Where: Inmans Bowling Alley, 3201 Evans Ave., Valparaiso, IN 46383-6938
When: Wednesday, December 9th, 2009
Why: To celebrate the end of Block II
Time: 6:00-8:00 p.m.
Cost: $1.50 per game, $1.50 for shoe rental
Please RSVP to this blog so we will know how many are participating. May bring friends, family members, and kids.
Tuesday, November 10, 2009
Wednesday, November 4, 2009
Bowling at Inmans
I am sorry but I have double booked myself this evening. I was asked to teach a children's service at our church tonight and wasn't thinking about Block 2 going to Inmans for the great bowling deal. I would encourage you to still go and bond as a group. If that doesn't work out would you like to try another Wednesday?
Tuesday, November 3, 2009
Applications in Teaching Practice Assignment 11/3/09
After reading Chapters 10 (last weeks assignment) and 11 (this weeks assignment) Complete the Applications in Teaching Practice found on pages 446 & 447. Check out your specific assignment.
Collecting and Using Assessment Information
Questions
1. Elisa Boscaccy & Dana Dalton
2. Jennier Fase & Laura Gamble
3. Katie Gonzalez-Hannon & Nicole Kaufman
4. Holly Koski & Alayna Linsemeyer
5. Ashley Mains & Jenelle Meiss
6. Meghan Moriarty & Tera Nelson
Yolanda a student with a Learning Disability
Questions
1. Chrisinte Page & Holli Piers
2. Kelly Puett & Sarah Redmond
3. Mallorie Schoon & Samantha Schultz
4. John Selman & Michelle Sickles
Collecting and Using Assessment Information
Questions
1. Elisa Boscaccy & Dana Dalton
2. Jennier Fase & Laura Gamble
3. Katie Gonzalez-Hannon & Nicole Kaufman
4. Holly Koski & Alayna Linsemeyer
5. Ashley Mains & Jenelle Meiss
6. Meghan Moriarty & Tera Nelson
Yolanda a student with a Learning Disability
Questions
1. Chrisinte Page & Holli Piers
2. Kelly Puett & Sarah Redmond
3. Mallorie Schoon & Samantha Schultz
4. John Selman & Michelle Sickles
Monday, October 26, 2009
R.E.P.A. Assignment 10/27/09
On Tuesday, October 27, 2009 I will be attending the public hearing on R.E.P.A. in Rochester, IN with some of our faculty and students. Please visit http://www.doe.in.gov/news/2009/07-July/REPA.html to become familiar with R.E.P.A.
Your online assignment this week is to voice your opinion by making a comment online at www.doe.in.gov/repacomment by October 30, 2009. Please also post your comment to this blog.
Your online assignment this week is to voice your opinion by making a comment online at www.doe.in.gov/repacomment by October 30, 2009. Please also post your comment to this blog.
Wednesday, October 21, 2009
R.E.P.A.
Holly Koski attended the Open Forum and posted this information.
BE EMPOWERED!
I went to the Open Forum meeting today .It was upsetting to hear the possible changes for specialized licenses such as the Early Childhood program at PNC. It is possible that the Early Childhood will be eliminated. If you would like more information about the proposed rules revisions for educator preparation and accountability (REPA) you can contact Dr. Cynthia Fontaine or visit the website if you are concerned about REPA and/or want to know more information. You can submit your comments to the Professional Standards Board by visiting: http://mustang.doe.state.in.us/dg/repa/welcome.cfm There is a public hearing on October 27th, 2009 at 10:00a.m (9:00a.m our time) at Rochester High School, 1 Zebra Lane, Rochester, Indiana. You will be limited to 3 minutes. Lastly, you can submit your comments to individual members of the professional Standards Board. (Dr. Fontaine has the list of these people). OUR VOICE MATTERS! ALL COMMENTS MUST BE RECEIVED BY OCTOBER 30th, IF THEY ARE TO BE HEARD!!!
http://www.doe.in.gov/news/2009/07-July/Proposed_Teacher_Licensing_Changes_Summary_090903.pdf
You can go here to check out the summary of the REPA and what Dr. Fontaine talked about at the open forum...
BE EMPOWERED!
I went to the Open Forum meeting today .It was upsetting to hear the possible changes for specialized licenses such as the Early Childhood program at PNC. It is possible that the Early Childhood will be eliminated. If you would like more information about the proposed rules revisions for educator preparation and accountability (REPA) you can contact Dr. Cynthia Fontaine or visit the website if you are concerned about REPA and/or want to know more information. You can submit your comments to the Professional Standards Board by visiting: http://mustang.doe.state.in.us/dg/repa/welcome.cfm There is a public hearing on October 27th, 2009 at 10:00a.m (9:00a.m our time) at Rochester High School, 1 Zebra Lane, Rochester, Indiana. You will be limited to 3 minutes. Lastly, you can submit your comments to individual members of the professional Standards Board. (Dr. Fontaine has the list of these people). OUR VOICE MATTERS! ALL COMMENTS MUST BE RECEIVED BY OCTOBER 30th, IF THEY ARE TO BE HEARD!!!
http://www.doe.in.gov/news/2009/07-July/Proposed_Teacher_Licensing_Changes_Summary_090903.pdf
You can go here to check out the summary of the REPA and what Dr. Fontaine talked about at the open forum...
