Grades 10-11: Holocaust and more/ Night by Eli Weisel

Description:	High School in NC, 10th grade English class wants to collaborate with another high school of Jewish origin, in Israel, Germany, Poland, Denmark,or France, etc. \r\nTo discuss aspects of the Holocaust along with being Jewish: heritage versus religion, etc. \r\nWe have just finished the book Night and would like to use that as our reference point. We are an urban/rural school in North Carolina and we would like to have a \"round table \"discussion on this topic. \r\nPlease contact us directly. We are very excited to be a part of something like this. We are looking to connect to one school so we can have a very active discussion. WE are interested in the sharing of information and life experiences to help us better understand the world then, and the world now.\r\n\r\n
Dates:	We would like it between March 10-March 18. at 1:15 pm-2:15 pm EST.
Sign up method:	Exploding Collaboration
Grades:	10, 11
Subjects:	Language Arts/English, Social Studies/History
Outcomes:	Hoping to understand and expand our knowledge base.
Preparation Time Frame:	It would be nice to make use of the hour by being as prepared as possible.
Methods and Activities:	Preparation: Have students read and research the various sides of the issue and decide on their personal stance on the topic. Decide how to have students present their stance. Assign tasks and involve as many of your students as possible. I would like this to be strong on the style of\r\n\"discussion\" so that both sides can share and discuss.
Responsibilities:	This will be an open forum, with respect to one another.
Agenda:	Agenda: 50-70 minutes (depending on class periods of participating classes)\r\n\r\n5 min. Welcome and introductions. Each class shares their location and brief information about their school.\r\nVisuals: Use the document camera or PowerPoint to share a few pictures of local interest.\r\n\r\n15 min. Share Your Stance. Each student/group briefly shares their stance on the topic. \r\n\r\n25-40 min. Discussion. Students from each class take turns discussing the issue. Students should include supporting facts and details from their research in all comments that they make. Participating classes may wish to assign a student facilitator for each class to assist in the flow of discussion.\r\n\r\n5 min. Debrief and Conclusion. After the discussion, teachers may wish to debrief and comment on the process and content/curriculum discussed. If time is available, students may enjoy asking each other questions about their respective locations.
Other:	We just want to try something that this school has never tried before. Hoping to make our students realize that their \"front door\" is not the end of the block. Trying to make our students ready to critically think, analyze and determine their own beliefs by exposing them to the outside world. So to speak!

Ruth Anderson
randerson@lenoir.k12.nc.us
Phone: 252-527-8067
Cell: 252-361-9758
KINSTON HIGH
Time Zone: GMT-5: Eastern Standard Time

Grade 2: Fractions

Description:	fractions
Dates:
Sign up method:	Email: christina.cobos@fortbendisd.com
Grades:	2, Undergrad
Subjects:	Elementary All Subjects

christina
christina.cobos@fortbendisd.com

Grades 9-12: Education Townhall: Crisis In Education

Description:	With decreasing budgets, drastic funding shortfalls, and many proposed new changes facing teachers and students in many countries - what is the future of education in your region? This will be an International Town Hall meeting allowing both students and teachers all over the world to participate actively.
Dates:	April 11 7-11:30 (CDT) and 2- 5:30 (CDT)
Sign up method:	Exploding Collaboration
Grades:	9, 10, 11, 12
Subjects:	Business, Career Education, Family & Consumer Science, Fine Arts, Language Arts/English, Performing Arts, Social Studies/History, World Language

Michael Cunningham
mcunningham@del-valle.k12.tx.us
Phone: 512-386-3231
DEL VALLE H S
Time Zone: GMT-6: Central Standard Time

Grades 9-12: Mayan Calendar Dec. 21, 2012

Description:	What is really important about the Dec. 21, 2012 date in the Mayan teachings. Looking for schools to join with us on this discussion.
Dates:	Begins Feb. 16- Dec. 2012
Sign up method:	Exploding Collaboration
Grades:	9, 10, 11, 12
Subjects:	Business, Career Education, Fine Arts, Performing Arts, Social Studies/History, World Language

