Author: Hope

Six Classroom Management Strategies by DEMCO

Posted on | by Hope

Demco Ideas & Inspiration Blog
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Management strategies for an active, flexible classroom

Teaching in an active, flexible classroom brings the potential for many successes: student learning and engagement, comfort and flexibility, and limitless lesson design! However, it does take some transition to reap these benefits for students and teachers. Set everyone up for success with just a few simple strategies. Setting expectations from the start and being intentional throughout the school year will help everyone find success in their new learning environment.

As our school district started redesigning classrooms to be active, flexible learning environments, we found common questions from teachers. Also, we had teachers who came into the classroom for co-teaching a class period or two who were not familiar with layout and flexibility and were asking about expectations and classroom management strategies. As a result, we developed the strategies below that we use within professional development with all teachers who transition into an active, flexible classroom, as well as specialist teachers who also teach within the space for limited periods of time.

Array Classroom Strategies

1. Make a mental mind shift

The classroom is everyone’s classroom. It’s not just a place students visit that is the primary home to a teacher. Sometimes this requires a mental shift in allowing students to decide where they sit and how the room is arranged. Letting go of control and becoming comfortable with allowing students to move seats when and where needed can be difficult.

The room may not look the same each day. Seats may not always be in the same spot.  Desks may not be lined up in perfect rows. Table heights may not all be universal. But this means productivity, comfort, and flexibility become the true value of the seating and workspace in your classroom.

Students may be moving more. Sometimes the movement is distracting and feels chaotic. But many of our students need movement! Sitting for long periods without movement is difficult and leads to a loss of focus. Movement allows students to get their energy out, focus more, and be more ready to learn.

Array Classroom Strategies

2. Set ground rules

Ground rules should be set with any new seating and workspaces in your classroom at the start of every school year. First, explain to the students the purpose behind the seating and workspaces:

  • To meet a variety of student comfort needs (size, height, moveability)
  • To be easily moveable and adaptable for a variety of learning activities
  • To provide spaces that support students’ ability to collaborate, create, work individually or in groups, and refocus when needed

If students understand the why, they will have more ownership in the classroom and take better care of everything within it.

Then, set ground rules for how each piece of classroom furniture should be and can be used. Create a graphic or slide deck explaining when the seat or table is a good choice and when it is not a good choice. Help them understand why it was designed the way it was, what learning needs it supports, and what they may like or dislike about it. This will help them make an informed choice of where they will learn best each day, week, or month, depending on how often they choose their own seating.

Here’s a graphic we share and discuss with students. Share it digitally with students and even post it around the room as a reminder! It features the seating in our classrooms but could be adapted to yours.

In the conversation with students, also be sure to outline the consequences of misuse.  The goal is that students decide where they learn best, but if they are not successful or not using the seating or workspaces in a safe or functional way, then the teacher may need to help the student be more successful. Teachers can still give choice but not free choice — they may give the student two seating options or even select the best option for them for a while.

Explaining the seating and workspaces in the classroom, setting expectations for use, and outlining consequences gives the students clarity and helps them understand the variety of options in the classroom and select the best one for their own success.

3. Talk with students about seat selection

The classroom should be a place where everyone makes decisions, everyone gives feedback, and everyone is in control of their learning. This starts with allowing students to select a seat and workspace that they will work best in and may vary from day to day depending on the student’s needs.

However, students will need guidance in selecting how and where they sit so they choose the best place for their work rather than the closest spot to a friend in class. Providing your students prompts to start thinking about selecting a seat based on how their body or mind feels will help them make informed decisions.

Here are some examples:

Feeling → Seat selection

“I am feeling anxious.” OR “I have lots of energy.” → “I need a seat that allows me to   move while I listen and work.”

“I didn’t sleep well last night.” → “I need a back on my seat.”

“I’ve been sitting all morning.” → “I need to stand at either a standing desk or a taller table.”

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Contact your dedicated Account Manager:

Please contact the Demco inside sales department for everyday orders and general inquiries. Please reference C10903 for contract pricing or inform them you are an ILTPP member.

McKenzie Encarnacion
Inside Sales Specialist
mckenziee@demco.com

For larger projects needing installation or design, please contact the Demco Business Development Representative

John Jakelja
Business Development Representative
630-901-5989
johnj@demco.com

Learn More About Demco

How Safe is Google Drive?

