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2014 Sanilac Career Center Art Show Winners Minimize

Congratulations to these Peck students who were the top three artists at the Sanilac Career Center's annual art show that was held last week.  Justin Schneidewind won "Best of Show" honors while Kaylee Ruthruff and Bailey Sell grabbed the "Spotlight" award. 




      
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Prepping students with autism for life after K-12
Transitioning to higher education or the workforce is a challenge for most K-12 students, but it can be more challenging for students with autism as they learn to navigate new environments. Educators can use a number of instructional strategies to help their secondary students with autism prepare for the transition out of high school and into higher education or the workforce. When focusing on middle and high school, the instructional focus should be on the skills that students will need to find employment, said Joel Arick, Professor Emeritus at Portland State University and an educator, researcher, and trainer in the field of autism for more than 30 years. Arick is the lead author of the Strategies for Teaching based-on Autism Research Program and Links Curriculum. Part of that instruction lies in establishing routines. Routines can be important for a number of independent activities, such as writing checks, interviewing for jobs, using public transportation, and purchasing items. Students will use academic skills such as money management, telling time, and reading/writing as they become more independent. Communication skills are critical, as are social skills to help young adults with autism recognize questionable situations, interact with others at work and during leisure activities, and be responsible. Schools should be able to give students instruction that will support students as they transition to the post-secondary world. The focus of the instruction should include independence, self-determination, post-secondary transition, and employability. The content of instruction should include routines and activities that students do throughout the day, as well as lessons and foundational skills students will need to perform those routines independently. Establishing routines leads to independence, and foundational skills help to establish those routines that will help students with autism become independent. Routine instruction can help a wide range of learners. Students with more significant needs will learn daily living skills, self-care, social skills, academics, and vocational routines. Students who need support to access the general education curriculum will focus on work completion, organizational skills, transition, social skills, and general skills during daily school activities. This kind of routine instruction helps students transitioning to post-secondary settings by setting them up with skills needed to interview for a job, manage money, use social skills, use vocational skills, and use public transportation. Foundational skills students should learn include: Expressive/receptive language Academics in the context of daily life routines Social communication Complex vocational tasks Functional daily routines Teaching sequencing of events, and pre-teaching routines they'll need to do throughout their day, and reinforcing that with pictures or visuals will help students learn routines. The National Autism Center put out a report that identifies 11 effective practices for working with students who have autism.
10 privacy steps for every district
It would be hard to name an issue that has taken the education technology world by storm as has student data privacy over the past year. To address this issue, CoSN published our Protecting Student Privacy in Connected Learning toolkit in March to help districts navigate FERPA (Family Education Rights & Privacy Act) and COPPA (Children’s Online Privacy Protection Act). During the 2014-2015 school year, the Toolkit will be expanded to include additional information on the Protection of Pupil Rights Amendment (PPRA) and the Health Insurance Portability & Accountability Act (HIPAA) Privacy Rule--rounding out the four federal privacy laws relevant to schools. With all of the confusion and uncertainty regarding privacy, it can be difficult for school technology leaders to know what they can or should be doing. It would be easy to lose sight of some concrete steps they can be taking today to better ensure privacy of student data. In a report released a few weeks ago titled Making Sense of Student Data Privacy, Bob Moore, a longtime district CTO and founder of RJM Strategies LLC, detailed several common sense steps every school district should take. You can download the full report at www.k12blueprint.com/privacy. As schools prepare to go back in the fall, the following 10 steps lay out a great plan to get ahead of rising privacy concerns. 10 privacy steps every school district should take: Designate a Privacy Official – A senior district administrator must be designated as the person responsible for ensuring accountability for privacy laws and policies. This is a “divide and conquer” issue, but someone needs to be in charge. Seek legal counsel – Make sure that the legal counsel your district accesses understands education privacy laws and how they are applied to technology services. Do not wait until there is a pressing issue that must be addressed. Know the laws – Many organizations have and will be publishing privacy guidance for schools, such as the CoSN resource mentioned above. The U.S. Department of Education’s Privacy Technical Assistance Center is a must-know resource at: http://ptac.ed.gov/. Adopt school community norms and policies – Beyond the privacy laws, what does your school community really expect when it comes to privacy? Seek consensus regarding collecting, using and sharing student data.
Top ed-tech stories to watch: From 1-to-1 to ‘one to many’
No. 3 on our list of top ed-tech stories for the new school year is the trend toward students using many different devices while at school.
5 ways the Common Core could be worthless
Common Core State Standards, which have been adopted by 43 states and the District of Columbia, are supposed to be the ultimate indicator for a student’s college readiness. But according to a new policy brief, Common Core stops at higher education’s gate, offering little to no benefit for a student’s chances to entering college.
New eRate rules invite a new approach: Managed Wi-Fi
The FCC’s extensive eRate overhaul includes a new type of eligible service, managed Wi-Fi, which could lead to more outsourced networks in K-12 schools.
    
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