The Therapeutic Classroom Grant provides competitive grants to public school districts to establish therapeutic classrooms for learners ages 3 to 21 whose emotional, social, or behavioral needs interfere with their ability to be successful in their current educational environment (Iowa Code 256.25). Districts applying for the grant may seek funds to establish new classrooms and/or install critical components into current classroom/programs that they are developing into therapeutic classrooms.
Public school districts may apply for the therapeutic classroom grant by following the directions provided in the Therapeutic Classroom Grant Application Package. The package includes a Worksheet that supports districts in preparing their application. The application process includes a self-assessment of therapeutic classroom components and the district applicants proposal for establishing therapeutic classrooms during the upcoming school year. *2024 grant awards are subject to legislative renewal and appropriations.
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A school district is not required to operate a therapeutic classroom; however, a school district is required to ensure therapeutic services are available, whether in-district or otherwise, to students who need those services to access or benefit from an education.
For state reporting and reimbursement purposes to be considered a therapeutic classroom the program/classroom must serve both students with and without IEPs and include all the components listed in Iowa Administrative Code 281-14.13.
Think about when you go to Starbucks to complete some work. Why do you choose to work there? Where do you choose to sit? I usually gravitate towards the comfy seating choices like the couches and big chairs, and yet, I see people choose the tables and chairs over and over again. Regardless, when you walk into Starbucks, you have choice. You get to choose where you sit. No one checks you in and directs you to a spot, telling you that you must sit there for the remainder of the day to do your work. If you need to get up, walk around, or choose a different seat, you are free to do so.
If we take a look at classrooms over the past 70 years, we are seeing the same type of learning environments, year after year. The world is changing, yet our classrooms are remaining much the same. Revitalizing space is a straightforward way to let students exercise choice in the learning environment and find academic success on their own terms.
This semester, currently enrolled Harvard undergraduate students may attend one restaurant gathering (either lunch or dinner), and an unlimited number of coffee breaks as long as each gathering is with a unique group of students and faculty. Faculty are not limited in the number of gatherings they may attend. Please follow the guidance below for gatherings. Only faculty members who are primary instructors in a Harvard College course and currently registered Harvard College undergraduate students are eligible to attend.
For restaurant gatherings, a faculty member may invite between 3 and 5 students, or a group of 3 to 5 students may invite a faculty member. One faculty member per group. Group limits for restaurant gatherings are firm. All members of the group should agree upon a date and time and confirm their plan to attend before the submitter enters a restaurant gathering request.
Once you have consensus, enter the information requested into the online C2T application, and wait for confirmation. Please be aware that requests may take a few days to process, as restaurants need to confirm availability for the time and date of your gathering. Unlike the coffee break version of Classroom to Table, the restaurant option requires an exchange of information between application and restaurants. If your first- choice restaurant is unavailable at the time you request, the system automatically checks with the next restaurant on your list until options are exhausted.
Please do not contact our partner restaurants directly with any requests. Alterations, such as time or date changes and changes to the attendees, can be made directly through our Application. Note that when making date/time/attendee changes to existing reservations for restaurant gatherings, you will need to cancel the original reservation and enter a new reservation request. If you need help, email us at classroomtotable@fas.harvard.edu.
Note: Pavement Coffee does not have a mechanism to accept electronic vouchers, so please make sure to PRINT your voucher. Please do not ask Pavement staff to accept a copy shown to them on your phone or other device. They unfortunately can't accept an electronic format at this time.
Yes, but this will require you to cancel and resubmit at another date/time. The system tries to request reservations in order of your preferences and if you are assigned to a restaurant low on your preference list it likely means the other restaurants did not have availability.
This is dependent upon the restaurants and their availability. Restaurants are responsive and you may hear back in a day or two. If your first choice restaurant can't accommodate the request, it may take longer for the request to flow through the system to the next restaurant on your list. During especially busy times there may be some delay.
