Sped privacy laws for online learning - ProTeacher Community




Home Join Now Search My Favorites
Help


      Special Education

Sped privacy laws for online learning

>

Reply
 
Thread Tools
Haley23 Haley23 is online now
 
Joined: Jul 2012
Posts: 7,571
Senior Member

Haley23
 
Joined: Jul 2012
Posts: 7,571
Senior Member
Sped privacy laws for online learning
Old 03-24-2020, 07:41 PM
 
Clip to ScrapBook #1

Sped director sent out a lengthy communication tonight and I'm freaking out. Among the multitude of things she wants us to, one is to record videos and make assignments for our students and then put them into the general education teacher's google classroom or Seesaw. We won't have our own- we'll be added as "teachers" to the classroom teachers' classes.

Let me preface this by saying I know squat about either of those apps. My "regular" school day is 100% direct instruction and I would never pull kids out and stick them on a computer, normally. So maybe there are safeguards that I just don't know about?

I have big concerns about videos/assignments meant only for certain students being just dropped into a gen ed class where everyone can see them, seeing as how they're normally so strict with our privacy laws. Will I just label them things like "Ms. Haley's assignments" and tell my families separately they need to look at those? Or "review assignments" and say that anyone in the class can access them, but tell my families separately those are their IEP things? Has anyone else figured out anything related to student privacy?


Haley23 is online now   Reply With Quote

kahluablast's Avatar
kahluablast kahluablast is online now
 
Joined: Aug 2008
Posts: 19,882
Senior Member

kahluablast
 
kahluablast's Avatar
 
Joined: Aug 2008
Posts: 19,882
Senior Member

Old 03-24-2020, 07:46 PM
 
Clip to ScrapBook #2

If you make the assignments in Google Classroom you can choose to assign it to one, two or as many students as you want. Other students will not have access to that assignment unless they also have the assignment. They should not see it at all.
kahluablast is online now   Reply With Quote
Haley23 Haley23 is online now
 
Joined: Jul 2012
Posts: 7,571
Senior Member

Haley23
 
Joined: Jul 2012
Posts: 7,571
Senior Member

Old 03-24-2020, 07:49 PM
 
Clip to ScrapBook #3

That's very good to know, thank you! Does anyone know if Seesaw is the same? Two of my grade levels are using that and one is using Google Classroom.
Haley23 is online now   Reply With Quote
kahluablast's Avatar
kahluablast kahluablast is online now
 
Joined: Aug 2008
Posts: 19,882
Senior Member

kahluablast
 
kahluablast's Avatar
 
Joined: Aug 2008
Posts: 19,882
Senior Member

Old 03-24-2020, 07:53 PM
 
Clip to ScrapBook #4

I do not think Seesaw has the same abilities. They say that teachers have to approve everything, but last year when I was using it, I would have parents commenting on student work (not there own student) before the post was even approved. So, I worry about privacy on it.

I know that GC would be much more private.
kahluablast is online now   Reply With Quote
Haley23 Haley23 is online now
 
Joined: Jul 2012
Posts: 7,571
Senior Member

Haley23
 
Joined: Jul 2012
Posts: 7,571
Senior Member

Old 03-24-2020, 07:55 PM
 
Clip to ScrapBook #5

Quote:
I would have parents commenting on student work (not there own student)
Oh my! That's pretty bad. I hope they were nice comments!


Haley23 is online now   Reply With Quote
kahluablast's Avatar
kahluablast kahluablast is online now
 
Joined: Aug 2008
Posts: 19,882
Senior Member

kahluablast
 
kahluablast's Avatar
 
Joined: Aug 2008
Posts: 19,882
Senior Member

Old 03-24-2020, 07:58 PM
 
Clip to ScrapBook #6

They were very supportive parents, but still...
kahluablast is online now   Reply With Quote
WalkDontRun WalkDontRun is offline
 
Joined: Apr 2017
Posts: 404
Senior Member

WalkDontRun
 
Joined: Apr 2017
Posts: 404
Senior Member

Old 03-25-2020, 10:17 AM
 
Clip to ScrapBook #7

Just curious— what will your videos will be about or contain? I have no curriculum or teaching materials at home and I think this might be an expectation coming my way soon. I will find out more tomorrow.
WalkDontRun is offline   Reply With Quote
WalkDontRun WalkDontRun is offline
 
Joined: Apr 2017
Posts: 404
Senior Member

WalkDontRun
 
Joined: Apr 2017
Posts: 404
Senior Member
Hayley—just saw your message below
Old 03-25-2020, 10:39 AM
 
Clip to ScrapBook #8

Yikes! That is a huge list of things you are expected to do. Once again, nothing is easy for special ed. teachers....Do you have materials at home?