Posted on | by Hope

Schools store and manage a range of sensitive data. Often, schools rely on Google Workspace to handle their data appropriately — including Google Drive.

In the words of Education Week: “Google products dominate in K-12 classrooms.” Their research shows that approximately 70% of K-12 schools use Google Workspace apps, which includes Google Drive — they also say that among educators, Google products are the solutions of choice.

This implies that educators and schools more generally trust Google’s applications to securely hold information. But how safe is Google Drive, really?

READ MORE

Contact your dedicated Account Manager:

Warren Frebel
VP of Business Development
303-415-3656
wfrebel@managedmethods.com

Learn More About ManagedMethods

Keeping Devices Refreshed Is Critical to a Healthy and Modern IT Ecosystem

Posted on | by Hope
by Joe Kuehne
Joe Kuehne is a Senior Editor at BizTech magazine.

As in any industry, IT teams supporting K–12 schools must navigate a challenging landscape. But with education on the line, IT staff take on significant responsibility for ensuring that the technology they support provides an optimal digital experience for teachers and students alike.

Despite strict budgets and small IT teams, school districts must keep devices safely and continually refreshed. That task can be overwhelming in the face of such obstacles as reduced federal funding and constantly evolving security threats. Add to that the trend of school districts adopting one-to-one device programs, and suddenly those necessary device refreshes demand resources that many teams simply don’t have.

“I think the funding is going to be one of the larger issues for schools moving forward, especially after the federal Emergency Connectivity Fund wraps up,” says Caitlin Witry, senior manager of the education partner program at CDW. “ECF is about to expire shortly, and then the last round of Elementary and Secondary School Emergency Relief funds would expire in September 2024.”

While it can be daunting, IT teams can’t delay or ignore the task of refreshing huge numbers of devices. Keeping them updated helps prevent interruptions in education and breaches in security. But there are some solutions and services available to help IT teams confront the challenges of device refreshes and maintenance.

Keeping Devices Refreshed Amid Funding Limitations

According to a recent survey from Lenovo, K–12 IT leaders are prioritizing device refreshes despite tight budgets. “With the increased number of devices a district is now required to maintain, as well as non-stop demands for more bandwidth, IT leaders want devices that support fast and robust Wi-Fi,” Lenovo reports. “Nearly all districts (94 percent) struggled with videoconferencing during the pandemic, and bandwidth was the leading cause of trouble. Wi-Fi 6 outranks 5G nearly 4 to 1 as an ‘important or very important’ priority.”

Some leading IT companies are working with schools and service providers to offer assistance and funding. One such program is the CDW Education Collaborative, a community of K–12 technical administrators across North America who work alongside CDW Education’s experts to navigate changes, updates, challenges and solutions within their Google and Microsoft environments.

Tech leaders such as Google and Microsoft offer automatic update policies, but devices in the K–12 setting frequently have shorter life spans than those in professional settings. Student devices may need to be refreshed or replaced more often, which can become expensive for schools and force them to find alternative solutions.

“Lately, we’ve seen schools trying to extend the life of their devices by using cases and extended service plans such as accidental damage protection, using more break/fix programs and trying to extend their lifecycles rather than doing a refresh every three years,” Witry notes. “They’re trying to stretch the bang for their buck.”

READ MORE

Contact your dedicated Account Manager:

John Buttita
Sales Manager
877-325-3380
johnbut@cdw.com

Learn More About CDW-G

Senso Cloud is now a 1EdTech Trusted Ed Apps Certified Partner for Data Privacy!

Posted on | by Hope

Your Data, Our Priority.

At Senso.cloud, keeping your information safe is our top priority. We work hard to create a secure and reliable digital space for all schools and educational institutions. That’s why we are proud to announce that Renato Software Limited is now a 1EdTech Trusted Ed Apps Certified Partner for Data Privacy!

By receiving this certification from 1EdTech, it solidifies our commitment to safeguarding the privacy of your schools data and keeping it protected at all costs.

Don’t just take it from us!

Take a look at what the Vice President of Marketing and Higher Education Programs, Sandra DeCastro, has to say about the certification.

