Welcome to the latest snapshot video on acuity. Have a great week!
Teachers
Question – Technology Intergration?
Question – I was excited last year to hear that our district was making a push to get teachers on board with utilizing technology by creating and maintaining class web pages via Canvas. I was also excited for a new gradebook system that promised improvements. However, both have turned out to be major disappointments. Gradebook seems to be much more complicated with little payoff and doesn’t connect with Canvas. Why as a district are we spending so much money developing and maintaining two separate systems that can’t even integrate? As a secondary teacher, I have to upload and arrange files for 3 different courses that I teach. For two of those courses, I have to upload each item 3 times or import the content into the second and third course EVERY time I want to add something new. Are there any plans to simplify these systems and have integration between gradebook and Canvas? Also, are there any plans to make Canvas more teacher friendly? I embrace the idea of keeping our classrooms current and want to maintain an online course, but I can’t keep up with uploading the same files to multiple places every time I want to post a new resource or assignment.
Response – Thank you for your willingness and excitement in creating and maintaining a digital framework with resources and guidance for students to access beyond your face to face classroom!
Here’s some context and then I’ll respond to your question. The state passed a law requiring every school district to report its student data in a certain format – with a 2013 deadline. This forced us completely rework our Discovery system, effecively unhooking it from Gradebook. So, our programming resources have needed to be pulled away from the Canvas/Gradebook sync we were working on, as we believed the Discovery/Gradebook sync took priority. With the timeline we were given (don’t feel like the Lone Ranger out there when you go to work in the morning and think you know how you have a plan for the day and the world shifts out from under you :-), it happens to the district too), that sync isn’t done yet, as you know as you’ve tried to look up grades, or access the parent portal. As it is, I think we’ve found a work-around on the student access side, but the sync should be complete mid-November. At that point we’ll jump full bore back into the Canvas/Gradebook side. in the meantime we’re evaluating our legal options with the hardware providers for the servers that keep crashing. I was asked the other day why we didn’t wait to implement things until they’d been piloted and perfected. Actually, the Cyprus Network piloted the new Gradebook for most of last year, we thought the bugs were worked out, the Discovery requirements have complicated that process. In any event, if we wait until things are perfect to to implement, we’d still be riding horses to work. I’m dealing with a recurring car issue right now that make horses attractive… Anyway, enough context, now your questions.
The Learning Management System Canvas is a relatively new product that is has been willing to accept our feedback and try to make adjustments to their product to better serve K-12 face to face and blended learning teachers. We hope that continued work with this company will make the most user friendly product possible for Granite Teachers. Along those lines – Canvas offers assignment, quiz, and grading features that primarily center around Online and Higher Ed. Functionality.
We have been in discussion with Canvas to integrate our K-12/face to face/blended learning needs into a seamless LMS/Grade book system. They have not been quick to make changes to their structure. At this point we are working with them to develop functionality where assignment scores entered in Gradebook will also show in Canvas. Progress has been slow but they seem to see where changes to their product for K-12 purposes could be profitable.
Please know we continue to work with the vendor to find the best solution for our teachers.
Thanks to Instructional Technology Department for their assistance in responding to this question.
Question – Blocked Websites
Question – There seems to be more blocked websites this year than in the past and I feel like it is hindering my teaching. I have submitted requests to the help desk to see if these sites can be unblocked and I have not received any response, and they have not been unblocked. The sites are very valid and useful educational websites.
Response – As a requirement to receive federal funds to help offset our district cost for internet connectivity to schools we are required to do internet content or web filtering. We also believe as a district it is in our best interest to protect our students from inappropriate content. To accomplish this we purchase a web filter along with the service from the company to categorize all the millions of web sites for us. We receive frequent updates automatically from the vendor on web sites as to their content on a subscription basis. The administration of the district has determined the categories the web filter provides us with of which to block. Obvious ones like Pornography are easy to categorize and block. There are some categories that are very broad in nature. Some of the web sites in these categories could be appropriate some not. We have been on the side of caution for those categories and blocked them. Two of the sites you mentioned are in that category those being the KQED and icebreaker. We did validate in our schools that they are blocked. We also checked the other two web sites at 3 separate schools and neither educemic nor YouTube were blocked at those sites. If you are still having problems at your site please contact your STS/LMETS or NE for help.
