Danny Hurd, Author at Education For Live

December 3, 2021

The Role of Running in Physical Education

School life is full of stress and anxiety at every level. Studying, researching different topics, and making summaries every day can make a student’s life stagnant and boring, resulting in depression and failure.

To help prevent such issues, most schools have incorporated physical education classes. These classes involve several physical activities that help in improving the quality of students’ lives.

Importance of Physical Education (PE)

PE allows students to enjoy and succeed in various physical activities. Students get to develop several skills and the ability to use strategies, compositional ideas, and tactics to perform successfully both physically and academically.

During participation, students think about what they’re doing, analyze their situation, and make informed decisions. As a result, they develop confidence and understand the importance of healthy lifestyles.

Other Benefits of Physical education include:

Encouraging a healthy and active lifestyle
Nurturing sportsmanship in all aspects of competition
Assists students to reach their physical potential in a variety of sporting environment
Develop their confidence
Promote physical body image in teenagers, especially among girls

Benefits of Running for Student

What type of activity is running? Running or jogging is a popular form of physical activity. Running appeals to many individuals since it doesn’t cost a lot to take part and you can run anywhere, anytime.

Running is an essential part of physical education. Any free physical education essay example at https://gradesfixer.com/free-essay-examples/physical-education/ talks about the benefits of running for the young body of students. The benefits include improvement of overall health and academic performance.

With the help of essays, students will learn how to get better at running. Also, they will get new ideas on how to write and improve their content and essay paper structure. With that said, let’s look at the various benefits of running.

Improved cardiovascular health

Running prepares your heart for heavy loads so you won’t feel any discomfort and pain when lifting your heavy backpack. Short jogs during physical education class help to increase the contractions of your heart muscle per minute. As a result, you will have a healthy cardiovascular system.

Helps students learn about perseverance

Just like any sport, improvement doesn’t happen overnight. Therefore, running can help students learn about the power of perseverance and practice. As they run regularly, their stamina and performance improve. They will also discover that they can stick to something and succeed, even if it seems hard.

Improves confidence

Besides physical health improvement, running can boost your confidence and self-esteem. Confidence can have a positive aspect in all areas of a student’s life. It will help a kid integrate quickly and make friends.

Relives Stress

At school, many things can trigger stress, from endless coursework to bullying. Running can help reduce stress and anxiety, which can cause some health and mood-related problems. Stress can also affect a student’s appetite and sleep quality.

When you jog, you push your body to utilize excess energy and hormones, thus alleviating stress and anxiety. In addition, running eliminates the risk of experiencing tension headaches.

Improve brain and memory health

Enhanced brain and memory well-being are among the many health benefits of running, especially for students. As a physical activity, running helps to increase blood flow to your brain. As such, your brain receives sufficient oxygen. Enough oxygen in your brains means improved memory, reaction, and other characteristics of your body. Also, it means improved academic performance – you will understand and memorize different concepts easily.

How to make running as safe as possible for students

Physical education teachers must select the best running shoes for students. The shoes should fit well and have good support with a thick shock-absorbing sole. Students should also avoid wearing socks made from 100{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} cotton. When cotton gets wet, it stays wet, meaning you will have blisters during summer and cold feet if it’s winter.

To prevent injuries while training and running:

Students should receive sports physical before they run
Train sensibly, by increasing distance and speed gradually
Stretch and warm-up before running
Stop running if they feel pain or get hurt

Additionally, students should dress for the weather. If it’s cold, they need warm layers of sweat-wicking fabric, gloves, and a hat. During hot days, they need extra water and light-colored clothing.

Conclusion

Running as part of physical education is incredibly beneficial to the student’s body, mind, and spirit. Short runs can leave the student feeling more energized, focused, and healthy.

A student who runs regularly will experience improved mental health and increased academic performance.

Thank you for stopping by.

December 3, 2021

Summerlake Elementary School raises over $11,000 for local non-profit | West Orange Times & Observer

One Orange County Public School is going above and beyond its goals to help those in need.

Summerlake Elementary School recently raised over $11,000 for the Second Harvest Food Bank of Central Florida through its virtual food drive.

Second Harvest is a a private, non-profit organization that collects, stores and distributes donated food to more than 550 feeding partners in six Central Florida counties.

Summerlake Elementary School PTO Vice President Veronica Solarz said the virtual food drive began last year due to COVID-19 restrictions where volunteers could not be on campus.