“1EdTech believes we can power learner potential through an open, trusted, and innovative digital tech ecosystem,” said 1EdTech Vice President of Marketing and Higher Education Programs Sandra DeCastro. “That trust comes from companies, like Renato Software, putting in the work to ensure privacy policies are transparent, and that are willing to be certified to save educators valuable time that they can now spend on ensuring the program fits into their curriculum, and how best to leverage it to help students succeed.”

Want to find out what all of the fuss is about?

Our team loves to talk all things Senso, so why not book a demo here and see what we’re about?

Contact your dedicated Account Manager:

Alex Ball
US Sales Manager
866- 664-1520
a.ball@renatosoftware.com

Learn More About Senso.cloud

SH Connect Compliance Management System

Posted on | by Hope

With the new Illinois legislation to require schools to have cardiac response plans and mandate AEDs, Emergency preparedness equipment is a vital part of a school’s emergency preparedness plan. However, maintaining all aspects of your program, including its AEDs, can be difficult and time-consuming.

The SH Connect compliance management system simplifies this process by allowing you to monitor all your equipment at once using a desktop or mobile device.

 

Schedule a Demo to Learn More

 

Contact your dedicated Account Manager

Emily Rogers
Territory Manager – Chicagoland
erogers@schoolhealth.com
630-339-7997

Danita Jones
Inside Sales – Illinois
djones@schoolhealth.com
630-339-7946

Jodi Szuter
Specialist – Special Education
jszuter@schoolhealth.com
224-580-8058

Learn More About School Health

ISTELive 24: How to Build Connectivity in Rural Communities

Posted on | by Hope

An Illinois school district turns to local business and state funding to bridge the digital divide.

Written by Taashi Rowe the managing editor for EdTech: Focus on K-12 magazine.

Funding school technology continues to be a concern for many K–12 school leaders. And in Illinois, where there are many small, rural school districts that have minimal or nonexistent technology budgets, this need is even more pronounced.

In an ISTELive 24 session, Justin Morgan, technology director for Trico Community Unit School District 176,  and Melinda Fiscus, director of government affairs for the Learning Technology Center of Illinois, shared their multipronged approach for obtaining connectivity funding.

Located in southern Illinois, Trico Community School District 176 has faced several challenges. First, the district is located near a national forest, which prohibits building or drilling, making it difficult to install high-speed internet. Second, the 875-student district is in a high-poverty community in the middle of cornfields and coal mines. Third, the district doesn’t have much local industry. And the fourth issue is that the district is spread over a large area and serves students from six different towns.

Additionally, for many years Morgan served as a one-person tech department, managing an annual technology budget of $85,000. He now has a technology aide.

Even so, Fiscus, who works for the state’s education service agency for technology, said that due to the enthusiastic support of Superintendent Larry Lovel, the district is “one of my less fortunate but more advanced districts. They were always thinking about the importance of educational technology.”

Laying the Foundation for Technology in Schools

Though the district’s technology budget is small, Morgan said that it is still good for the area.

Still, “out of that budget, we have to maintain the website, student information system, disaster recovery backup, cybersecurity, district internet access and network equipment,” he noted.

WATCH: See how a Wi-Fi 6 upgrade helps students build technology skills.

Fiscus, who works with districts across the state, says that the Trico budget is not unusual. “Most districts in Illinois are operating on a similar budget or no budget,” she said. “For most schools, E-Rate is their technology budget.”

E-Rate is a federal program that can offset up to 90 percent of the cost of internet service and equipment for schools. Morgan used E-Rate funding to build the school’s internet infrastructure.

Prior to the pandemic, he planned ahead for a one-to-one device program and updated the school’s network. He repurposed old devices. He collaborated with teachers to address essential technology applications.

Read More

Do you have more questions or need help with connectivity and E-Rate? Contact our LTC Director of Government Affairs today.

Mindy Fiscus
Learning Technology Center of Illinois (LTC)
Director of Government Affairs
mfiscus@ltcillinois.org
Schedule a Meeting

ILTPP Announces Ambassador Program

Posted on | by Hope
Amanda Bruns
Amanda Bruns Member Engagement Manager | Learning Technology Center

The Illinois Learning Technology Purchasing Program (ILTPP) is proud to announce its new Ambassador program and its first class of ILTPP Ambassadors.