Michael Cunningham
mcunningham@del-valle.k12.tx.us
Phone: 512-386-3231
DEL VALLE H S
Time Zone: GMT-6: Central Standard Time

Grades 9-12: Private School vs Public School- Who Delivers A Better Education Debate

Description:

We are discussing the differences between public and private high schools and would very much like to find some private high schools who would like to argue, debate and discuss this topic

Dates:Begins Feb. 16- Dec. 2012

Sign up method:Exploding Collaboration

Grades:9, 10, 11, 12

Subjects:Business, Career Education, Fine Arts, Performing Arts, Social Studies/History, World Language

Michael Cunningham
mcunningham@del-valle.k12.tx.us
Phone: 512-386-3231
DEL VALLE H S
Time Zone: GMT-6: Central Standard Time

Grades 9-12: Non Verbal Communication: Lying Conferences

Description:	How to detect if a person is lying to you through non verbal communication cues and clues. These conferences are fast paced, exciting and fun. Looking for classes that speak any language
Dates:
Sign up method:	Exploding Collaboration
Grades:	9, 10, 11, 12
Subjects:	Business, Career Education, Fine Arts, Performing Arts, Social Studies/History, World Language

Michael Cunningham
mcunningham@del-valle.k12.tx.us
Phone: 512-386-3231
DEL VALLE H S
Time Zone: GMT-6: Central Standard Time

Grades K-12: FREE Content

Civil Rights: A Global Perspective - Target Audience Grades 6-8 (ages 11-14)

This program from Northern Ireland will investigate Civil Rights in a range of national contexts. These will include Civil Rights in United States, Northern Ireland, Spain and in Palestine. We wish our students to gain a wider perspective of the development of, and promotion of, Civil Rights in a range of National Contexts.

http://www.cilc.org/calendar_event_detail.aspx?id=291

Titanic 100 Years 1911-2011 - Target Audience Grades 6-12 (ages11-18) Where and how was the Titanic built? What characteristics did the passengers show when the most famous ship of them all sank? This program will celebrate the building of the Titanic 100 years ago and shed some light on some of the famous passengers. Meet the chair of the Belfast Titanic Society. Learn about the famous passengers. Take a quiz on Titanic facts. This is a JOINT effort between PITTSBURGH and BELFAST! We hope you enjoy our pioneering voyage! http://www.cilc.org/calendar_event_detail.aspx?id=284

Ike and Katrina...Rolling, Rolling, Rolling into Houston - Target Audience Grades 6-8 (ages 11-14) Hurricanes Ike and Katrina wreaked havoc on the Gulf Coast. In Houston, our lives were disrupted at school, work and home. As we present the science behind these natural disasters, we'd like to share some up close and personal stories of how we were affected...and for some of us they were life changing events. http://www.cilc.org/calendar_event_detail.aspx?id=290

HOG WILD OR WILD HOGS! Target Audience Grades 1-3 (ages 6-9) Feral Hogs (Wild Hogs): These wild and wooly pigs have turned the tables on the big bad wolf and other species. Their growing population has made these animals a nuisance to farmers and ranchers, and have even posed a threat to urban areas. Join us as we learn about Wild Hogs! http://www.cilc.org/calendar_event_detail.aspx?id=283

18th & Vine: Jazz, Baseball, and the diversity of Kansas City - Target Audience Grades 6-8 (ages 11-14) Kansas City was the center of the Jazz Age in the United States. They also were the central hub of the United Negro Baseball League. Participants will explore the historic 18th & Vine district and learn about the role of Kansas City in the golden age of Jazz and the height of the United Negro Baseball League. http://www.cilc.org/calendar_event_detail.aspx?id=285

The Spanish in South Carolina: Unsettled Frontier - Target Audience Grades 6-12 (ages11-18) Spanish class or Spanish Speaking Audience Students will explain how the Spanish settlement occurred in South Carolina by presenting facts, stories and documents. This program will be delivered in Spanish only. http://www.cilc.org/calendar_event_detail.aspx?id=286