“We didn’t want a food collection falling on the teachers and staff that were already going above and beyond the call of duty during the first few months of school,” Solarz said. “Especially being a brand new school last year. So I started looking for different options and found that Second Harvest offered a virtual option and I loved it.”

Solarz said even with so many of the students being virtual last year, the event was a hit.

This year, the food drive ran for a total of six days.

The original goal of $2,500 was met in less than one day. The school quickly expanded its efforts, setting a new goal of $10,000 which was still surpassed.

The school helped to provide over 43,508 meals for those in need.

Solarz said she had the opportunity to speak with the students during lunch about the drive. She let them know why they were taking part in the drive, how $1 provided 4 meals and why it’s important to be a good neighbor to those in need.

“The older students were even figuring out how many meals we had provided when I told them the amount we had raised so far,” Solarz said. “They were so excited knowing they were making such a huge impact on our community.”

Mrs. Crispell’s 1st grade class won the prize for the most donations during the food drive. The PTO Vice President said they are planning to do a pizza picnic with the school’s mascot for the kids as well as supplying them with hand-made Great Neighbor Gator certificate’s to show appreciation.

“These kids….they are simply amazing,” Solarz said. “But to be honest, the kids at this school always do amazing things. I collect items to be recycled through TerraCycle every month and we’ve collected over 9000 items already. They donated leftover Halloween candy to the troops and I brought 241 pounds home to be packaged up. They donated costumes to Give Kids the World. And we have so much more planned this year.”

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December 2, 2021

Reader grateful for home school education

Letter to the editor

Dec. 1, 2021

To the editor:

Harvard Law School’s Professor Elizabeth Bartholet has been a major opponent of homeschool education lately. In an interview with the Harvard Gazette last year, Bartholet outlandishly claimed that homeschoolers are “socially awkward” and “in danger of maltreatment.”

Bartholet gives absolutely no statistical evidence to support her conclusions. Surely someone as highly educated as an Ivy League university professor has the ability to cite studies to reinforce their claims. In my opinion, Bartholet’s lack thereof is suggestive of her failure to find any such evidence.

Bartholet also makes allegations that are simply untrue. For instance, she said in an article for the Arizona Law Review that we have zero evidence that homeschoolers are successful. A study released this year by two of Bartholet’s colleagues at Harvard, Brendan Case and Ying Chen present very different findings. The scholars’ results showed not only that homeschooled students are on a higher level as other students academically, but that they actually have thirty-percent advantage over their peers in terms of social and financial success. With more than 12,000 students participating in this 11-year study, Case and Chen present much more statistical evidence than Bartholet. According to the Business Insider, sixty-nine percent of homeschooling graduates finish high school, meanwhile only fifty-nine percent of other students do so.

The stereotypes Professor Bartholet pushes on homeschooled students like me are false and grossly unfair. We are not socially awkward or ignorant in any way. The skills needed for our non-traditional learning actually enhance our social aptitude and entrepreneurial spirit. For these reasons, it is not surprising that studies are putting us at the top of our generation in terms of achievement. Recently, institutions of higher education have come this realization. At this point, many colleges and universities across the nation (including Harvard) have begun strategic enrollment practices of homeschooling graduates.

Unjust allegations have been, and will continue to be brought against homeschoolers, but these unfounded claims will never speak as loud as the overwhelming evidence in our favor. I will always be proud of my education, and forever thankful to my family for making it possible.

December 2, 2021

Can Online Education Be a Force for Equity and Institutional Sustainability?

Many reviewers, in my judgment, have misread Robert Ubell’s new book, Staying Online. It’s been largely treated as a compendium of practical advice about how colleges and universities can successfully embrace online learning.

Ubell, a pioneer in online program development at the Tandon School of Engineering at New York University and Stevens Institute of Technology, certainly offers a great many sensible recommendations about:

Formulating and implementing an online strategy, including calculating the right price for an online degree and making solid enrollment and revenue projections.
Designing, developing, delivering and growing online programs and providing online student services.
Integrating active learning into digital instruction.
Mitigating cheating in online courses.
Managing online course ownership.
Using data analytics to improve online instruction.
Deciding whether or not to partner with an online program manager.

But at its core, the book offers a compelling argument that online learning can be a force for equity, despite the widespread claim that low-income and first-generation college students fare relatively poorly in online courses.

Done properly, Ubell contends, online learning can boost outcomes for marginalized students, increase retention rates, improve student learning and stabilize institutional costs.