Representing districts from across Illinois, the Ambassador program will generate insights and advocacy that’ll help connect more K-12 districts with cooperative purchasing’s full power.

“It’s a natural step forward,” says Amanda Burns, ILTPP Member Engagement Manager. “As we work to connect with new districts and deepen our relationship with current members, we need enthusiastic voices to share how cooperative purchasing has impacted their students. Our Ambassadors will be that voice, and we can’t wait to hear what they have to say.”

Bringing Innovative Edtech Minds Together

The ILTPP Ambassador program is focused on bringing together edtech pacemakers from around the state and putting their shared wisdom into action. In turn, it empowers K-12 educators and technology leaders to play a central role in influencing the edtech landscape, both in and beyond their district.

In addition to championing the program’s benefits, Ambassadors contribute their insights to ILTPP publications, collaborate with fellow tech leaders, and provide valuable feedback that shapes ILTPP’s new and ongoing initiatives.

With representatives from Little Egypt, the Quad Cities, and many districts in between, the Ambassador program also ensures that ILTPP’s programs and services continue to meet all Illinois schools’ evolving needs.

Join us in congratulating and welcoming these Ambassadors as they step into their new roles:

2024 ILTPP Ambassadors

Justin Morgan

Network Administrator | Trico CUSD 176

Justin has dedicated over a decade to educational technology leadership in his time at Trico CUSD 176. There, he has led countless technology initiatives and worked in his local community to advance tech-centered advancements, including a K-2 tablet pilot program and a community hotspots program.

He says, “I’m excited to work with ILTPP as an ambassador to continue my passion for innovative problem-solving.”

Brayden Matsko

IT Coordinator | St. Michael The Archangel School (Streator)

With his recent student experience, Brayden brings a unique perspective to the Ambassador program that adds focus to IT’s impact on current learners.

In his current role, Brayden has helped develop a custom database and backend processing system, as well as facilitated an SIS change, implemented a new rostering and student authentication system, and completed a variety of procedural improvements that have made his IT team more efficient.

Felicia Lee

District Coordinator, Technology Integration | Proviso Township HSD 209

With a diverse educational background, Felicia has served as a classroom teacher, adjunct college professor, and Tech Prep Director. In these roles, she has led projects focused on professional development in technology, fostering collaboration across disciplines, and training support staff.

She says, “I am driven to become an ILTPP ambassador by my passion for enhancing educational initiatives and standards. My hands-on approach and dedication to contributing actively through various platforms align with my enthusiasm to make a positive impact in this role.”

Jill Badalamenti

Technology Coordinator | Carlinville CUSD 1

A new resident to Illinois, Jill has been educating youngsters for 20 years mostly in Missouri. She is passionate about edtech and pushing the boundaries of traditional education.

As an Ambassador, she’s most looking forward to meeting other edtech enthusiasts and making connections outside of her school district community.

Butch Wilson

Director of Instructional Technology | Mt. Vernon Township High School

A mainstay of Illinois’ edtech community, Butch has been an edtech leader and advocate for 20+ years. As part of the former Learning Technology Centers, Butch guided and supported 200+ schools as they developed their educational technology environment.

More recently, he has provided technology support and development for the Illinois State Board of Education’s Statewide Assessments programs.

Butch believes that “education tools should be accessible and affordable for all of us.” For that reason, he’s been a “grateful promoter” of ILTPP since 2003.

Dr. Todd Dugan

Superintendent | Bunker Hill CUSD 8

During his time as superintendent, Dr. Dugan has made it his mission to reimagine and redefine rural educational leadership to reflect modern technology’s challenges and opportunities. He has been recognized by several state and national organizations, including as the 2017 Tech & Learning Leader of the Year and the 2018 Illinois State University EAF Superintendent of the Year.

As an Ambassador, Dr. Dugan wants to level the playing field in rural areas by harnessing technology’s promise to provide students with cutting-edge learning opportunities.