Congaree Swamp National Park - Target Audience Grades 6-8 (ages 11-14) South Carolina science students will research and portray a local national landmark, the Congaree Swamp National Park. Students will describe the park's history from the grassroots movement in the 1970s to preserve it; to its classification as a National Park in 2003. Students will showcase the ecosystem of the largest tract of old growth bottomland hardwood forest left in the United States. http://www.cilc.org/calendar_event_detail.aspx?id=289

Anna Explores the Butterfield Overland Trail 1857-1861 - Target Audience K – Grade 2 (ages 5-8) Travel back in time to experience the Old West. From the adventures of Anna The Explorer, board a stagecoach and learn the history, rules and dangers along the Butterfield Overland Trail. http://www.cilc.org/calendar_event_detail.aspx?id=287

The Ghost Town of Belle Plain - Target Audience Grades 2-4 (ages 7-10) Put yourself in a long-ago day before there was electricity, automobiles or even paved roads. When settlers were first moving into the western frontier of Texas, the community of Belle Plain showed great promise for a successful, thriving future. The cattle drives were coming through, the railroad would soon be bringing prosperity and folks were coming from all over to put down roots in this bustling community. But what went wrong? Why is the only thing left of Belle Plain today a crumbling 3-story ruin, an old cemetery and a wide-open mesquite prairie grazed by cattle? Explore with us the ups and downs in the history of Belle Plain, TX. http://www.cilc.org/calendar_event_detail.aspx?id=288

Goig Hog Wild - Target Audience Grades 3-4 (ages 8-10) Wild hogs are taking over the ranches and farms in our area. They are destroying fences and crops. They have become a very expensive community problem. http://www.cilc.org/calendar_event_detail.aspx?id=292

Bev Mattocks

Consultant / Project Manager

Center for Interactive Learning and Collaboration (CILC)

Transforming Learning Through Collaborative Technologies

_________________

251 E. Ohio Street, Suite 960

Indianapolis, IN 46204

765.435.2360 office

765.366.1815 cell

www.cilc.org

http://kc3.cilc.org

http://blog.cilc.org

Grades 3-8: Good Things Come in Trees

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Content Provider		Royal Botanical Gardens (Canada) 2007-08 Honorable Mention, 2008-09 Honorable Mention, 2009-10
Contact Information		Karin Davidson-Taylor kdavidsontaylor@rbg.ca Royal Botanical Gardens 680 Plains Road West Burlington, Ontario, Canada L7T 4H4 Canada Phone: 905-527-1158 x249 Fax: 905-577-0375
Program Type		Individual Program
Program Rating		This program has not yet been evaluated.
Target Audience		Education: Grade(s): 3, 4, 5, 6, 7, 8, Adult Learners, Public Library: Library Patrons
Maximum Number of Participants		35
Minimum Number of Participants		5
Primary Disciplines		Sciences
Secondary Disciplines		Social Studies/History
Program Description		Can you imagine your life without plants? Plants form the basic food staple for all life forms. They are the major source of food and oxygen on earth, since no animal can supply these necessary components without plants. Discover what parts of the plant we use and for what. We'll review these parts and explore how humans depend on plants directly and indirectly to create everything from things that we need to live such as food and clothes to the aesthetic use of plants.
Program Format		1. Discuss what plants the students have eaten today. 2.
Objectives		- explore and appreciate how important plants are for our food, clothing, shelter and medicine - describe ways that plants and animals are dependent on each other - list the parts of the plant and an example of something that we get from that part
National Standards to which this program aligns		NSS 5-8.C.3: • All animals (including humans) depend on plants • Humans depend on their natural and constructed environments.
State/Regional Standards to which this program aligns		Ontario Grade 3: Growth and Changes in Plants • Plants are a primary source of food for humans • Humans need to protect plants and their habitats • Plants are important to the planet o Describe ways in which humans from various cultures, including Aboriginal people, use plants for food, shelter, medicine and clothing. o Describe ways in which plants and animals depend on each other.
Program Length		45 minutes
By Request		This program is available by request ONLY
Connection Type(s) Available and Program Fees		Interactive Cost: $125.00
Cancellation Policy		We will not charge for programs cancelled due to nature i.e., snow days.
Is recording allowed?		No
The Provider broadcasts over		IP

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Grades K-5: It's Not Easy Being Green!