Staying Online is, in short, a clarion call for institutions to mainstream virtual learning.

In addition, he is convinced that digital instruction can be the savior of many traditional institutions, not just during the pandemic, but beyond, as they seek to sustain and increase enrollment.

Online teaching offers a practical and pragmatic way to address the market forces that are upending institutional finances: the shrinking college-age population, deepening economic inequality, rising numbers of adult learners and stiffening competition among institutions for undergraduates and master’s students.

Were it not for lower-cost online education, he argues persuasively, the national decline in postsecondary enrollment would have been far worse than it has been.

As economic inequality intensifies, Ubell contends, it is more important than ever that colleges and universities take steps to bridge the economic divide. That will require these institutions to deliver an education that is more affordable, flexible and convenient than they have historically offered.

Scaled online education, in his view, must be a big part of the solution.

Myth busting constitutes a big part of Ubell’s book.

Must it cost tens of thousands of dollars to develop effective online courses? Absolutely not, he insists. High-end production values are far less important than effective online pedagogy.
Must a digital education be more expensive than a face-to-face education? Certainly not. It’s undeniable that some institutions do treat online learning as a revenue generator. But any accurate cost accounting shows that online classes can be cheaper to deliver, especially if campuses are willing to embrace alternate staffing models that allow the classes to be scaled.
Must lower-income and other nontraditional students perform less successfully in online classes? Nope. Ubell cites numerous examples of online students outperforming their in-person counterparts.

But if institutions are to succeed online, campus leadership and faculty must recognize that delivery methods aren’t the only difference between face-to-face and virtual instruction. Pedagogy, assessments, curricula and support structures all need to change if online students are to succeed.

In Ubell’s opinion, the keys to effective online learning involve:

Rejecting the notion that effective online instruction should replicate the conventional in-person experience.
Recognizing that online students differ markedly from their on-campus counterparts; they are much more likely to work part- or full-time, to be older, and to have to juggle demanding work and family responsibilities.
Re-engineering courses around a more student-centered approach to engaging, motivating, instructing and assessing students that emphasizes active learning, peer-to-peer interaction, inquiry, digital exercises, virtual labs and guided projects.
Treating student support not as an afterthought but as central to academic success in an online environment.

Among the many important arguments that Staying Online advances are these:

An online education need not be inferior to an in-person experience. Online learning generally allows students to process information in their own time, to take part in online discussions and ask questions without losing face, and to engage more actively with peers and in interactive activities.
A scaled online education can also be a more personalized education. Data analytics can allow instructors to identify students who are disengaged, confused or at risk of failure so they can address these challenges in near real time. Such data can also pinpoint material or skills that are particularly difficult to comprehend or master and prompt instructors to develop tutorials and activities to help students achieve proficiency.
Cheating is more a consequence of misguided approaches to assessment than it is to students who are unethical or unprincipled. Here, Ubell is one of many innovators calling for more frequent low-stakes assessments distributed throughout a course.
Online learning need not be alienating or isolating. The design challenge is to make online courses more participatory, collaborative and interactive than their conventional in-person counterparts.
Institutions without an online strategy will deprive themselves from key sources of future enrollment. One of the greatest benefits of digital education in this century is its capacity to offer greater access to colleges and universities to students who must work while they advance their studies. It allows campuses to serve not only nontraditional students but growing international markets as well.
A successful online strategy at the postbacc level requires institutions to convert individual courses into bundles of steeply discounted, connected classes that carry credit in targeted high-demand fields. He also stresses the importance of branding these programs effectively. Here, he cites the example of Specializations, MicroMasters, Nanodegrees and Professional Certificates.

For many academics, the pandemic has been a wake-up call. It’s among those once-in-a-generation occurrences that forces a reconsideration of many taken-for-granted assumptions.

Many of us now recognize that the kind of education that we offered in the past, for all its virtues, hasn’t served many of our existing students well, while ignoring the needs of the nonstudents who could benefit from a college education. Cost and a rigid academic calendar are part of the problem, but so too is pedagogy and delivery modalities.

If we truly want to address postsecondary equity, online—or hybrid or low-residency—education must be part of the mix. Short-term certificates and certifications and alternate credentials, too, need to be part of the future.

But as Staying Online makes clear, it’s not enough to deliver conventional classes online. We need to radically rethink the academic experience and our pedagogies, curricula and assessment strategies. Ubell’s most important takeaway: input from the learning sciences and instructional designers and educational technologists won’t simply help online students; it will benefit more traditional on-campus students as well.

