Steven discusses his data around the use of Artificial Intelligence in a school outside of the Chicago area. Hear his findings on student preference between Ai generated writing and student-created products! Check out this month's show.
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Last month PE teachers were able to participate in the second PE forum of 2024. Hosted by both Whitesville Central School and Wellsville Central School, educators from throughout the CA BCOES region were invited to attend this day to network with other teachers, explore best practices, and learn about local resources and programs that districts use to enhance their PE program. During the morning of the forum, Whitesville PE teachers Cody Borden and Justin Hendrickson showcased the ExerPro wall and video projection system which they use with students to for accuracy practice and other activities. They also shared team building games and activities used in their Project Adventure/Paralympics Unit, were the focus is on teamwork and communication. By: Rob Griffith, CA BOCES Professional Development
During a recent training session at the Scio School District, substitute teachers gathered to collectively learn about methods for assisting and supporting students in their day-to-day interactions within the classroom. The training aimed to deliver a comprehensive overview of special education, encompassing effective approaches to meet diverse student needs and fundamental strategies for behavior management. Throughout the session, participants engaged in an exploration and discussion of a variety topics pertinent to their roles and responsibilities as substitute teachers. The procedures and regulations of special education under IDEA were reviewed. Confidentiality and the Family Educational Rights and Privacy Act (FERPA) were thoroughly examined to equip substitutes with the knowledge needed to handle sensitive student information responsibly. Effective behavior management techniques were introduced, with a focus on providing substitute teachers with practical strategies to create a positive and conducive learning environment. Additionally, the session delved into clarifying the specific roles and responsibilities expected of substitute teachers in K-12 classrooms. By addressing these key areas, the training aimed to empower substitute teachers with a well-rounded skill set, fostering their ability to provide effective support and maintain a positive educational atmosphere for all students, including those with special needs. Interested in scheduling a substitute teacher training at your district? Contact Kristin Kurtzworth-Keen at [email protected]. By: Kristin Kurtzworth-Keen, CA BOCES Professional Development
On Pi Day (March 14), guidance counselors from around the region gathered to discuss the latest updates in the world of Distance Learning. Perhaps the most impactful items discussed were the proposed changes to regulations surrounding Distance Learning practices. The regulations were announced in a Memo on November 30, 2023 and are set to become effective as a permanent rule on May 1. Considering the short turnaround time and some of the proposed changes potential effects on distance learning practices, the New York State Distance Learning Consortium (NYSDLC) responded during the public comment period to voice their concerns over some of the changes. Some of these proposed changes are highlighted below.
100.5(d)(10) - Credit for online and blended courses This regulation is proposed to be repealed as it only applies to students enrolled in courses eligible for diploma credit. It is no longer needed with the newly added online and blended instruction provision proposed in section 100.2(u). 100.2(u) - Virtual Instruction and Blended Instruction Amongst the additions in this regulation, is the specification that an “appropriately certified teacher” of a virtual or blended instruction classroom is “a teacher who holds a New York State teaching certificate in the subject area in which instruction is provided.” In addition, the teacher must be an appropriately certified teacher employed by the district, BOCES, or school district who provides instruction in the subject area under a shared service agreement. 101.1 - Definitions added for “Virtual Instruction”, “Blended Instruction”, and “Virtual Learning Environment” “Virtual instruction means synchronous, or synchronous and asynchronous, instruction provided by a teacher as prescribed in section 100.2(u)(3) that is designed for delivery in a virtual learning environment where there is regular and substantive interaction between the student and teacher.” “Blended instruction means instruction provided by a teacher as prescribed in section 100.2(u)(3) that is designed for delivery part of the time as synchronous instruction in an in-person learning environment, and part of the time as synchronous, or synchronous and asynchronous, instruction in a virtual learning environment where there is regular and substantive interaction between the student and teacher.” “Virtual learning environment means an instructional and learning environment facilitated through digital video-based technology and/or a combination of an online learning management system and video-conferencing technology, where teacher-to-student, student-to-student, and/or student-to-content interactions occur solely through digital, internet-connected technology.” Main Implications of the Regulation Proposals It’s important to note here that this means New York State certified teachers provided by online course vendors such as Edmentum, do not qualify as the Teacher of Record who provides “regular and substantive interaction” with students in the course. School districts or a BOCES must provide a Teacher of Record to meet state regulations. This has been standard practice with CABOCES, but it’s important to note that state regulations now make this clearer. In addition, in the definition of “virtual instruction”, pure asynchronous instruction was not listed as an acceptable method to provide this instruction. For online course vendors that do not provide a teacher, such as Apex Learning, this implies (once again) that a Teacher of Record who provides “regular and substantive interaction” and is “appropriately certified”, must be provided by the district or a BOCES for the course to be acceptable by state regulations. A final implication regarding these regulations is that online Early College courses, such as those offered through Houghton University, do not qualify for dual credit when the course is taught by the College Professor. In situations where the course is being taught through an agreement where the teacher in the district is providing the instruction, these would still qualify so long as the in-district teacher is “appropriately certified”. For more information, please refer to the full memo which can be found here. As always, if you have any questions regarding these regulations, or distance learning practices, don’t hesitate to reach out! By: Justin Shumaker, Senior Distance Learning Coordinator |
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