Dr. Cheri Bridge

Director of Technology | Zion-Benton Township HSD 126

In both her local and national work, Dr. Cheri Bridge has shown a deep passion for leveraging educational technology to foster engaging and effective learning environments. Prior to her current role, she contributed to the NSA-funded GenCyber cybersecurity curriculum and spearheaded the development of an edtech solution aligned with the Next Generation Science Standards.

With over 16 years of experience in instructional design and curriculum development, she brings a wealth of expertise in driving strategic improvements within school districts to the Ambassador team. As an Ambassador, she seeks to empower educators and students alike through the integration of innovative technologies into teaching and learning practices.

Craig Reid

Director of Technology | Moline-Coal Valley CUSD 40

Craig has worked in education his entire career, starting as a support technician before moving into a leadership role. During his tenure as Director of Technology, he has led numerous initiatives to keep up with his district’s evolving technology landscape, as well as co-chaired a technology committee composed of teachers, administrators, and support staff.

When it comes to our statewide edtech community, Craig believes that more collective efforts are needed to address common issues. As an Ambassador, he wants to work closely with his counterparts in other districts and harness their expertise to uncover innovative, cost-effective solutions that all districts can benefit from.

Office 365 A1 Plus for education will retire on August 1, 2024

Posted on | by Hope

Why is Office 365 A1 Plus being retired?

Microsoft introduced Office 365 A1 Plus to schools in 2015 to ease the provisioning burden for IT in moving users to the cloud. While the intent was to help schools with their transition, it also introduced a level of complexity for our customers that led to many inadvertently becoming non-compliant. Today, Microsoft 365 A3 and A5 licenses are easier to provision, both addressing our customer requirements and removing the need for a transitional program. All existing Office 365 A1 Plus licenses will expire August 1, 2024.

Schools using Office 365 A1 Plus today have options

Schools with Microsoft A3 or A5

Schools who license Microsoft 365 A3 or A5 today can use their student use benefits to deploy A3 or A5 for students at a 40:1 student to faculty ratio. Learn your options for assigning licenses to users.

How to license users

Schools can purchase additional licenses

Schools can purchase additional Microsoft 365 A3 or A5 licenses for faculty or staff currently not covered under another license. Compare which edition is right for your school.

Compare editions now

Schools can leverage Office 365 A1

Schools can leverage Office 365 A1, a free subscription with access to online Office 365 web apps and collaboration and classroom tools.

Get started

Discover the benefits of Microsoft 365 A5

Microsoft 365 A5 is for institutions who want a single productivity, communications, and collaboration platform with the most advanced security for learning, teaching, and work. It provides AI-powered services to accelerate learning and productivity in a comprehensive suite that integrates advanced security, analytics tools, and unified communications.

Learn More

Do you have more questions or need help with your Microsoft licensing? Contact our channel partners today.

John Buttita
CDW Education
Sales Manager
877-325-3380
johnbut@cdw.com

Christine McConnell
JourneyEd
Senior Account Manager
636-238-5606
cmcconnell@journeyed.com

How Students Are Able to Bypass School Filtering With Proxies (and Why It’s a Problem)

Posted on | by Hope

Students are a resourceful bunch so it should be no surprise that many have discovered ways to bypass school filtering systems. Before we explore the challenges this creates, let’s take a quick look at how students sometimes use proxy websites to bypass school filters.

How to Get Around School Content Filtering

The internet is a vast and ever-evolving landscape, and tech-savvy students can very easily locate detailed directions on how to get around school content filtering. A multitude of online resources, some hidden in plain sight, offer students step-by-step guides on “how to get around school filters.” These resources often point them towards proxy websites.

What Are Proxy Web Sites and Why Are They So Appealing?

Proxy websites act as a middleman between a student’s device and the internet. Imagine a student trying to reach a blocked website. Instead of connecting directly, the student connects to the proxy website first. The proxy website then fetches the content from the blocked website and relays it back to the student’s device, effectively masking their online activity. This allows students to potentially bypass school filters and access restricted content.

The problem with this approach is twofold. First, the world of proxy websites is constantly growing and evolving. New proxy sites pop up all the time, making it nearly impossible for traditional filtering technology to keep pace. This creates a frustrating game of cat-and-mouse for school IT departments. IT staff spend countless hours adding new proxy URLs to their blocklists, only to find students discovering new workarounds seemingly overnight. It’s a constant battle that consumes valuable IT resources and ultimately proves ineffective in large part because outdated list-based filtering technology is still used by the vast majority of IT Depts.