Like I said above, I will find out more tomorrow but if the expectations are like what you listed I just might go to bed and pull the covers over my head! Technology does not come easy for me and it’s doubly frustrating because I don’t have a grade level team to support me. Plus I provide instruction from K-5.

Gonna take a deep breathe and try to put it out of my head until tomorrow. Good luck to you too!
WalkDontRun is offline   Reply With Quote
Haley23 Haley23 is online now
 
Joined: Jul 2012
Posts: 7,571
Senior Member

Haley23
 
Joined: Jul 2012
Posts: 7,571
Senior Member

Old 03-25-2020, 01:11 PM
 
Clip to ScrapBook #9

We were told on Friday that the building would be open from 9-11 on Saturday for us to pick up materials. Of course sped was given no guidance as to what to get. I brought home two huge bags of materials as if I were basically going to continue teaching my pull out groups in my living room.

For reading, we have a daily phonemic awareness curriculum we use (Haggerty). I'm planning to start my videos with that. It usually takes about 5-7 minutes for what my 2nd graders are doing and 3-5 for K/1, but I'm wondering if I need to pause for a few seconds after each thing I say and then say the answer so they can check themselves. (i.e. what word do these sounds make? /s//t//r//e//t//ch/....stretch). Then go through some routines like sound spelling cards, sight word cards, reading/spelling some pattern words together, etc.

The last rumor was that the district didn't want videos longer than 10-15 minutes so I'll have to see how long that takes or see if there is a different expectation for sped. I might do a separate short video I call "writing" where I guide the students through spelling some pattern words like we would normally do in class.

For math I have less concrete ideas. I honestly am not sure how I can do it without it being interactive at all. In the old days when we taught traditional algorithm to solve problems it would have been easy to just model solving some problems and then have students practice their own. Now they're supposed to talk through 8 different strategies and which one would be best for each problem, and none of those are just solve it .

Mondays are supposed to be planning days for teachers with instruction happening Tuesday-Friday. However, I have a full day of IEP meetings booked every Monday. So yeah, not really planning for me. P also sent out an email saying the district wants differentiation to be at the forefront because if parents see the lessons are too hard they just won't do them. That doesn't mean they have to plan 3-4 lessons for each content area, it means they should rely on people like the sped team to help them come up with "scaffolds." So I have a feeling I might be getting more requests for help.

I also need to figure out what kind of stuff gen ed is putting out. Do my kids have to do all of that work AND the work I'm putting out? Or do I have to figure out something they can skip to do my work instead? It just doesn't seem fair that they would have more work to do than the gen ed kids.
Haley23 is online now   Reply With Quote
WGReading's Avatar
WGReading WGReading is offline
 
Joined: Apr 2017
Posts: 844
Senior Member

WGReading
 
WGReading's Avatar
 
Joined: Apr 2017
Posts: 844
Senior Member

Old 03-26-2020, 08:04 PM
 
Clip to ScrapBook #10

I use Seesaw with my reading intervention small groups. There are settings you can adjust to give access to different things. I can drop assignments, videos, announcements or whatever for the whole class or just specific students. My settings allow parents to do the Seesaw version of “liking” things, they can respond via comment on things they see. Any likes or comments are approved by me before they post. No one sees other students submissions or work except me and whichever student does it. So if I record Johnny reading to me in class, I tag Johnny. His family are the only ones who can see that. If I post a class announcement, anyone can comment but I have to approve them before they post on to the announcement.

Let me know if you have other Seesaw questions! It’s a great app and I’ve found it to be easy to use and very secure.


WGReading is offline   Reply With Quote
Haley23 Haley23 is online now
 
Joined: Jul 2012
Posts: 7,571
Senior Member

Haley23
 
Joined: Jul 2012
Posts: 7,571
Senior Member

Old 03-26-2020, 10:08 PM
 
Clip to ScrapBook #11

I will definitely let you know once we start using it. Everything is so up in the air right now and I hate that. I'm a planner.