It’s a lesson we should take to heart.

Steven Mintz is professor of history at the University of Texas at Austin.

December 2, 2021

Indigenous video game streamers advocate for representation and education

(RNS) — Marlon Weekusk, a member of the Onion Lake Cree Nation from Saskatoon, in central Canada, is known by his icon: a howling white wolf that has held significance for him throughout his spiritual journey as a Cree. Those who know him expect conversations about tokenizing Indigenous people and representation of Cree characters in the video games he plays for fun and profit — Call of Duty and Dead by Daylight.

Weekusk is a streamer — an expert video gamer who plays for a public of mostly other avid gamers — and like other Indigenous streamers, he offers running commentary while he plays: critiques of popular games, opinions about streaming platforms like Twitch, YouTube Gaming and Facebook Gaming and stories about his culture and spirituality.

As well known as Weekusk’s identity is to his fans in the small world of Indigenous gaming, he realizes that he and his culture go almost completely unrecognized in the greater gaming world. And he is determined to change that by educating the online world while empowering other Indigenous content creators.

Weekusk said that on Indigenous reserves, sports tend to be the main pastime for kids, but “there are a lot of Indigenous youth that just don’t fit into the sports area,” he said.

Weekusk fit into the latter category. He and his siblings and cousins spent hours sitting around their TV chatting. He said it was a time to escape.

Marlon Weekusk. Courtesy photo

Today, Weekusk, a commerce student at the University of Saskatchewan who is married with two children, livestreams on his own channel, Marmar Gaming.

Weekusk occasionally features a Cree word of the day during his streams, explaining its meaning and origins. He also answers questions from viewers: What is the significance of offering tobacco? What is a powwow? What does he think about Indigenous characters in video games?

In a recent stream, Weekusk discussed the controversy surrounding the Chief Poundmaker character in the game Civilization VI. The game developers have been accused of cultural appropriation by the Poundmaker Cree Nation.

Weekusk said his goal is to show that Indigenous streamers can occupy this creative space and do it successfully. He wants to motivate and inspire other Indigenous people to take on similar roles. “Gaming has allowed me to be a positive role model for young Indigenous kids,” he said.

“I’m not prancing around in my regalia or anything like that,” said Weekusk. “I’m just sharing stories and relating to other people.”

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Aretha Greatrix. Courtesy photo

Other Indigenous streamers are bringing their cultures to their gaming platforms. Aretha Greatrix, who is from Kashechewan First Nation in the James Bay area of northern Ontario, has been streaming video games on her channel SimplyAretha for more than a year. Greatrix, who was born and raised in Edmonton, Alberta, is focused on fostering community among Indigenous streamers.

“We need to figure out who we are, so we can help support one another,” she said.

Last year for Native American Heritage Month in November, Greatrix invited streamers to her channel to discuss Indigenous representation in video games as they battled live. She played games such as Never Alone, which includes Indigenous communities in its plot, and Civilization VI (despite its appropriation of Chief Poundmaker).

“I try to create space for education and conversation,” said Greatrix.

Cedric Sweet. Courtesy photo

Cedric Sweet, of the Seminole Nation of Oklahoma, shares his identity with viewers around the world via his channel ChiefSweet, named for his great-grandfather and great-uncle, who were both chiefs of his tribe. Sweet said he draws a mix of Indigenous and non-Indigenous viewers, which leads to lots of conversation and questions about his culture.

“There are so many Indigenous cultures,” said Sweet. “And I am happy to educate and talk about mine.”

Sweet, who lives in Ada, Oklahoma, said Indigenous people have flocked to video game streaming since he began in 2016. One reason for the increase, he theorizes, is that historically lamentable internet connections on reservations have slowly gotten better in the United States and Canada.

“I see so many Native streamers in the scene now, it is really blossoming,” said Sweet. “I think right now is the best time to be a Native content creator.”

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Some, however, such as Nathan Cheechoo, from Moose Cree First Nation on Treaty 9 Territory in northern Ontario, said gamers in his home area are still waiting for better internet and more recognition. Cheechoo, who streams on his channel realswampthings, likes to advocate for the support of gaming with hopes that other Indigenous people may choose to pursue it.

Nathan Cheechoo. Courtesy photo

Cheechoo said it is up to the streaming platforms to feature Indigenous gamers more prominently on their sites. In the past, Twitch has celebrated Black History Month and Hispanic Heritage Month. In June, Indigenous History Month in Canada, and in November, Native American Heritage Month in the United States, the platform held no such events.