This cycle of blocking and unblocking is not only inefficient but also ineffective. Here’s why:

  • Wasted Resources: IT departments spend a significant amount of time and resources maintaining blocklists, diverting them from other critical tasks.

  • Ineffective Filtering: New proxy sites appear constantly, rendering traditional blocklists outdated almost as soon as they’re updated.

  • Potential CIPA Violations: Inadvertent access to inappropriate content through proxy sites can put a school district out of compliance with the Children’s Internet Protection Act (CIPA). CIPA requires schools to implement filtering and monitoring systems to protect students from online pornography and other harmful content.

  • Compromised Learning Environment: Distracting content accessed through proxies can hinder student focus and disrupt the effectiveness of digital learning environments.

The bottom line? Current filtering solutions simply can’t keep up with the ingenuity of students determined to bypass restrictions. This leaves schools in a precarious position, potentially jeopardizing student safety and maximizing the potential for misuse of school-issued devices.

A New Dawn in School Filtering: Introducing ProxyGuard™ by Deledao

Deledao, a leading innovator in education technology, understands the challenges schools face with traditional filtering solutions. That’s why we’ve revolutionized the game with the introduction of ProxyGuard™, a groundbreaking technology added to our award-winning, research-based real-time AI filtering product, ActiveScan™.

ProxyGuard™ is the first technology of its kind that automatically recognizes and blocks proxy websites. This eliminates the need for IT departments to manually maintain blocklists, freeing up valuable resources and ensuring a more efficient and effective filtering solution.

Here’s how ProxyGuard™ benefits schools:

  • Automated Proxy Detection: ProxyGuard™ utilizes cutting-edge AI to automatically identify and block proxy sites, stopping students before they can bypass filters.

  • Reduced IT Burden: IT staff are no longer bogged down by maintaining blocklists, allowing them to focus on more strategic initiatives.

  • Enhanced CIPA Compliance: By effectively blocking proxy access, ProxyGuard™ helps schools maintain CIPA compliance and safeguard student safety.

  • Maximized Technology Investment: ProxyGuard™ ensures school-issued devices are used for their intended purpose – learning – and not for accessing distractions or inappropriate content.

  • Improved Learning Environment: By eliminating distractions, ProxyGuard™ creates a more focused and productive learning environment for all students.

We understand that keeping students safe and focused online is a top priority. To help you see how ProxyGuard™ can transform your school’s content filtering and empower student success, we’d be happy to discuss it with you in more detail and provide a brief demonstration for both you and your IT team.

Let’s work together to streamline IT management, ensure CIPA compliance, and create a more productive learning environment for all. Contact Deledao to get started today!

Contact your dedicated Account Manager:

Deledao Education
Greg Richman
Director of Sales & Channel Partnerships
greg.richman@deledao.com

sales@deledao.com

How Schools Can Increase Their Chances of Winning Federal Cybersecurity Funding

Posted on | by Hope
By Amy Passow Amy Passow is a business development manager for K–12 at CDW•G.

In the grand scheme of things, $200 million over the course of three years to address cybersecurity in K–12 doesn’t seem like much. However, that is what the Federal Communications Commission will offer as part of its Schools and Libraries Cybersecurity Pilot Program.

That said, this is a step up from what the FCC already provides through its E-rate program, whose cybersecurity coverage includes only basic firewalls and support services to configure them. The FCC admitted as much when they announced the program in November by noting in the Federal Register, “It is clear that the E-Rate program alone cannot fully address the K–12 schools’ and libraries’ cyber concerns and protect their broadband networks and data from cyber threats and attacks.”

This new program is a response to years of lobbying from K–12 groups for more federal funding to help stem the tide of cyberattacks facing K–12 schools. Additional funding through this program would help the FCC determine whether they should permanently fund advanced firewall services.

FCC Chairwoman Jessica Rosenworcel, in a statement describing the pilot program, said “ultimately, we want to learn from this effort, identify how to get the balance right and provide our federal, state and local government partners with actionable data about the most effective and coordinated way to address this growing problem.”

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