Elmer the Eagle leaves for his 50 states tour in September. Only ONE elementary school per state will get to host our charming little fellow. We need one elementary school to offer to host out friend for 1 week during the 2002-03 school year.Thank you.
We need the following information so we can make sure we have enough stuff in the box for your kids. Please send us the information below and we will let you know soon when you can expect Elmer in your classroom!
School Name School Address School City School State School Zip Teacher Name Class Grade How many teachers in your grade? Month Preference? Approx. Class Size. Principal Name School Phone School Fax Contact e-mail:
Elmer the Eagle travels as a large stuffed animal with a travel journal. He will have a sample set of learning folders. You will be asked as a class to answer questions in the journal, decorate pages in the journal to represent your area and State. Also, your class will be featured as the host school and class for your entire state on our web site...so make them proud.
We look forward to receiving your information and finalize the visit. You will receive a packet in the mail for your students to let them know about Elmer.
Thank you for signing up and Elmer looks forward to meeting you soon. FOr more information go to [link removed]
I would like to hear from some Ky high school chemistry teachers. How much of your time is spent on core content? I think that the majority of the core content would be covered in freshman science (introduction to chemistry/physics) and biology. The chemistry class should reinforce chemical reactions/atomic structure and continue to provide inquiry/measurment/process instruction.
If I cover only what the very basics on the CATS test, students will be woefully unprepared to enter any type of pre-professional, pre-engineering, or science major in college (and nursing, and dental hygiene).
On 8/27/02, Adawn wrote: > Hi, > > I would like to hear from some Ky high school chemistry > teachers. How much of your time is spent on core content? > I think that the majority of the core content would be > covered in freshman science (introduction to > chemistry/physics) and biology. The chemistry class should > reinforce chemical reactions/atomic structure and continue > to provide inquiry/measurment/process instruction. > > If I cover only what the very basics on the CATS test, > students will be woefully unprepared to enter any type of > pre-professional, pre-engineering, or science major in > college (and nursing, and dental hygiene). > > How do you handle this?
I am a new teacher struggling with this also. I feel that the core content does not address chemistry adequately. Love to know if you've gotten any ideas.
I need to have a teacher answer a few questions for me via email for a class I am taking. The questions are 1. What were your major concerns during your first year of teaching? 2.What type of support was most helpful? 3. What things became easier as you gained experience? 4. What advice would give me as a prospective teacher? If anyone could answer these and email me the answers I would appreciate it very much!
On 8/28/02, Leah wrote: > I need to have a teacher answer a few questions for me via > email for a class I am taking. The questions are > 1. What were your major concerns during your first year of > teaching? CLASSROOM MANAGEMENT
> 2.What type of support was most helpful? ANOTHER CLASSROOM TEACHER
> 3. What things became easier as you gained experience? CLASSROOM MANAGEMENT AND TEACHING STRATEGIES
> 4. What advice would give me as a prospective teacher? GIVE YOURSELF AT LEAST THREE YEARS TO SETTLE INTO A POSITION. DON'T QUIT AFTER THE FIRST YEAR, OR EVEN THE SECOND YEAR. I'M IN MY FOURTH YEAR AND THIS IS THE FIRST YEAR I FEEL LIKE I KNOW WHAT I'M DOING.
> If anyone could answer these and email me the answers I > would appreciate it very much!
I am looking for a middle school that has 4 block literacy program implemented in their language arts classroom. I need to convince my teachers that a 4 block program can be used in the middle schools. If we could come and visit and see first hand a program that is working, it would be great for us. Thanks
On 8/30/02, Jane wrote: > I am looking for a middle school that has 4 block literacy > program implemented in their language arts classroom. I > need to convince my teachers that a 4 block program can be > used in the middle schools. If we could come and visit and > see first hand a program that is working, it would be great > for us. Thanks
Jane, I am teaching 7th grade language arts this year. I taught in the elem. for the past 5 years. Our elementary has implemented 4 Block. I loved teaching it, and I'm very interested in teaching it in the middle school, also. It's a great literacy program,and the kids love it. Very hands-on and visual. Let me know if you find out anything.
On 9/22/02, Bluegrass Educator wrote: > Enjoyed your SETS descriptive narrative. BUT, one thing you > mentioned scared me. You mentioned that KDE, or someone at the > state level, tagged your IEP's as being out of compliance. So, > does this mean that when an IEP is generated using SETS, that it > immediately is logged into the KDE computers for someone with the > Division of Exceptional Children to read? I'd love to hear more > about that. Are you in a high school, middle school, or > elementary? I am in a high school.
