Issue link: http://osercommunicationsgroup.uberflip.com/i/698898
E d Te ch S h o w D a i l y 4 3 Tu e s d a y, J u n e 2 8 , 2 0 1 6 their Apple programs are a success. JAMF Software has pinpointed five steps to get a 1:1 iPad program up and run- ning using the Casper Suite and Apple's user-friendly deployment programs. Step 1: Prepare Streamline the deployment process by enrolling your school in Apple's Device Enrollment Program (DEP) and Volume Purchase Program (VPP) at deploy.apple.com. Consider your Apple ID strategy and choose whether to deploy apps to a user's Apple ID or directly to a device. This process will soon include Apple School Manager. Ensure enough bandwidth to handle your new devices. Once the strong con- nection is in place, link the Casper Suite to DEP. What is the Casper Suite? The Casper Suite is a collection of Mac and iOS management tools. The core of the suite is the JAMF Software Server (JSS) that acts just like a web server. The JSS can be hosted on any existing OS X, Windows or Linux server on-premise or via a JAMF Cloud subscription. Step 2: Configure With the Casper Suite installed, you can begin to build your Configuration Profiles. These are XML files that act like a recipe for your device settings and are deployed via the Casper Suite. Devices will need to be supervised in order to receive profiles. This can be done with DEP and configured in the JSS. Step 3: Purchase Apps & Books Decide your method for purchasing and distributing content: either Managed JA MF So ftware (C o nt'd. fro m p. 1 ) Distribution or redeemable codes. If choosing user-based deployments, which require an Apple ID, invite users via a VPP invitation to gain access to the con- tent you have assigned them. If you'd like users to be able to install approved apps on their own – without IT assistance – you can use the Casper Suite Self Service app. What is Self Service? Self Service is an app that acts like an internal app store for your school. Self Service can contain apps linked to VPP, free apps, eBooks, PDFs and Configuration Profiles. Step 4: Deploy When handing out devices to students, consider multiple stations that offer a logical flow. Next, enroll your devices through DEP, user-initiated enrollment or Apple Configurator. Step 5: Manage Update Self Service with new content and encourage usage. You can leverage Push Notifications to send communica- tions directly to devices. Casper Focus can now be set up for streamlined class- room management. What is Casper Focus? Casper Focus is a free app that comes with the Casper Suite and runs on the teacher's iPad. Casper Focus allows teachers to focus student iPads to a single app or web- site to help streamline transitions. Learn more about how to successfully deploy and sustain your iPad program at booth #3724 during ISTE 2016. For more information, visit www.jamfsoftware.com or call 612.677.7075. the local classroom speakers, and attach a required ADA Assistive Listening Device for the hearing impaired, which mandates installation of assistive listening devices in classroom assembly areas. Despite a rise in violence, many schools have not implemented connect- ing their local classroom projectors and speakers to interfere with the use of the public address system in the event of an emergency. In fact, most schools and classrooms do not connect to these devices, which would likely interfere with the use of the public address system to inform the occupants of an emergency. The OWI AMP-ER2 SERIES is a great classroom setup. This professional product interfaces with the fire alarm sys- tem to de-activate audible devices such as projectors, computer speakers and class- room microphones to ensure the emer- gency messages will have priority in accordance with NFPA 72 ® , National Fire Alarm and Signaling Code and provide audible and intelligible communication throughout the space, particularly students who could accidentally miss the message due to the audio signal not being turned off and the emergency signal not being heard. Because the OWI AMP-ER2 SERIES speakers are built with a multi-coil speak- er with a priority override feature, they can serve double-duty, eliminating the need for a separate PA speaker in the room. In the event of power loss, the speaker will still function in 25/70 volt. O W I (C o nt'd. fro m p. 1 ) The OWI AMP-ER2 accommodates the ADA ALS laws as well, which went into effect March 15, 2012. Many schools and AV contractors that install such systems are not aware of this. The majority of the projects Consultant Nick D'Agostino of D'Agostino & Associates creates are bid specification documents for K-12 school classrooms. Although his company has no exclusive agreement with any specific manufacturer, D'Agostino often specifies a bundled speaker/assistive listening sys- tem from OWI Incorporated. The offer- ing is the result of a simple installation. OWI speakers are one of the few at an entry-level price point that already have the built-in line out required to inter- face with an Assisted Listening System using a simple, three-wire connection. The receivers are designed to inter- face with the telecoil built into the major- ity of hearing aids and cochlear implants. The smallest device of its kind, the OWI- KSTM-LR-4200 comes with an integrat- ed neck loop/lanyard that transmits wire- lessly to the tele-coil. Another key selling point of this bun- dled package is the option to specify infrared (IR). IR-based systems transmit signals through direct line-of-sight only. This means that IR signals in one class- room will not interfere with the signal next door even if they are the same