We understand that since we blocked a very general category that we need to make exceptions. Those exceptions should go through the Education Technology Department not information Systems and the help desk. ET is in charge of assessing the best tools to be used to deliver curriculum. They take under consideration the site that is asked to be opened and it’s educational value. Then they contact I.S. to ask them to allow the site. You should see in the near future a better method in requesting a site be allowed and or blocked in our schools.
Thanks to I.S. and Ed. Tech. for their help in responding to this question.
Question – iPods in the Classroom
Question – Our school has been fortunate enough that a few teachers got to take an iPod training and then they received an iPad or iPod lab to use. As excited as I am for them, it has already created a feeling of “that’s not fair” in my classroom. And as a teacher who enjoys using technology, I would love the opportunity to create more learning opportunities for my students as well. Are there plans to increase the availability of IPods to other classrooms?
Response – Thank you for your email and interest in use of technology in the classroom! The iPod carts that have been provided has been a fairly large project in terms of cost and professional learning. Due to limits in resources (both in funding and in time), we have not been able to provide this opportunity to all teachers. We hope to continually add technology integration into all classrooms. The technology tools will obviously change over the years, but our vision and goals of always looking to provide as many opportunities to teachers will not change. This year we were able to modify restrictions on how textbook funds can be used – to include certain technologies. As you may have seen in our 5-Year Plan, we intend to have one-to-one technology with students and, just as importantly, the infrastructure to support it. Thanks again for your commitment!
Question – Impact of Grade Reconfiguration on Special Needs Children
Question – I am a teacher at KHS. My concern is the size of the self-contained classes when you add another year of students. I currently have 12 students on my class list for next year. Adding 9th grade will add 3-4 students. Can the district promise added support in this era of budget cuts and withdrawal of needed support for special needs students?
Response – The Special Education Department staffs it’s programs based on the number of students assigned to the program and additional program needs in accordance with state caseload guidelines. As conditions change, the Special Education Department actively responds to changes that may result in additional needs on an individual basis. As such, appropriate levels of ongoing support for special needs students would not change based on a potential grade reconfiguration.
Thanks to the special education department for their assistance in responding to this question.
Another question about movies in the classroom
Question – What if I wanted to show a carefully selected clip from a movie that was rated PG, PG13, or R. Would it be acceptable to show a 5 or 10 minute clip from a movie, that would ordinarily require permission. Perhaps the entirety of the movie wouldn’t be acceptable for classroom viewing, but a section of it would be illustrative for students who struggle with English. For example, I’m thinking of using a short, edited clip from the movie Amistad to show what the middle passage was like for slaves. If I did this without prior approval and without sending permission slips, would I be breaking policies (or laws)?
Answer – A link below outlines our full policy on movies in the classroom.
Supertintendent Snapshot – Welcome Back!
Welcome back! Here is the latest superintendent snapshot regarding A/C projects and holes in walls. Don’t hesitate to send your questions to superintendentsblog@graniteschools.org.
Superintendent Snapshot – Granite District Teacher of the Year!
All,
In the last snapshot of the academic year, Superintendent Bates surprises the Granite District teacher of the year. Enjoy!
Question – Movies in the Classroom?
Question – As any good teacher, I realize and understand that movies cannot, and should not, be used to replace other teaching materials (textbooks, direct instruction, etc.). However, as an artistic person, I also realize that there can be great learning taking place while watching a movie with students. My understanding of district policy is that G-rated material is generally approved, so far as there is a curriculum connection. Any material that is PG or PG-13 needs a request to show form signed from the principal and parental permission for each student to view the content. Any R, X, or NC-17 material is strictly prohibited. As far as my understanding goes, this is a blanket statement for every classroom in the district, with no distinction between grade or school levels; elementary rules are the same as junior and senior high schools. I recently created what I think is a brilliant literacy activity that includes reading strategies, character development, compare/contrast, cause/effect, and persuasive writing all done by watching a movie made from a book that my students read. Wanting to follow proper channels, I looked up the policy, sent it to my principal, who then checked with her supervisor, and we were told we could not watch the movie in class. The reason we were given is because the supervisor felt that it was inappropriate to show PG material in an elementary school (5th grade, by the by).
My question, then, is three-fold: Is this really the district policy? Is the policy really the same for all grade levels? And, if this is the policy, then why, when I followed the correct procedure, was I not allowed to implement my brilliant lesson plan? I don’t want to ruffle feathers, make waves, nor get anyone mad at me, and I’m not just trying to get my own way (I’ve already made plans to show a different, if inferior, movie of the same book that is rated G, and adjusted the lesson plan accordingly), I only want to understand.