Content Provider		Muskingum Valley Educational Service Center
Contact Information		Leslie Charles lcharles@mvesc.k12.oh.us 205 North 7th Street Zanesville, OH 43701 United States Phone: (740) 452-4518 ext. 133 Fax: (740) 455-6702
Program Type		Individual Program
Program Rating		based on 15 evaluation(s).
Target Audience		Education: Kindergarten, Grade(s): 1, 2, 3, 4, 5
Maximum Number of Participants		30
Minimum Number of Participants		no minimum
Primary Disciplines		Best Practice, Language Arts/English, Problem Solving, Reading, Sciences
Program Description		Do frogs have teeth? What do frogs eat? Where can amphibians live? This distance learning event looks at the life cycle of an amphibian and many characteristics of these slimy yet cool creatures. From egg to frog, many “froggy” aspects will be explored in this lesson. One of our most popular distance learning connections! This session is modified for the grade level attending.
Program Format		1.Vertebrate vs. Invertebrate 2.What is an amphibian? 3.Video streaming 4.Metamorphosis (life cycles) 5.Carnivore 6.Animal Adaptations (varies depending on grade level) 7.Interactive Wrap-Up Game “Froggywood Squares”
Objectives		As a result of this interactive lesson, students will: -explore the life cycle of a frog -identify characteristics of amphibians -develop an understanding of metamorphosis
National Standards to which this program aligns		Language Arts: Grades K-12 NL.ENG.K-12.3 Evaluation Strategies Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). NL.ENG.K-12.4 Communication Skills Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. NL.ENG.K-12.5 Communication Strategies Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. NL.ENG.K-12.6 Applying Knowledge Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. NL.ENG.K-12.7 Evaluating Data Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. NL.ENG.K-12.8 Developing Research Skills Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. NL.ENG.K-12.12 Applying Language Skills Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). Science: Grades K-4 NS.K-4.3 Life Science Students should develop an understanding of: •The characteristics of organisms •Life cycles of organisms •Organisms and environments NS.K-4.5 Science and Technology Students should develop: •Understanding about science and technology NS.K-4.7 History of Nature and Science Students should develop and understanding of: •Science as a human endeavor Science Grade 5-8 NS.5-8.3 Life Science Students should develop an understanding of: •Structure and function in living systems •Reproduction and heredity •Populations and ecosystems •Diversity and adaptations of organisms NS.5-8.5 Science and Technology Students should develop: •Understanding about science and technology NS.5-8.7 History of Nature and Science Students should develop understanding of: •Science as a human endeavor •Nature of science Technology Grades K-12 NT.K-12.1 Basic Operations and Concepts Students demonstrate a sound understanding of the nature and operation of technology systems. NT.K-12.2 Social, Ethical and Human Issues •Students practice responsible use of technology systems, information, and software. •Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity. NT.K-12.3 Technology Productivity Tools Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works. NT.K-12.4 Technology Communication Tools •Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences. •Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences. NT.K-12.5 Technology Research Tools•Students use technology to locate, evaluate and collect information from a variety of sources. •Students use technology tools to process data and report results. NT.K-12.6 Technology Problem-Solving and Decision-Making Tool •Students use technology resources for solving problems and making informed decisions. •Students employ technology in the development of strategies for solving problems in the real world.
State/Regional Standards to which this program aligns		Ohio Educational Standards and Grade level Indicators: Language Arts Kindergarten: Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard 5. Predict what will happen next, using pictures and content as a guide. 6. Compare information (e.g., recognize similarities) in texts using prior knowledge and experience. 7. Recall information from a story by sequencing pictures and events. 8. Answer literal questions to demonstrate comprehension of orally read grade-appropriate texts. 9. Monitor comprehension of orally read texts by asking and answering questions. Communications: Oral and Visual Standard 1. Listen attentively to speakers, stories, poems and songs. 2. Connect what is heard with prior knowledge and experience. 3. Follow simple oral directions. 