We met with our director today and now she's saying she wants us to do more with the gen ed curriculum and accommodations/scaffolds. No modifications/giving a different assignment- "scaffolds." P is always talking about scaffolds and it drives me crazy. If a kid is 3 years behind the skill level they need for that assignment, you cannot simply put in a scaffold and expect them to be able to do it.

So making a video with extra explanations of the assignment, lessening the number of problems, etc. Then P pipes in and says we have to make sure we're not giving "parent work"- the kid needs to be able to do it 100% independently. How in the world does that work for K-2? And not only that, kids in K-2 who have disabilities? They're going to sit at their computer and just independently do all of their schoolwork? My teammate has a very advanced first grader and she thought the idea of even her child being able to do that was laughable.

My first thought was to go in and make comments (if this is possible in these apps- still have no idea how they work) under the assignments with notes for possible accommodations/differentiation. However, this would be "parent work."

My P also said we're going to decide at our staff meeting on Monday if we still want to have an intervention block in the schedule. Sounded like she was leaning towards no because she doesn't want kids practicing the skills incorrectly. At least I have some ideas for that though- no, it would be nothing like the quality of the in person intervention we provide but better than nothing. And better than somehow getting K-2 kids who can't read to independently apply accommodations to their assignments.
Haley23 is online now   Reply With Quote
WGReading's Avatar
WGReading WGReading is offline
 
Joined: Apr 2017
Posts: 844
Senior Member

WGReading
 
WGReading's Avatar
 
Joined: Apr 2017
Posts: 844
Senior Member

Old 03-27-2020, 09:12 AM
 
Clip to ScrapBook #12

Feel free to message me if you want to chat.
I'm in WA. We found out on Friday 3/13 (after school was out for the day) that we were closing 3/17-4/27. We had a weekend and one school day to prepare. I'm in a Title I school (limited tech access, high ELL population), so I sent home everything I possibly could for my reading intervention kids - paper decodables, instructional level passages with simple comprehension practice, some roll and read phonics practice, basically anything I had paper versions of that they had seen before.

From 3/17 until now, our district has been super concerned about FAPE, SPED, equity, etc. and we haven't been allowed to do anything. Literally we were told to not suggest, send, recommend, share, assign, tell families anything other than to direct them to the school district web page with family resources (which were very generic and all online). Late last week our state dept of ed changed direction and required all districts to be providing continuing instruction as of 3/30. So this week has been spent scrambling to make plans.

Our grade levels are being required to plan together and provide recommendations or resources for a certain amount of minutes per day (varies depending on age). Specialists are not being included in those plans. Since I'm also the literacy coach, I've been invited to the planning zoom meetings, but I can tell you that the teams are so overwhelmed that my role has been more to calm people down and encourage them to stay simple and focused in on learning goal or outcome. As opposed to encouraging them to differentiate. And they aren't used to, or ready for, that level of collaboration with our academic specialists.

So in our building, our academic specialists (reading, ESL, math, SPED-resource, Autism inclusion) are e-meeting (Zoom) to discuss plans for how we can provide intervention level support for our kids. For example, my 3rd graders are working at a late 1st grade reading level. Their teachers are assigning an on grade level NewsELA article each day with comprehension questions. My kids probably won't do it. But what they need is continued foundational reading intervention. So on my Seesaw I'll be doing PA, sound spelling drill (O-G 3 part drill), dictation and a link to a decodable for them to practice. That's basically what I'm doing for all of my groups. If they want to do it/can do it with their home tech, I want to offer it to them. Our math specialist is going to find out what on grade level lesson each grade is sending out for the week, then film videos for her kids explaining with more scaffolding how to do the problems (We are assuming little parent support or knowledge on how to teach the math skills).
WGReading is offline   Reply With Quote

Join the conversation! Post as a guest or become a member today. New members welcome!

Reply

 

>
Special Education
Thread Tools




Sign Up Now

Sign Up FREE | ProTeacher Help | BusyBoard

All times are GMT -8. The time now is 10:40 AM.

Copyright © 2019 ProTeacher®
For individual use only. Do not copy, reproduce or transmit.
source: www.proteacher.net