“It hurts because we can bring so much to platforms across the continent, yet the support for awareness is lacking,” said Cheechoo.

More support and awareness for Indigenous content creators means more opportunities, said Cheechoo. Knowing that there are companies, games, organizations and platforms that celebrate Indigenous people respectfully is important.

“This will allow for the future of Indigenous players to be proud of their identity,” he said.

On the other hand, both Cheechoo and Sweet said they do not get much hate from viewers because they are Indigenous — in part, they said, because commenters do not realize that Indigenous people still exist.

“Most people assume Indigenous people are extinct,” said Cheechoo. “So, we are definitely not a focus to those that like to criticize.”

This story has been updated to correct Aretha Greatrix’s birthplace.

December 2, 2021

KBE approves regulation placing more requirements on schools using corporal punishment

Photo of the Kentucky Board of Education's Dec. 1 regular meeting at the Kentucky School for the Deaf. — The Kentucky Board of Education held its Dec. 1 regular meeting on the campus of the Kentucky School for the Deaf.

The Kentucky School for the Deaf (KSD) had the opportunity to host the Kentucky Board of Education (KBE) on its campus for the board’s regular meeting on Dec. 1. As part of a packed schedule, the board approved a regulation relating to the use of corporal punishment.

A 1982 Kentucky statute permits the use of corporal punishment by teachers for the purpose of maintaining classroom discipline. In 2019, the legislature passed KRS 158.4416, which requires KDE to provide resources related to, and requires districts to adopt, trauma-informed discipline policies. Trauma-informed discipline policies seek to balance accountability with an understanding of traumatic behavior.

“There is a persistent rub between our work related to trauma-informed discipline and the permissive statute KRS 503.110,” said Matthew Courtney, policy advisor in KDE’s Office of Continuous Improvement and Support (OCIS).

Based on the KBE’s authority to promulgate regulations related to student discipline and student welfare, he said KDE saw fit to bring forward the regulation to place guardrails around corporal punishment and what it looks like in Kentucky.

Courtney clarified it is the stance of KDE that corporal punishment is not a trauma-informed discipline resolution, and should not be used in Kentucky public schools. KDE has actively fought to prohibit corporal punishment for about 30 years.

The American Academy of Child and Adolescent Psychiatry suggests that corporal punishment at school may be harmful to students and may increase problematic behaviors, may hurt a student’s ability to self-regulate and make it harder for them to develop trusting and secure relationships with adults. Many other national advocacy organizations have taken a similar stance.

Since corporal punishment cannot be viewed through a trauma-informed lens, KDE applied a harm reduction approach in drafting the new corporal punishment regulation.

“This should not be seen in any way as an endorsement of corporal punishment from the department or the board,” said Courtney. “This is the next step in what has been a 30-year mission to end corporal punishment in Kentucky.”

The regulation defines corporal punishment as the deliberate infliction of physical pain by any means upon the whole or any part of a student’s body as a penalty or punishment for misbehavior. It also seeks to exempt from corporal punishment students with an Individual Education Plan (IEP), 504 plan and those who are classified as homeless or are in foster care.

If a district chooses to allow corporal punishment, the regulation requires schools to get written consent from a student’s legal guardian within the first five days of the school year if the guardian wishes to allow corporal punishment to be used as a behavior intervention for their child. Before administering corporal punishment, the school must receive an additional verbal consent from the student’s parent or guardian.

The corporal punishment must be administered by a principal or assistant principal and must be in the presence of at least one additional certified staff member who is of the same gender as the student. Each corporal punishment incident must be recorded in the student information system.

After administering corporal punishment, the student must receive a minimum of 30 minutes of counseling provided by the school guidance counselor, school social worker, school psychologist or other qualified mental health professionals by the end of the next school day.

Each local school board must adopt a policy that either prohibits or allows use of corporal punishment. There currently are 156 districts in Kentucky that explicitly prohibit the use of corporal punishment in their district policy manuals. Four school districts have permissive policies and 11 have no clear corporal punishment policy.

“I’m on record as saying I consider this a barbaric practice,” said Education Commissioner Jason E. Glass. “I’m embarrassed that it exists anywhere in the state of Kentucky.”

KBE Chair Lu S. Young said she received several comments encouraging the approval of the regulation

“We do know that there is an effort afoot to engage the General Assembly in a conversation about revising the statute in such a way to ban corporal punishment entirely,” said Young. “In the absence of such a statute, I applaud this work.”