frequency. For more information, call 310.515.1900, visit www.owi-inc.com or stop by booth #4044. physical activity and improved brain function. The Walking Classroom's "Walk, Listen and Learn" methodology successfully combines listening with exercise to capitalize on these connec- tions for stronger academic performance. And it's fun! The award-winning nonprofit pro- gram gets kids out of their seats and walking without sacrificing instructional time. Students go for a brisk 20-minute walk while listening to custom-written, entertaining and educational podcasts about science, language arts and history. Afterwards, lesson plans and quizzes developed by The Walking Classroom help educators lead discussions to syn- thesize and solidify learning. To quote one of its adopters, "The Walking Classroom isn't just technology for technology's sake. It seamlessly inte- grates into the classroom and is a mean- ingful way to embed technology into the core curriculum." Bridging the Gap Children who grow up in poverty often have the lowest academic achievement. By age four, children from low-income families have heard 32 million fewer words than their higher income peers. This language deficit greatly impacts their ability to learn to read because they have no context for what many words mean. Because children can listen and understand two to three grade levels higher than their reading level, The Walking Classroom can help them catch up with their classmates and enjoy suc- cess with grade-level activities. "Your face would light up if you saw some of my biggest strugglers start to feel The W alking C lassroom (C ont'd. from p. 1 ) like they are the smartest ones in the school," said fifth grade Teacher, Tina Criste. Benefits for Everyone The positive effects of exercise on aca- demic achievement appear regardless of gender and socioeconomic differences, so all students can benefit from the program. And, this improved cognitive function can extend throughout the student's adult life. In addition to the obvious health ben- efits of walking, students return to the classroom after listening to a Walking Classroom podcast in better moods, more focused and more likely to engage in post- walk discussions. Teachers regularly report that after implementing The Walking Classroom, students retain the information better, demonstrate better behavior and engagement in the classroom and perform better on standardized exams. All students benefit from the increased activity and educational con- tent the program provides, but the Walking Classroom also provides teach- ers and out-of-school time professionals with an innovative tool to meet the needs of their students with alternative learning styles such as ADHD, dyslexia and/or autism. "My students were able to talk about so much information they learned and remembered from the podcasts. It was amazing! This is truly a valuable resource for my second-language learn- ers," said Petrecia Shales, an ESL Teacher for fifth and sixth graders. The program is helping bridge the achievement gap. It's teaching healthy lifestyles and the importance of exercise. And, kids and educators love it! For more information, stop by booth #720 or go to www.thewalkingclassroom.org. the ability to create a test in the same way that they add assignments. Focus' Create a Test feature is easy to use and offers a multitude of test question types, such as multiple choice, true and false, fill in the blank, passages and more. Teachers can create new questions, pull questions from the question bank and even import ExamView tests. Additionally, the Focus Adaptive Test Feature allows for teachers to select benchmarks instead of questions to create tests. When students take tests in Focus, there are a number of resources that teachers can activate, like scratch pads, calculators and time clocks. In addition, videos, images, audio recordings, tables and other multimedia files can be import- ed directly into the questions. The tests can be administered either online in Focus or printed and scanned back into Focus after completion. When the tests are taken online, the scores and grades automatically populate the Gradebook. Focus understands that there is sometimes a lack of quality resources available to teachers, so having the abili- ty to share these resources is important. Teachers often collaborate on lessons, activities and tests, within both school Fo cus So ftware (C o nt'd. fro m p. 1 ) and district wide, to improve the quality of their teaching, and easily create more thorough course instruction. With Focus, teachers and district-level administrators can share test questions and lessons with each other. This improves the quality of work in the classroom, easily allows for more standardized lessons, tests and assessments across schools and districts, and offers teachers a larger pool of test questions for faster test creation. Once the tests are created, taken and graded, teachers and school administra- tors need an assessment tool that allows them to make informed decisions based on accurate student performance data. Focus provides several tools and reports for teachers and administrators to analyze student performance. Item analysis is available for individual test questions, and the Standard Test Report and Analyze Test features provide an overview of stu- dent performance on tests. Teachers and administrators can also analyze student proficiency in specific standards. From test creation to student per- formance reporting, the Focus Assessment Component is the solution to meet your districts' needs. For more information, go to www.focus schoolsoftware.com.