The maximum number of participants for a Coffee Break gathering is 10 students plus a faculty member. Therefore, if you have a larger section or a seminar group that wants to gather for Classroom to Table, the Coffee Break option gives you greater flexibility. Just keep in mind the challenges of conversation with a faculty member in a larger group, in an informal setting outside the classroom. If your group is on the larger side of the maximum, please consider that all students should still be able to directly interact with the faculty member.
More than 450 campus classrooms, labs and informal spaces are equipped to support diverse pedagogies including in-person, hybrid, hyflex, and remote teaching modalities. Thanks to CARES/HEERF grants, an $8 million campus classroom upgrade project added additional cameras and microphones, as well as recording, collaboration, and device options. The IRT Academic Technology and Learning Space Services teams are your go-to resources to explore and learn how to optimize these tech-forward spaces!
A hybrid flexible (HyFlex) course format combines face-to-face and online learning. Each class session or learning activity is offered in-person, synchronously online, and asynchronously online. This model supports student success, and can support educational and research activities during a disruption.
Built-in lecture capture technology allows instructors to easily record and live-stream lectures and presentations in selected learning spaces on campus. Recordings can then be shared with students in various ways such as a direct link, or through integration with Canvas. Panopto can record the classroom video, audio (i.e., the instructor lecturing), and the podium output (from PC, laptop, or document camera) that displays on the classroom projector.
Zoom is a cloud-based audio/video web conferencing and recording application that facilitates courses and meetings for groups from 2-300. Hosts and participants can Zoom from a desktop, laptop, tablet, or a smartphone. Conduct live webinars, or pre-record and post on-demand videos or presentations. Zoom can also be conveniently managed through Canvas.
ShareLink Wireless technology enables you to transform any classroom into a collaboration space. Display content from anywhere in your classroom with a laptop, smartphone, or tablet. ShareLink works on:
For the Professional certificate in the classroom teaching service, individuals must complete at least three years of acceptable teaching experience or its equivalent (540 full-time days). Full-time and part-time experiences are acceptable. Once an individual has been issued a Professional certificate, the experience requirement will be satisfied for any future Professional classroom teaching certificate applications. Descriptions of acceptable and unacceptable teaching experiences are provided below.
For certain experiences, a valid and appropriate teaching certificate must be held during the experience. An appropriate certificate is a certificate that matches the grade levels and subject area of the teaching assignment.
Experiences that require a valid and appropriate certificate include, but are not limited to: employment in a public school, BOCES, Early Intervention provider, or other position that requires certification in New York State; and employment in a public school in another U.S. state or U.S. territory. Please see the following list of acceptable teaching experiences for examples.
Substitute teachers in New York State who hold a valid teaching certificate or are working towards certification (i.e., completing at least six semester hours of college coursework per year), and are employed by a school district or BOCES for more than 40 days, must be employed in the area that they are certified or seeking certification, respectively.
Substitute teachers in New York State who do not hold a valid certificate, and are not working towards certification, cannot have more than 40 days of acceptable experience in a school district or BOCES in a school year except as described on the Substitute Teaching webpage.
Use this calendar to quickly find ready-to-present and standards-aligned lessons from within our Resource Library! With lesson suggestions for each and every day, you can turn to Seesaw to support your classroom instruction on a routine basis.
In 2012, I attended the ISTE conference in San Diego, CA. While I was only there for about 36 hours, it was easy for me to pick up on one of the hottest topics for the three-day event. The "flipped classroom" was being discussed in social lounges, in conference sessions, on the exhibit floor, on the hashtag and even at dinner. People wanted to know what it was, what it wasn't, how it's done and why it works. Others wanted to sing its praises and often included a vignette about how it works in their classroom and how it transformed learning for their students. Still others railed that the model is nothing transformative at all and that it still emphasizes sage-on-the-stage direct instruction rather than student-centered learning. I engaged in a few of these discussions offline and online, and while I'm still on the fence about my feelings toward the model, I can offer some insight and interpretation. 152ee80cbc
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