I’m happy to announce that we will be upgrading the NBCDES internet connection from a 10Mbps connection to 100Mbps. The order has gone into the Provincial Learning Network. No time of completion as of yet but it is in the works!
Many of you are moving into communicating with students via email. Here is a great one pager for advice on responsible use of email by students that I found via Twitter. There are many good parallels for staff as well.
The unplanned outage this morning was due to a hardware failure in one of our server closet switches. This caused communication problems between sites, servers, and services.
We have resolved the issued by moving connections to other switches and are monitoring the services.
If you have any difficulties please call the helpdesk at 250-263-6442
Thank you to everyone who has taken the time to read and comment on my previous post regarding dropping coverage of Public Performance Licenses at http://www.prn.bc.ca/ts/?p=1904.
We can now show video with an educational purpose in classrooms with the new changes to the Copyright Act without license so we will no longer be covering PPLs.
One school had identified that the loss of PPLs would impact their ability to fundraise by showing videos and charging admission.
As Technology Services Learning Resource budget is meant to cover district wide licenses it should not be used to cover the cost for one school. The function of our Learning Resource budget is to cover districtwide educational and business licenses. The PPLs would be used for non-educational and non-district business purposes and therefore it is no longer an appropriate expenditure from our Learning Resources budget. The cost savings as a result will offset other software licensing costs in the district.
It would require 6 to 8 schools wanting the PPLs to make financial sense to purchase centrally. Even then the dollars would need to be found from other budgets or cost recovery from the groups/schools. Schools who wish to show video for non-educational purposes may do so provided they acquire their own licenses. I have included cost information in the comments of the original post linked above. I have contact information for the companies as well which schools can get from me via email if interested.
Technology Services will be looking for a replacement secretary for next year. Please see the posting at the link below. Closes May 21st at noon.
Repost from http://www.prn.bc.ca/?p=1679
The following two documents have been jointly created by School District 60 staff along with our partners in the PRNTA and CUPE. They are for distribution to all staff in School District 60 and provide guidance and awareness for social media use.
These documents should be provided to all current and new staff.
People must still be falling for these kind of phishing attacks where you get a notice about getting something for nothing as I saw this in my spam folder today saying I won the “Espanyol Lotter”. I sincerely hope that if ever you see these messages that offer something for nothing that your Phishing and Spam senses start going off. Think before you click a link or respond to an email!
FROM:THE DESK OF THE VICE PRESIDENT.
ESPANYOL LOTTERY AWARD.
INTERNATIONAL PROMOTIONS/PRIZE AWARD DEPT.
CALLE PIVON Y SANCHEZ NO 8 2B.
28014, MADRID, SPAIN.
———— Continue reading
From Mr Gill at Taylor Elementary
SMART Technology: Taylor Elementary School’s use of SMART Technology has assisted students’ learning needs! Mrs. McDonell has been using her smart board to help her grade 3 students discover new strategies for numeracy. Most classrooms are equipped with interactive SMART Boards and Document Cameras to enhance the learning experiences for students.
SD60 has entered into a software agreement via BCERAC with Acrodex and Microsoft that allows us a volume license on many MS titles as well as covering our Computer Access Licensing requirements.
In the past Office versions would cost a school $80 for each seat. I’m pleased to announce that we can now offer this at $25 per seat for at least the next two years until April 2015 for many MS titles.
As a default option, Open Office or Libre Office are free if schools choose. Otherwise it is $25 per seat.
This is not available due to licensing terms for computers in a 1:1 program unfortunately so we will not be changing the WWP image to a newer version of Office for next year.
We will be working to upgrade our PCs over the next couple of years to Windows 7 as the default with the MS Forefront protection included. As this will be the default there will be no cost to schools for the upgrade.
If a school were to choose a different operating system, Windows 8 for example (and we don’t recommend it for now), it will cost $25 per seat.
Home Use Program
There will be some changes on how staff can purchase software for home use on this and we are working on clarification on costs as well as media type (DVD, thumbdrive, download) and we will update when we have that.