Dear Bluegrass Educator, That is the "beauty" of this SETS system. As soon as the first piece of information is logged into the system the Division of Exceptional Children receive the same information and have access to everything in the online due process folder! Each month your little name as case manager pops up at DEC with red markers by the areas in which you are out of compliance. Each month your special ed. director is notified of the compliance of the folders in her system by case manager name, she in turn notifies your principal and you. Lovely isn't it? I have little red marks all over the place as in attempting to utilize the program it was discovered that there were numerous technological problems with this program thus preventing me from completing any of the due process online. Now, one also cannot go back and revert to the old reliable paper method once this online process has been started in order to irradicate the errors. Needless to say our STI/SETS was not up and running today. I'm in elementary.
On 9/22/02, KYkakker wrote: > I don't teach Special Education so I don't know about SETS > specifically, but I do know we've been pretty dissatisfied with > STI in terms of posting grades and the incompetence of the woman > sent to conduct a 3-hr "training" session, and lack of > documentation provided. Not to mention the fact that it has > mysteriously "lost" entire sets of grades -- luckily I had made a > hard copy the week before, so I just had to re-post the grades > (and also I had evidence for those in our office that the program > HAD lost the grades and that I had not simply made a mistake in > posting them). > > Not exactly what you asked, I know, but it seemed relevant.
Yes, it is relevent, thank-you. Isn't it a shame that we feel the need to proove that that we did the right thing because of course we must have done something wrong.
In our high school, I have noticed that practically all the modification/accommodation sections on IEP's list this strange modification: If Brenda's grade falls below passing in a regular ed. class, then the grade is multiplied times 1.2! Is this a modification that exists only in KY? I've never seen this particular modification listed on an IEP from another state. It's kind of a one- size-fits-all modification and it definitely is not based on the individual needs, strengths, or weaknesses of a specific student. Anybody out there ever hear of using this 2.3 multiplier?
On 9/19/02, Bluegrass Educator wrote: > In our high school, I have noticed that practically all the > modification/accommodation sections on IEP's list this > strange modification: If Brenda's grade falls below > passing in a regular ed. class, then the grade is > multiplied times 1.2! Is this a modification that exists > only in KY? I've never seen this particular modification > listed on an IEP from another state. It's kind of a one- > size-fits-all modification and it definitely is not based > on the individual needs, strengths, or weaknesses of a > specific student. Anybody out there ever hear of using this > 2.3 multiplier?
In the latest IDEA regulations there is an accommodation that includes modified grading. We have tried to avoid that as much as possible since students are earning high school credits towaards graduation. It is a legitimate accommodation, by law, but grades on report cards should indicate some notification of non-standard grading. A better choice is to modify tests (supplemented by verbal responses, reduced number of questions, certain kinds of questions to aid retrieval (multiple choice, word banks for essays, etc.. Good luck with the dialon between sped and reg ed. k.colvario Walpole Hig, Mass.
On 9/22/02, ktc wrote: > It is against the law to note on a report card that a grade is modified. Something to do with confidentiality. I agree with modifying tests and also the weighting of grades as a better choice.
> In the latest IDEA regulations there is an accommodation that > includes modified grading. We have tried to avoid that as > much as possible since students are earning high school > credits towaards graduation. It is a legitimate > accommodation, by law, but grades on report cards should > indicate some notification of non-standard grading. A better > choice is to modify tests (supplemented by verbal responses, > reduced number of questions, certain kinds of questions to > aid retrieval (multiple choice, word banks for essays, etc.. > Good luck with the dialon between sped and reg ed. > k.colvario Walpole Hig, Mass.
Think we must read/post to the same boards. I was the Teacher with Attitude (Administrator's Chat) venting about the stupidity of high-stakes testing and special education students. Glad to know that I'm not alone here in Kentucky.
On 9/22/02, Bluegrass Educator/aka Teacher w/ Attitude wrote: > Think we must read/post to the same boards. I was the > Teacher with Attitude (Administrator's Chat) venting about > the stupidity of high-stakes testing and special education > students. Glad to know that I'm not alone here in Kentucky.
WoW, this is great. You are not alone not many of us speak out though. It is getting to where you are risking your job if you do speak out. The pressure I get to have my students do well on testing is unrelenting from the principal. Every decision she makes, everything we do is centered around what effect it will have on testing period. I really try to be above board on writing portfolios but there is one of my students that I don't help in this area that is doing unbelievabley well on the personal narrative. She has an aid and parent who are helping her. She doesn't even know what some of the words mean in her piece iq is below 60.
On 8/27/02, Adawn wrote:
> Hi,
>
> I would like to hear from some Ky high school chemistry
> teachers. How much of your time is spent on core content?
> I think that the majority of the core content would be
> covered in freshman science (introduction to
> chemistry/physics) a...See More