed up across the day as something we use to strengthen the learning process, not replace it. Educators had options ranging from “getting started” to more advanced instructional design:

• Design Thinking for Schools: Prompting and Partnering with AI (Dr. Sabba Quidwai) 
• AI Tools Playground and NotebookLM Playground for hands-on experimentation 
• AI writing feedback simulations and designing scaffolded feedback lessons 
• Using tools like Brisk, Snorkl, and NotebookLM to deepen understanding and feedback cycles 

We also reminded staff to check email for our AI Skills resource for students and teachers so this learning can live beyond one day and translate into consistent classroom practice. Our AI Skills are meant to provide teachers and students with specific skills to practice under the belief that we must prompt humans to do the thinking before we ask AI to help.

• Ask (Prompt and Context Engineering)
• Check & Choose (Check the validity of the AI responses and choose what and how to use them)
• Correct (Make changes to the human work)
• Create (Create responsibly with AI)
• Connect (Made connections across content areas with the help of AI)

One of the most meaningful design choices for the day was ending the day with Department AI-Guided Reflective Practice on Authentic Learning Implementation, facilitated by department chairs/team leaders. That structure matters. It moves us from “That was interesting PD” to “Here’s what we are going to do next together based on our learners, our curriculum, and our goals.”

The day was about moving Barrington 220 forward through the choices staff made, deepening Authentic Learning, and exploring AI for learning. Whether the focus was inquiry, reflection, portfolios, feedback, or classroom tools, the work connects directly to our learners and to Framework 220.