Technology Services for many years has covered public performance rights for videos from two different companies that cover many video production houses. This has been required in the past so that teachers and schools could show DVD’s or other videos without paying a public performance licenses. SD60 also has a Learning Resource policy regarding the showing of videos at http://www.prn.bc.ca/policy/?p=265
With recent changes to Copyright law in Canada we understand that these public performance rights are no longer necessary as long as there is an educational purpose to the showing, and it is shown on school property during school hours. The Council of Ministers of Education, Canada, the Canadian School Boards Association and the Canadian Teachers’ Federation have released a 3rd edition of Copyright Matters! which summarizes our rights and responsibilities and is available at http://cmec.ca/Publications/Lists/Publications/Attachments/291/Copyright_Matters.pdf
This excerpt below is from the link above and deals with audiovisual works. We strongly recommend that educators read the full text at the link above or in the orange Copyright Matters! 3rd Edition handbooks that should have been distributed to schools.
16. Can teachers show an audiovisual work (such as a DVD or video) on school premises without infringing copyright?
© The Copyright Act permits showing an audiovisual work such as a DVD or video as long as the work is not an infringing copy or the person responsible for the showing has no reasonable grounds to believe it is an infringing copy. Teachers can show audiovisual works purchased or rented from a retail store, a copy borrowed from the library, a copy borrowed from a friend, and a YouTube video.
Showing movies from subscription services in the classroom is governed by the terms of the agreement between the subscriber and the subscription service. If the agreement provides that use is limited to “personal” or “household” use, for example, then classroom use is not permitted under the agreement.
Two key points from above
- only legally acquired copies can be shown (no bit torrent, no illegal streaming sites etc)
- Those teachers’ using personal subscription services such as iTunes or Netflix are responsible to check their terms of service as to whether the use is permitted.
Along with this, SD60 has regulation on movies in place under Board Policy 3003 available at http://www.prn.bc.ca/policy/?p=265 . This regulation would need to change regarding the publishing houses that are covered but would otherwise stay the same. Movies as per regulation must have an educational purpose.
One clear ramifications I see with no longer covering public performance rights is that schools could no longer show videos on the weekends for their learning community to attend. With the public performance rights they are currently allowed to, provided they do not charge admission, but could fundraise via a canteen. Without the public performance rights schools would need to get their own performance rights for a showing on the weekend which would likely be cost prohibitive.
Stopping payment on public performance rights will save Technology Services over $7000 yearly. These dollars saved will go to other licensing requirements within Technology Services.
Your thoughts are appreciated and help guide our practice. Are there other ramifications that you see if we cancel these public performance rights for your school or classroom? Please use the commenting function below to publically share them or email me to privately share.
A must view from http://www.shanekoyczan.com/2013/02/19/to-this-day-video/
As part of our support to Post-Secondary Education Programs we are sharing this survey from UVic below for. Please do take some time to complete it.
You are invited to participate in a short survey titled Evaluation of Technology Acceptance in K-12 education that is being conducted by Dr. Valerie Irvine and Aaron Bailey through the Faculty of Education at the University of Victoria. Your participation in this study is completely voluntary and there will be no negative consequences whether you decide to participate or not. The investigators have not been provided with contact information for potential participants. The purpose of this research project is to document educational stakeholders’ experience with adoption of new technologies for teaching and learning in K-12 Education. We will be exploring variables that influence educational stakeholders’ acceptance and use of technologies in K-12 education. Potential benefit to you, society and the state of knowledge: (a) opportunity for administrators to review findings and (b) raised awareness of the perceptions of WiFi in the schools. As compensation for time spent every participant will be entered into a draw for $100.
Apple has released two updates that resolve some of the issues for BCeSIS compatibility for us as tested in two environments.
For OS X 10.6 they have released a system updated called Java for Mac OS X 10.6 Update 13.
For OS X 10.7 and 10.8 it is called Java for OS X 2013-001
I’ve tested them in OS X 10.6.8 and 10.7.5 and can confirm they work for the browsers I have running as listed below
OS X 10.7.5
OS X 10.6.8
These are supposed to resolve the Java/BCeSIS which they appear they have done as well as not be interfered with by new xprotect updates. Because of that we recommend that you turn back on the automatic updates. To do this follow the steps below
- Click on Apple > System Preferences
- Click on Security (or Security & Privacy) in the top row
- Unlock to make changes (bottom left) using your laptop password – you need to be an admin of the laptop which most staff are. Use your laptop password
- Click on Advanced button (bottom right)
- Check “Automatically update safe downloads list”
I recommend SD60 users run these updates.