Response – First of all, thanks for planning engaging, relevant lessons! I’m confident you’re brilliant lesson plan isn’t to show movies as a reward or just for fun (Finding Nemo was on in a math classroom I visited recently, not quite sure how it fit into the curriculum) but that you’re teaching explicit learning objectives in a multisensory educational way. Different media and technologies present so many opportunities – please share what you’re doing with colleagues.
As far as movie use is concerned, you are correct, but let us flesh this out a bit. The district policy does not differentiate among elementary and secondary and the rules are the same for all. ANY movie shown (and it cannot be rented, you need proper licensure to show it – movies rented or bought at the store are typically licensed for home use only) must have an explicit instructional purpose and tie directly to concepts or objectives in the State Core Curriculum. Only G-rated movies can be selected unilaterally by the teacher. PG or PG-13 rated movies must be approved in writing (there’s a form attached to the policy) by the principal, and a parent permission slip (also a form attached to the policy) must be sent home with every student in the class. Obviously movies with ratings beyond PG-13 cannot be shown. Sounds like you have been working hard to create an engaging class activity. I hope this helps clarify the policy.
Thanks to the Teaching and Learning Department for their help in responding to this question.
Question – Dual Immersion and Go Math! Curriculum
Question – I don’t teach a Dual Immersion class but there is one taught on my grade level at my school. I am seriously concerned about the fact that, while our district is adopting this great new math program- Go Math!, our D.I. classes will still be teaching a separate curriculum. WHY? I get that Go Math! probably doesn’t come pre-translated but why is that stopping us? If we are saying that this is a great program- and we are also saying that the D.I. is here to stay- then why aren’t we following through?
My school does a FABULOUS job of collaborating- particularly my team. We work together a lot and wonderful things come of that (see our STATIS Report for evidence- or just come visit!). However, our poor French teachers are totally isolated. Not only are they responsible for 60++ students and teaching in a different language, but they also have to do it on their own? When teaching from two different math curriculums, it’s really difficult- I will go so far to say impossible to have regular and meaningful collaboration time. Why are we excluding the teachers who likely need the support the most?? What a huge disservice to our teachers and students!
I know that translating the math into Chinese might be a ridiculous undertaking. But you’d be hard pressed to convince me that it would be too hard to translate it into French or Spanish. Pay a team a stipend to translate it. It’s a one-time cost but the benefits will out weigh the cost a hundred times. Isn’t the whole goal to get everyone in our district on the same page? Then let’s stop saying “Everyone but…”
I understand that there are a lot of logistics that would go into this- but we have very smart people in our district that are absolutely capable of figuring out all the details! I don’t speak French, but I know first grade math, so I would absolutely be willing to help as needed. And I know others who feel the same way.
Has this even been discussed?
Response – We are well aware of the importance of providing math books for dual immersion students in Spanish, French, and Chinese and have been addressing that need over time. Remembering that dual immersion is a program under the purview of the USOE, those folks are also well aware of this issue and are working with us and other districts to address the situation.
While I appreciate the suggestion that you and possibly other excellent teachers in our district might translate the new Go Math! program materials into other languages for a stipend, it simply would not be resource effective to tackle such a project. Granite District’s Interconnections materials were created largely by teachers, but when we involved some in translating our own Interconnections materials into other languages it literally took several years. In the same several years we will be able to purchase the necessary materials already published in those languages.
Here’s where we are now, however. Go Math! is currently available through the publisher in Spanish, and all of our dual immersion Spanish programs are being provided those materials at all grade levels. As far as French and Chinese are concerned, Pearson Education has translated their Envisions Math program in French and Chinese, which has been aligned with the new math standards. We are currently using this Envisions Math translated program in 2012-2013. All of the French and Chinese Immersion programs in Utah are using the program with support from the Immersion team at the USOE. Since each district with immersion programs may have adopted a different math program in English, it falls to the district to provide additional support and correlation. Granite District Immersion specialist is providing support and training for teachers in French and Chinese in following our district math curriculum maps. It is in this area that you and your team can and certainly should collaborate. You and your colleagues can discuss concepts that need attention and share lessons and instructional activities that can address them, whether or not you are employing the same textbook. Our French and Chinese teachers can certainly translate great ideas from their colleagues into meaningful support in their own classrooms and vice versa.
Thanks to Curriculum and Learning for their assistance in responding to this question.