Acceptable Use Policies

         After locating and researching the background of my high school's Acceptable Use Policy and comparing it to the six standards of an exceptional AUP, I have uncovered some clear distinctions (though I cannot say I was surprised by them).

        While my high school’s AUP contains no specific PREAMBLE, the policy it self is located within our Parent/Student under the code of conduct, suggesting not only that the AUP is an extension of the school’s code of conduct but also that it is a policy that is required to be agreed upon before entering the school.  I feel the policy could benefit from a PREAMBLE of goals just as instruction benefits from objective setting.  Furthermore, I was able to glean from my librarian the core team of three school staff members and administrators (including herself) who put the policy together and subsequently had the policy approved by the school’s technology committee. I feel disclosing this process lends credibility to the policy.

         Ultimately, my school’s AUP does not have a DEFINITION SECTION.  However, there are words defined or examples of terms given in individual lines.  While I recognize the need to eliminate ambiguity, I feel a separate section devoted to definitions may be rather superfluous.  If the clearly ambiguous words are defined within, perhaps terms could be footnoted to clear up any confusion rather than devoted an entire section to listing definitions, which if I am honest, I feel as if no one will read.

         My high school’s AUP does outline its policies quite clearly.  Officially the POLICY STATEMENT makes it clear that access to computer and Internet services can be assumed at school even on one’s own personal electronic device.  I noticed while examining the ACCEPTABLE USES SECTION that “educational purposes” or “school-related activities” are often required along with the need for supervision by “school administration” or “school personnel” but in all cases these terms are left vague or nearly defined.  As far as an UNACCEPTABLE USES SECTION is concerned, no specific delineation is present.  Throughout the document there are consistent examples of violations/infractions and their consequences.  In other cases, the concept of destructive behavior is left nearly undefined, but the effects are still clearly explained.            

         Ironically, the VIOLATIONS/SANCTIONS SECTION of my high school’s AUP can be found at the very beginning.  While the school does not so much as practically refer to the discipline section of the Parent/Student handbook, it does explain the broad range of consequences students may face.  I feel in general defense of my high school’s AUP I want to argue the value of the indistinctness not only of this section but also of some other specific sections.  In the sense of a double-edged sword, it leaves some wiggle room on behalf of the administration to ensure that the punishment fits the crime.  This also may have much to do with the fact that my school is private and thus affords to make its own individual unique AUP that no other school need to follow or adhere to.  Clearly, schools operating in a large district require more generalized or vastly applicable terms and consequences.