If you have any difficulties please do not hesitate to call as at the helpdesk at 250-263-6442 or put in a work order ticket at helpdesk.prn.bc.ca
[Update - Feb 27, 2013]
We found that after the update it was beneficial to run the steps in Terminal at http://support.apple.com/kb/HT5559?viewlocale=en_US (view this link on Firefox or Safari, I suspect Apple has some evil mojo against Chrome browsers and won’t let them in, at least not mine). On some systems we found it was still needed to run BCeSIS on others it was needed so Elluminate/Blackboard Collaborate would work again.
Last night I received a flyer from a car seller with a contest gimmick key code device that lit up. Here were my thoughts on seeing this
- interesting gimmick
- this will be junk in a minute for many people and will go in the garbage
- there has to be a battery in there to light this up
- it’s likely a button cell
- I wonder how safe this is for kids as button cell’s have a significant danger to them
So I decided to see how easy it was to open. It did not have screws in it to keep it closed and I was able to with a flick of a finger nail get it open. On the back in black letters on the black case it says “NOT A TOY”. Here are the pictures below. The black case is 6cm long, and the button cells are 1.1cm in diameter.
I’m quite concerned about a few things below
- button cells must be kept out of the hands of children as there is possible choking, severe burn and/or poisoning hazard if they are swallowed.
- batteries should be recycled and not go in the trash
- while I understand the advertising gimmick at play, this is plain junk
On the chocking, burn, and poising side there has been some recent news about button cells and quite a few collected articles at http://www.poison.org/battery/inthenews.asp
While the global story deals with a larger button cell compared to the small ones in the pictures above, they are not rare and appear in many kinds of electronics including laptop & desktop computers and toys. The toys require panels with screws to access batteries for the obvious safety reasons or they aren’t even accessible.
To recycle these I suggest that you keep them separate so that they cannot touch each other as current may pass through them depending on if they still hold a charge and how they are stored. There is a small risk of fire otherwise which is more likely in larger batteries or if you have many together. An easy way to do this is to put a piece of tape between them or put them on a piece of tape. Take them to your nearest battery recycler that will accept them.
Just a reminder that you should be using your PRN email address for school district business only. If you need an email address for personal reasons please use a separate address acquired from your ISP (Telus, Shaw, PRIS etc) or a free Yahoo, Gmail, Outlook, Live etc. For example some places you should be using a personal address
- Signing up for social media (linkedin, facebook, twitter) or online services that are not part of your job
- registering for personal flights
- purchasing personal items
- banking accounts
- selling items online (FSJNow, PeaceCountryClassifieds, Ebay)
- selling items on paper bulletin boards
- Offering services for hire (tutoring, etc)
- Advertising for clubs/services that are not part of your job
- Promoting a political party or action
As per board policy 4001, technology/internet resources provided by the district are not to be used for commercial activities, political lobbying, or product service advertisement. As for other personal related activities, keep in mind that your PRN accounts will be disabled and deleted if you are no longer working for the school district.
This meme was passed along to me, but I’m unsure of the original source. It does reference an important and difficult issue we are going to struggle with for the near future.
We are at a frustrating time where BCeSIS is requiring us to use an older version of Java, but other tools are requiring newer versions. This is affecting both Apple and Windows machines. Apple and OS X 10.6+ have caused issues due to blocking of the older version of Java needed for BCeSIS. We do have an imperfect resolution to this. Reports of a recent system update for 10.6 fixing the Java issue are good, but don’t help us for users with 10.7 and 10.8. We’ll be using BCeSIS for likely the next one to two school years so it will be an ongoing struggle.
Yesterday we were told a Ministry web tool may have required a newer version of Java to run. We aren’t sure yet if that was Java asking for an update, or the Ministry tool requiring it.
So at this point, follow the meme’s advice. Don’t update Java, or run system updates that reference Java on Windows or Macs (with the exception of OS X 10.6 if Java isn’t currently working). This does create a vulnerability due to older versions of Java. Avoid the “risky click” where you are on an unknown website, or following links to places you aren’t sure about.
If something is not working, give us a call at the helpdesk at 250-263-6442 or put in a ticket at helpdesk.prn.bc.ca and we will help you out as soon as possible.
XKCD created a comic that is something to keep in mind in regards to the Java + OS X issues we’ve been running into…
On twitter yesterday Carolyn Durley (@okmbio) shared a post written by Val Pereira (@knowwhatuknow) that made me think of how I had assessed two Applications of Math 10 classes several years ago. Math 10 Apps was part of the old curriculum but I think the assessment strategy of Learning Outcome Based Assessment or Standards Based Grading would be applicable to many math or science classes. Val Pereira’s Posts are included below on her process and student responses.