4. Speak clearly and understandably. Science: Life Sciences Standard 4. Investigate variations that exist among individuals of the same kind of plant or animal. 5. Investigate observable features of plants and animals that help them live in different kinds of places. Grade 1: Language Arts Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard 4. Make predictions while reading, and support these predictions with information from the text or prior experience. 5. Compare information (e.g., recognize similarities) in texts with prior knowledge and experience. 6. Recall the important ideas in fictional and non-fictional texts. 7. Create and use graphic organizers such as Venn diagrams or webs, with teacher assistance, to demonstrate comprehension. 8. Answer literal, simple inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts, electronic and visual media. Communications: Oral and Visual Standard 1. Use active listening skills, such as making eye contact or asking questions. 2. Compare what is heard with prior knowledge and experience. 3. Follow simple oral directions. 4. Speak clearly and understandably. 5. Deliver brief informational presentations that: a. demonstrate an understanding of the topic; b. include and sort relevant information and details to develop topic; c. organize information with a clear beginning and ending; and d. express opinions. 6. Deliver brief informal descriptive presentations recalling an event or personal experience that convey relevant information and descriptive details. Science: Earth and Space Sciences Standard 2. Explain that the supply of many resources is limited, but the supply can be extended through careful use, decreased use, reusing and/or recycling. Life Sciences Standard 5. Recognize that seasonal changes can influence the health, survival or activities of organisms. Science and Technology Standard 3. Identify some materials that can be saved for community recycling projects (e.g., newspapers, glass and aluminum). Grade 2: Language Arts: Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard 2. Predict content, events and outcomes from illustrations and prior experience, and support those predictions with examples from the text or background knowledge. 3. Compare and contrast information in texts with prior knowledge and experience. 4. Summarize text by recalling main ideas and some supporting details. 5. Create and use graphic organizers such as Venn diagrams and webs to demonstrate comprehension. 6. Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts, electronic and visual media. Communications: Oral and Visual Standard 1. Use active listening strategies such as asking for clarification and explanation. 2. Compare what is heard with prior knowledge and experience. 3. Identify the main idea of oral presentations and visual media. 4. Follow two and three-step oral directions. Science: Life Sciences Standard 6. Investigate the different structures of plants and animals that help them live in different environments (e.g., lungs, gills, leaves and roots). 7. Compare the habitats of many different kinds of Ohio plants and animals and some of the ways animals depend on plants and each other. 8. Compare the activities of Ohio's common animals (e.g., squirrels, chipmunks, deer, butterflies, bees, ants, bats and frogs) during the different seasons by describing changes in their behaviors and body covering. Science and Technology Standard 3. Identify some materials that can be saved for community recycling projects (e.g., newspapers, glass and aluminum). Grade 3: Language Arts: Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard 3. Compare and contrast information between texts and across subject areas. 4. Summarize texts, sequencing information accurately and include main ideas and details as appropriate. 5. Make inferences regarding events and possible outcomes from information in text. 6. Create and use graphic organizers such as Venn diagrams and webs to demonstrate comprehension. 7. Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts, electronic and visual media. Communications: Oral and Visual Standard 1. Ask questions for clarification and explanation, and respond to others’ ideas. 2. Identify the main idea, supporting details and purpose of oral presentations and visual media. Science: Life Sciences Standard 1. Compare the life cycles of different animals including birth to adulthood, reproduction and death (e.g., egg-tadpole-frog, egg-caterpillar-chrysalis-butterfly). 2. Relate animal structures to their specific survival functions (e.g., obtaining food, escaping or hiding from enemies). 3. Classify animals according to their characteristics (e.g., body coverings and body structure). 6. Describe how changes in an organism's habitat are sometimes beneficial and sometimes harmful Grade 4: Language Arts: Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard 1. Establish and adjust purposes for reading including to find out, to understand, to interpret, to enjoy and to solve problems. 