Now that the regulation is approved by the KBE, it will be filed with the Legislative Research Commission on or before Dec. 15. Depending on various steps in the legislative review process, the regulation will likely become effective near July 2022.

Early literacy initiatives

KDE Chief Academic Officer Micki Ray discussed Kentucky’s early literacy initiatives and ways KDE’s Office of Teaching and Learning (OTL) is working to support local schools and districts in addressing students’ literacy needs.

According to Ray, between 2015-2019, approximately 118,000 Kentucky students in 3rd grade performed below proficient on the K-PREP reading assessment. In 2019, a total of 47.3{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of Kentucky’s 3rd-grade students did not meet proficiency on the K-PREP reading assessment.

Ray said this issue goes beyond assessment scores. Students who are proficient in reading by the 3rd grade are more likely to have continued academic success; less likely to have problems with attendance, dropout rate and juvenile crime; more likely to feel higher self-esteem and feelings of adequacy; and more likely to break the cycle of intergenerational poverty.

Ray discussed early literacy initiatives, including the Read to Achieve (RTA) grant. The RTA grant is a two-year, renewable grant that, per KRS 158.792, was “created to help teachers and library media specialists improve the reading skills of struggling readers in the primary program.” Applications are currently being taken for the next round of Read To Achieve grants.

At its Sept. 30 meeting, the Reading Diagnostic and Intervention Grant Steering Committee approved the grant size and range of awards and the request for applications (RFA) notice as specified in KRS 158.794 and 704 KAR 3:408. Since the time the RFA was released, KDE has received questions and concerns about the current RFA. Some of those questions were from potential applicants through the RFA question-and-answer process. Other concerns have been sent more informally through the KBE’s public comment documents.

KDE is committed to the success of RTA programs to assist struggling readers throughout the state. KDE does have the option of amending the RFA and extending the deadline to apply. At the close of the RTA question period, KDE anticipates amending the RFA to provide clarity and address some concerns. As it has done to date, KDE must continue to comply with statutory requirements regarding RTA grants, regulatory requirements of the KBE and state procurement requirements for RFAs.

Since this involves an active RFA, KDE is unable to provide details of exactly how the RFA may be amended. However, KDE is committed to the successful implementation of reading intervention programs for struggling readers throughout the Commonwealth.

In other business, the board:

Presented the Kevin M. Noland and Mary Ann Miller Award for Outstanding Public Service to Kentucky Schools to Reeca Carver, state advisor for the Family Career and Community Leaders of America at KDE;
Heard updates from AdvanceKentucky Executive Director Anthony Mires and KDE’s Ray;
Heard an update from KDE Associate Commissioner Robin Kinney on the KDE Employment Report;
Heard from KDE Associate Commissioner Kinney and Division Director Karen Wirth on the audit update and expense reports;
Heard an overview of the recommendations of the School Facilities Task Force;
Heard a report from the Council on Postsecondary Education;
Heard a report from Deputy Secretary of the Education and Workforce Development Cabinet Mary Pat Regan;
Heard Glass present the commissioner’s report;
Approved consent agenda items:
- New District Facility Plans;
- Amended District Facility Plans;
- 2020-2021 school year Local District Working Budgets and Local District Tax Rates Levied;
- 702 KAR 1:115, Annual In-Service Training of District Board Members;
- Amendments to 704 KAR 19:002, Alternative Education Programs;
- Request to withdrawal emergency regulations 702 KAR 1.191E and 702 KAR 7.125E;
- 704 KAR 3:395, Extended School Services;
Heard a year in review update from 2021 Kentucky Teacher of the Year, Donnie Piercey;
Listened to a presentation from Kentucky School for the Deaf Principal Toyah Robey and KSD students;
Approved the recipient of the 2021 Kevin C. Brown Strategic Priority Award;
Approved KBE’s legislative priorities;
Approved the federal Carl D. Perkins Consolidated Annual Report;
Approved emergency regulation 702 KAR 1:191E, District Quarantine Leave, which allows any fully vaccinated district employee that is quarantined by a licensed treating physician, physician’s assistance, advanced practice registered nurse, local health department, Department for Public Health or local school district to be eligible for paid leave;
Approved certification of 702 KAR 7:140, School Calendar, to prevent expiration; and
Heard a litigation report from KDE General Counsel Todd Allen.