Standards Based Grading https://valpereiracentralblog.wordpress.com/2012/12/06/standards-based-grading-tracking-marks/
Student Responses to Standards Based Grading https://valpereiracentralblog.wordpress.com/2013/02/01/student-response-to-standards-based-grading/
I do wish I had recorded my student thoughts on this assessment practice, but as I recall they resembled those from Val Pereira’s link above.
Learning Outcome Based Assessment
For me Applications of Math 10 was not a very satisfying class to teach. I really enjoyed the curriculum, but students struggled and using percentages was not giving me enough feedback as to their understanding. After a trip to a Math PSA meeting in Prince George and speaking on the long drive home with Barb Wagner, a math teacher at one of our then Jr. highs, I decided to change my assessment and evaluation practices.
Plan Plan Plan
This is something you want to start ahead of time as there is significant planning but it is well worth it and pays off for future semesters. Reflecting on the curriculum, there were 58 distinct learning outcomes. This is often easier in math and science classes with discrete learning outcomes than in other classes although I could see it applied wherever the LOs are discrete. So instead of weighting and percentages for quizzes, assignments, tests, mid terms, projects etc I would gather data using a scale on the student’s ability on each specific learning outcome. For other courses I would think this in combination with descriptive feedback would be a great way for other courses with some not so discrete learning outcomes. A great paper on classroom assessment is Black and Wiliam’s, Inside the Black Box: Raising Standards Through Classroom Assessment.
I used the following and it was somewhat subjective at times but the students were able to self assess and always had the ability to show an increased understanding of the learning outcome. There was never any debate that I recall about where they were at, just questions on how they could improve. No more worry for students for their mark plummeting due to a high stakes test. No more asking for 0.5 of a mark or 1 mark which was nice not to deal with anymore.
I – Incomplete – it was expected of the students that every LO had to have at least a minimal understanding to pass the course. This was supported by my administrator and I’d suggest you get that support off the top if you wish to take this approach. It was also clearly explained in course previews and in discussions with the students. It fits with the idea of mastery of the curriculum. Not 100% of half the curriculum!
M – Minimally Acceptable - student has the ability to solve few problem types for the LO and may not communicate their steps effectively.
S – Satisfactory - Student can solve several problem types for the LO and communicates their steps effectively.
G – Good - Student can solve most problem types, uses units appropriately, and communicates their steps.
E – Excellent - Student shows an excellent understanding of the learning outcome with the ability to show multiple ways to solve problems and can communicate them effectively. ie show’s work, uses units appropriately, able to solve different problem types of LO, answers in complete sentences or with verbal explanation.
Ways to Show Understanding
Students still completed assignments, quizzes, tests, projects and exams. None of them had a percentage or mark out of anything (37/44) listed on them. I would specify which LOs were covered by which questions. I’d assess each one using the I, M, S, G, E scale and decide where they were at. I’d record that in my gradebook which was paper and the great old Integrade program. You could use a spreadsheet for this too. This way is definitely not for BCeSIS gradebook!
The tests with multiple LOs would have a header like:
____ LO 58 ____ LO 47 ____ LO 6 ____ LO 12
The LO would be listed next to the question too.
If previously the student had shown no understanding, I’d put down whatever they were able to show in my gradebook. If students had an M before and got an S I would change it to an S. If the student had shown an E before and an S later we would discuss, this rarely happened as I recall. Fits with the retest idea of higher mark counts.
I’d also create quizzes and tests to cover areas where students hadn’t shown understanding and I’d let them know before what LOs were going to be covered. If they had E’s I wouldn’t often assess it again, I was more interested in the other areas that they needed to show an understanding or where they could show an increased understanding. This meant I made several quizzes or tests according to what the students needed. Instead of creating three tests or midterms to make sure the students weren’t cheating, I determined three assessments according to my gradebook where improvement could be shown and who was best for each one to show further understanding.
At the end of the day, if students had not shown any understanding via assignments, quiz, test, projects, exam there was an option for an “I” worksheet which along with them explaining their understanding of the LO allowed them to get at most an M for the LO. Many students had one or two of these going into the final month of the semester.