2. Predict and support predictions using an awareness of new vocabulary, text structures and familiar plot patterns. 3. Compare and contrast information on a single topic or theme across different text and non-text resources. 4. Summarize important information in texts to demonstrate comprehension. 5. Make inferences or draw conclusions about what has been read, and support those conclusions with textual evidence. 6. Select, create and use graphic organizers to interpret textual information. 7. Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts, electronic and visual media. Communications: Oral and Visual Standard 1. Demonstrate active listening strategies (e.g., asking focused questions, responding to cues, making visual contact). 2. Recall the main idea, including relevant supporting details, and identify the purpose of presentations and visual media. Science: Life Sciences Standard 1. Compare the life cycles of different plants including germination, maturity, reproduction and death. 5. Describe how organisms interact with one another in various ways (e.g., many plants depend on animals for carrying pollen or dispersing seeds).
Program Length		Please allow 50-60 minutes
By Request		This program is available by request ONLY
Date/Time Notes		This program is available by request/on demand ONLY.
Connection Type(s) Available and Program Fees		Interactive Cost: $75.00 Point to Point Cost: $75.00 By Request Cost: $75.00
Program Fee Notes		If you require special bridging to make this connection successful, each school is responsible for scheduling the bridge, and all associated fees with the connection.
Cancellation Policy		The MVESC understands the occasional need to reschedule programs due to changing schedules, inclement weather, or technical difficulties. However, the MVESC commits time and resources to a program the moment a reservation is received and presenters are scheduled. Presenters must be compensated for their preparation, time and travel. When scheduling a distance learning session, the following policy will be utilized. When scheduling a distance learning content session, the school agrees to make a commitment to have an audience for the time and date the session was originally scheduled. Be sure to have coordinated with teachers, technicians, coordinators, treasurers, and other parties prior to submitting the request. The Muskingum Valley ESC asks that anyone making a reservation please check school calendars for holidays, professional development days, and testing dates to avoid potential conflicts. Failure of a school to have the audience available for the scheduled distance learning session will result in a charge of $25 for the session. Scheduled events must be cancelled at least 24 hours in advance of the session to avoid the $25 scheduling fee. This fee is not returnable and may not be applied toward a future session. This fee is necessary to compensate the presenter for his time in preparing for the session. This fee can be avoided by ensuring that your audience is present on the day and time of the presentation as scheduled. The MVESC strongly recommends performing a test connection at least 2 days prior to the event. The school has the right to cancel any program the day of the test if a successful connection cannot be made. In such a case the MVESC will not charge the $25 fee. If technical reasons prevent the successful connection on the day of the session, the $25 fee will also be waived. This $25 fee applies to all MVESC sponsored programming. All MVESC distance learning programs will only be scheduled upon receipt of a signed purchase order. These may be mailed or faxed to Leslie Charles at the Muskingum Valley ESC (740-455-6702). If you regularly schedule programs with us, please provide a number for us to reference when invoicing for sessions completed. Invoices will be sent at the end of each month, and payment is expected within 30 days of receipt.
Is recording allowed?		No
The Provider broadcasts over		ISDN IP
Minimum Technology Specifications for sites connecting to this provider		Schools must dial into the MVESC. Connection over IP is preferred, however, ISDN schools can arrange for your own bridge. Studio 1A (IP 204.9.145.244) Studio 1B (IP 204.9.146.155) If you have not connected with our agency in the past year, you are required to validate the connection for audio and video quality. ALL test connections are completed on the Friday prior to your connection between the times of 9am EST and 12pm EST. Please contact Jason Rachford to arrange your test. Email: jrachford@mvesc.k12.oh.us or call 740-452-4518 x 170

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