ATTENTION
For this weeks online class you will need to use the powerpoint "Analyzing Student Needs". You can find it under Class Powerpoints.
Also bring food items for the JUST FOR KIDS FOOD DRIVE. As of now Block 2 is in the lead. Let's keep it that way!
Also bring food items for the JUST FOR KIDS FOOD DRIVE. As of now Block 2 is in the lead. Let's keep it that way!
Tuesday, October 20, 2009
Students with Special Needs other than Disabilities 10/20/09
Today you have a choice for your online assignment:
1. Attend the Open Forum today from 12-1 in LSF02
2. Read the following Case Study and create an INCLUDE strategy chart. (See p. 358 in Every Moment Counts book, Question #3). Fill in the chart with information not specifically outlined the the case study descriptions. Be sure to address academic, social-emotional, behavioral, and medical-physical needs. Turn the complete INCLUDE chart in on Thursday, October 29, 2009.
Case Study
David Hollingsworth is a first-year 5th grade teacher in a large urban school district. Although it is only the 8th week of school, he is concerned. Although he is confident of his knowledge of 5th grade content, as well as his teaching skills, he feels he has a strong commitment to teaching all the students assigned to him, he is worried that he won't be able to meet the vast array of student needs represented in this class. Mr. Hollingsworth is well aware that his students' needs are diverse. Wynn has just immigrated to the United States from Vietnam, speaks very little English and she seems overwhelmed by nearly everything at school. Mr. Hollingsworth can't remember ever seeing Wynn smile. Most of the content information is beyond Wynn's understanding because of the language differences. Another student is Reid. Reid is supposed to be taking medication for ADHD, but it doesn't seem to be having the intended effect on him. At an after-school meeting, Mr. Hollingsworth, the school psychologist, the counselor, and the assistant principal discussed the matter with Reid and his mother who is a single parent and Reid and his mom decided the medication wasn't working and that he didn't need to take it every day. Somedays Reid's mother gives him a double dose to account for the days he doesn't take the medication. The counselor is supposed to follow up on this unhealthy and potentially dangerous thinking about medication and keep Mr. Hollingsworth informed. In the meantime, Reid is either bouncing off the walls or zoned out. Irene is a concern as well. She and her twin sister Ida, are struggling academically despite receiving a lot of individual attention and having supportive parents. Neither girl is reading well enough to complete textbook readings. Both girls have been referred in the past for special education services, but neither is eligible to receive them. Mr. Hollingsworth knows that the twins' father has been out of work for nearly a year, and that the family is barely getting by. Mr. Hollingsworth heard last week that one of the grandparents had also come to live with the family due to health issues. He wonders how much of the twins' learning problems are related to their home situation. Mr. Hollingsworth also teaches Kennedy, who just moved into the district and is so far ahead of the other students that Mr. Hollingsworth wishes she were in a program for gifted and talented. Two other students Nancy and Larry are from families that have very little, they come to school without supplies and seem reluctant to interact with the other children.
1. Attend the Open Forum today from 12-1 in LSF02
2. Read the following Case Study and create an INCLUDE strategy chart. (See p. 358 in Every Moment Counts book, Question #3). Fill in the chart with information not specifically outlined the the case study descriptions. Be sure to address academic, social-emotional, behavioral, and medical-physical needs. Turn the complete INCLUDE chart in on Thursday, October 29, 2009.
Case Study
David Hollingsworth is a first-year 5th grade teacher in a large urban school district. Although it is only the 8th week of school, he is concerned. Although he is confident of his knowledge of 5th grade content, as well as his teaching skills, he feels he has a strong commitment to teaching all the students assigned to him, he is worried that he won't be able to meet the vast array of student needs represented in this class. Mr. Hollingsworth is well aware that his students' needs are diverse. Wynn has just immigrated to the United States from Vietnam, speaks very little English and she seems overwhelmed by nearly everything at school. Mr. Hollingsworth can't remember ever seeing Wynn smile. Most of the content information is beyond Wynn's understanding because of the language differences. Another student is Reid. Reid is supposed to be taking medication for ADHD, but it doesn't seem to be having the intended effect on him. At an after-school meeting, Mr. Hollingsworth, the school psychologist, the counselor, and the assistant principal discussed the matter with Reid and his mother who is a single parent and Reid and his mom decided the medication wasn't working and that he didn't need to take it every day. Somedays Reid's mother gives him a double dose to account for the days he doesn't take the medication. The counselor is supposed to follow up on this unhealthy and potentially dangerous thinking about medication and keep Mr. Hollingsworth informed. In the meantime, Reid is either bouncing off the walls or zoned out. Irene is a concern as well. She and her twin sister Ida, are struggling academically despite receiving a lot of individual attention and having supportive parents. Neither girl is reading well enough to complete textbook readings. Both girls have been referred in the past for special education services, but neither is eligible to receive them. Mr. Hollingsworth knows that the twins' father has been out of work for nearly a year, and that the family is barely getting by. Mr. Hollingsworth heard last week that one of the grandparents had also come to live with the family due to health issues. He wonders how much of the twins' learning problems are related to their home situation. Mr. Hollingsworth also teaches Kennedy, who just moved into the district and is so far ahead of the other students that Mr. Hollingsworth wishes she were in a program for gifted and talented. Two other students Nancy and Larry are from families that have very little, they come to school without supplies and seem reluctant to interact with the other children.
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