One question that came up was how to report. I was ditching % but the Provincial Grades Order required that I provide percentages for Term and Final Marks. So how to convert a bunch of letters into a percentage? I created a GPA scale to correspond to the I-E scale I used and wrote a small program in Visual Basic to do a calculation. You could do this in a spreadsheet and there are templates online.
Running each student totals of their M, S, G, E through the calculator I found that the class average was much higher than it ever had been when I taught using percentages. At first I was a little alarmed and concerned that the GPA conversion was inflating their marks. My alarm was an artifact of my past practice of teaching with percentages and I realized that the reason the class average was much higher was because the students had shown an understanding at least at “50%” for every single learning outcome for the course. Of course their percent mark should be higher, zeros were not an option!
Using this method I was easily able to look at my gradebook and determine where I needed to go back and reteach a concept. Columns with many blanks, or mostly Ms were an indication to me to change my method. Using percentages the best I could do would be to reflect on an entire unit, rather than one learning outcome. Reflecting on the entire unit is too late for your current students as you won’t have time to reteach that!
Students also kept track of their progress on a sheet I provided with the 58 LOs. They knew where they could improve and they also had an idea of what they should study for upcoming quizzes or tests on areas they could show improvement. Students could also ask how they could show a better understanding. Individual projects could be thought up on the fly for some for LOs to allow students to seek a better understanding (Determine the midpoint of the diagonal on the wall using the width and height, here’s a meter stick. We’ll discuss precision and accuracy as well).
It was wonderful talking with parents with this method as I could clearly articulate what students could do or needed to do to show understanding to improve. It was no longer a discussion of “they need this score on a test to get this mark.”
I knew at the end of the semester that my students had shown mastery in the course. Out of two semesters there was only one student who failed the course as they choose not to do the “I” assignments on 7 LOs. If I were to teach a course with discrete outcomes again I would very likely pick this method of assessment.
On the AFL track, I like to think this method was very complimentary of Assessment For Learning as it was agile, and informed my teaching practice. Here is an old post from June 2011 comparing types of jackhammers to assessment for and of learning – Assessment and the Jackhammer http://www.prn.bc.ca/ts/?p=1325
TL;DR There are much better ways than percentages to assess learning. Try them.
Yesterday Apple released a malware definition that set a specific version of java to be allowed to run on OS X 10.6+. Unfortunately this definition precludes us from using BCeSIS as it requires an older version of Java on OS X. This update happens in the background with no user intervention. It is not part of the Software Updates. The reason for this is that the older versions of Java have security vulnerabilities that are often exploited by malicious websites or websites that have been compromised. A good way to avoid those websites is not to use the web… or more realistically don’t go to sketchy websites, follow unknown links etc.
We can’t update the version of Java as BCeSIS sadly requires an older version on OS X to run.
Our initial solution to remove this definition that is blocking our version of Java is as follows:
- If you aren’t confident in doing the below steps or have difficulty, please call the helpdesk (250-263-6442) and we can do it remotely if your computer is on and Remote Desktop Management is turned on
- Quit Browsers (ie Quit and restart, don’t just close windows!)
- Open the Terminal application / Search for Terminal and run the application
- copy and paste all the bold text below in terminal at the prompt
sudo defaults delete /System/Library/CoreServices/CoreTypes.bundle/Contents/Resources/XProtect.meta JavaWebComponentVersionMinimum
EDIT – I had missed a slash above but it is now correct.
- Press Enter/Return on your keyboard
- Enter your password for your computer
- Assuming you’ve entered the command correctly and no errors come up, quit Terminal
- Restart any Browsers
- Test and see if you are able to get to the BCeSIS login screen or other Java related programs/services
A significant question with this fix is whether or not the definition will return on the next malware update or not. We are monitoring this and will adapt the fix if needed.
Feb 1 Edit – An Apple Engineer has said that the definition will likely return on the next update so to avoid doing this again you will need to turn off the automatic definitions update. This may leave your computer vulnerable in the future. This takes a few steps which I’ve listed below:
- Click on Apple > System Preferences
- Click on Security (or Security & Privacy) in the top row
- Unlock to make changes (bottom left) using your laptop password – you need to be an admin of the laptop which most staff are. Use your laptop password
- Click on Advanced button (bottom right)
- Uncheck “Automatically update safe downloads list”
If there were a large scale sweeping OS X attack of some kind reminiscent of the Blaster worm we will suggest that you turn the Automatic update back on even though that will likely mean we will have java problems in the future. Keeping the older version of Java active on the macs will also mean that your computer is vulnerable especially if you are going to websites that are unknown or following unknown links.
We are looking at some options for a separate browser application to run Java for BCeSIS and disable Java in other browsers.
If these instructions does not work for you, try a restart on your computer and don’t hesitate to call the helpdesk at 250-263-6442.
Further to this there was another issue last year with Java that had the following solution - http://www.prn.bc.ca/ts/?p=1696
Thanks to the many technical staff from our and other SDs who worked to come up with this solution.
For planned service interruptions TS staff are responsible to provide as much notice as possible and limit where practical interruptions that will affect education or business processes. Estimated timelines should be provided with verification. TS Staff should schedule interruptions where possible with affected school / department / user.
For unplanned service interruptions TS staff will make attempts to communicate reasons and estimated time for repair of services with affected school / department / user.
We are excited that NPSS has decided to join us with credited printing for students in September of 2013. We are optimistic that Dr. Kearney and Bert Bowes will decide to join us as well! The use of our PaperCut software to limit student printing is a measure to
- promote conservation
- reduce paper use
- reduce power use
- reduce toner use
- reduce frequency of replacement of printers
- reduce staff time maintaining printers
- report on district carbon reduction
- reduce associated costs
ELC – Check!
NPSS – Check! – Starting September 2013
Dr. Kearney – Presented to Staff Meeting – waiting for decision
Bert Bowes – Presented to Staff Team – waiting for decision
The Canadian Safe School Network shared this blog post and the video below from the Australian Communications and Media Authority’s Cybersmart program called Tagged for Life. It does contain some mature content and language and with any video resources it should be previewed and considered before showing it to students.
This is an excellent piece for teachers and administrators to familiarize themselves on issues around malicious use of internet resources and sexting.
If you are using the internet with your students make certain that you are including discussions on digital safety and ethics. Numerous resources are available online and we have some available on the District Moodle as well. MediaSmarts resources are also available at the Learn Moodle under Resources. There is a password to access the MediaSmarts resources that you can get from your administrator.
If there is anything on digital safety/ethics you require that you cannot find, please do speak with your administrator, School Wide Positive Behaviour Support & Social Responisibility Coaches, or email email@example.com .
Since 2010 Technology staff, the Joint Technology Advisory Committee (JTAC) and others have contributed on a Scope and Sequence for information and communication technologies for Kindergarten to Grade 5.
Below is a portion of the working document that we ask K-5 teachers and other interested learning community members to provide feedback on. This document focuses on suggested activities by grade. You may use the public commenting feature of the blog or if you prefer to comment by email you may do so to any of the JTAC members (see below).
You can view the document at https://docs.google.com/document/d/10Z7x8p_XdEWqUYLV9nbQbZJEePmp5n4uVCp-SdBRvQU/edit
JTAC is a Joint Committee with membership from CUPE, PRNTA and SD Administration. The current members are
Wally Miedema (CUPE – Transportation)
Bruce Wood (CUPE – Technology)
Michele Wiebe (PRNTA – Local President)
Jennifer Nowell (PRNTA – Teacher Upper Pine)
Dave Burridge (Vice Principal – Alwin Holland)
Jarrod Bell (Principal – Technology)
JTAC will be seeking ad-hoc members who are K-5 Teachers to continue to develop this scope and sequence this year. If you would be willing to participate, share your expertise and help develop lessons for the suggested activities please do email one of the JTAC members above to identify yourself.
As a security measure, those requesting a DWL (District Wide Login) password change must do so via their site secretary or administrator through a work order. This may also be done in person via the site technician, provided they know the staff member, and they will create the work order. This is to make sure that we can verify the identity of the person requesting the password change.
The work order should include the staff member’s first and last name. A new password will be generated and listed in the completed work order. The completed work order will be shared with the site secretary or administrator who can inform the staff member of their new password.
The appropriate work order path is Technology Services > Administration > Accounts
We recommend that staff sign up for SSRPM (self service reset password management) at toolbox.prn.bc.ca so that they can change their passwords themselves if need be.
Enacted Dec 17, 2012
The following videos show staff how they can change their password or enroll in the SSRPM service. You must be logged in to view via Google Drive.