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@D114Stanton
@D114Lotus
@FLGSD114
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Kudos to Jill, Betty, Michelle, Liz S., Walter and Karen for helping chaperone the Halloween Dance.
and
To the entire staff for teaming with our students and parents during Student-led Conferences!
and
To Karen Brnotand the NJHS for all their help setting up and cleaning up for the dance.
--All from Jeff Sefcik
Thank you for getting us real food on Halloween when we didn't get down to the cafetaria because it was nutsy in our office
--From Colleen Robinson, Sue Pinkawa, Paula Kvacik, and Natalie Udstuen
Thank you to Joan Kantenwein who organized (on fairly short notice) a fall festival incentive field day for all of the students K-4th! Your hard work and effort is appreciated!
-From Natalie Udstuen
Congratulations to a record number of teachers nominated for Golden Apple Honors!
Michelle Magness, Cary Scarpino, Erica Barraza, Kelly Roland & Laura Myers
-From Matt Peters...and our entire D114 Family!
Thank you to Theresa Kovach for always being there when my boys need her. From signing their point sheets, to working through their problem/issue for the day, to letting them in her room at the drop of a hat. My boys and I appreciate you SO very much!
-From Erica Bender
A shout out to Andrea DeMatteo for handling SpEd Transport while I was out of the office! Thanks, Maureen Koenig
and
An acknowledgement to Rusty Lofgren, Driver, who was transporting a student with consciencious care, demonstrating driving etiquette. From an anonymous caller on Rand Rd., who has seen horrible driving habits and wanted to make your day!
-From Maureen Koenig
I wanted to send some kudos out for all the help I received with the Field Day.
I would like to thank the Lotus staff for coming together and helping to make the Fall Field Day an amazing experience for our students. Thank you to all the staff members that donated construction paper, took time to cut the paper strips, and to cut the holes in the paper plates for the Field Day art project. In addition, thanks to all of you for giving up plan times and lunchtimes to be with your students all day. And, thank you to the staff members who went around offering the classroom teachers bathroom breaks! It’s all of you that make our district a wonderful place for kids and an awesome place to work!
I need to give some special thanks to Sue Pinkawa. Colleen Robinson, and Paula Kvacik for helping to keep track of all the volunteers and lunch forms, and for the great spreadsheet Sue developed to keep it all organized. I would also like to thank Georgette and the kitchen staff for getting all the lunches ready and organized for the staff, volunteers, and students. They also went around after lunch to offer teachers breaks! Thank you to Michelle Magness for getting me all the crayons and protective table pads for the art room, and to Amanda Lorenz for supplying all the glue. Thank you to Lisa and Amber for helping to get gym equipment ready and for helping parents with game instructions: I also need to give some well deserved kudos to the Field Day Committee for helping me come up with station ideas and for helping to organize the volunteers: I appreciate all the help Victoria Miller gave me helping to run the field day, Natalie for supervising the First Down station; and to Ellen Stirrat for working the art project room all day. And finally...to Jennifer Wicks for offering her room to be the”time out” room.
I also would like to thank Heather and her children and Sue Pinkawa for blowing up the balloons for the balloon tennis station
It took us all working together to make this day happen. Thank you all so much!
-All from Joan Kantenwein
To Joan Kantenwein for all your work to make Field Day at Lotus happen!!
-From All of Us!!!
Thank you to Maureen DeVoss, Erica Barraza, Natalie Miller, Theresa Kovach, and Tiffany Mihovilovich for offering their classroom so that I could gather data for my grad. homework. The purpose was to complete a "classroom walk-through" and observe all the great things they do, and encourage others to do "classroom walk-throughs" too in order to build a positive learning community among each other. You gals are great!
-From Jamie McCormick
Thank you to Matt Peters, Maureen DeVoss, Jeff Sefcik, and Dan Olson for heading to Big Hollow on Friday to learn more about Eureka math!
And
Thank you to Erica Barraza and Tiffany Tardio for joining me on Friday in D96 to investigate Kagan and Bridges math! I had a great time learning with you!
-Both from Heather :)
.
When you have a kudo to share for someone, please just email me and I'll include it here! The goal is to create system celebrations--so your input is truly welcome!
News from the Business Office
Thanks!
A huge thank you to any and everyone who is letting us know of any questions or issues you have. The open communication is greatly appreciated, and we are 100% committed to making sure every single problem is solved and question is answered.
E-Report Card
Please find--attached to the email with this week's blog link--the E-Report Cards for Lotus, Stanton, and the District. This is a snapshot of total performance/demographic data for last school year. There's TONS of information in these---if you have time, take a peek, and forward me any questions or input you have!
Infinitec
Infinitec is an Special Education and Assistive Technology Initiative that provides webinars, workshops, resources and other services to member districts. Their website not only includes a calendar of events of one day webinars and workshops, but also free archived webinars of a variety of topics for staff with any level of knowledge. Please contact Brandt Rosen (brosen@elced.org) for more information of what Infinitec has to offer.
VIEW FREE WEBINARS WHEN YOU SIGN UP FOR A FREE ACCOUNT:
Click here to register for a free account. When signing up, under "District/coop," be sure to type in the "Exceptional Learners' Collaborative." Please remember that if you sign up, one day webinars are archived for a certain amount of time following the time of the webinar, so it's good to sign up even though if you may not be able to attend the exact date and/or time of the webinar. You will be able to watch the webinar later. Click on the "Online Classroom" tab to view all archived webinars.
FREE WEBINARS:
11/1/17 Critical Mass and the Hidden Curriculum by Dr. Brenda Smith Myles
11/6/17 THE ABLE ACT: EnABLE Savings for Life…By Mary Ann Ehlert
11/8/17 Hidden Curriculum-Cycle of Meltdowns - Students w/ High Functioning Autism
11/9/17 Implementing Core AAC Systems & Adaptations for Individual Students by Kelly Key
11/15/17 AAC: Measuring Success Through Data collection & Goal Setting By Mike Cole
11/16/17 20 Low-Cost Features for Designing Accessible Instruction for the Masses
11/30/17 Presuming & Constructing Competence: Why it is So Important
12/5/17 Adapting & Creating Classroom Content using Free Open Educational Resources by Dan Herlihy
12/7/17 What’s New in iOS 11 for Supporting Diverse Learners by Luis Perez
12/11/17 A Multi-tiered System of Supports (MTSS) Approach to AAC Services by Sue Mahoney
12/13/17 Assistive Technology for Dyslexia: Chrome Tools by Jamie Martin
WORKSHOPS/CONFERENCES:
11/14/17 IL STATEWIDE - Evidence-Based Practice Support with AUTISM w/Kristine Bretl (Springfield, IL) FREE
11/14/17 IL STATEWIDE -- Advance Executive Function Skills w/Sarah Ward (Tinley Park, IL) FREE
11/15/17 IL STATEWIDE - Evidence-Based Practice Support with AUTISM w/Kristine Bretl (Centralia, IL) FREE
11/16/17 IL STATEWIDE - Evidence-Based Practice Support with AUTISM w/Kristine Bretl (Sparta, IL) FREE
FUN APPS, SOFTWARE OR RESOURCES:
Fact Monster: Fact Monster is a reference site for kids ages 8-14 that combines the contents of an encyclopedia, a dictionary, an atlas, and several almanacs loaded with statistics, facts, and historical records. A single search engine allows you to search all these resources at once.
Flocabulary: Use this engaging website to teach vocabulary, language arts, math, science, and social studies concepts using rap. Check out the samples or sign up for a 14 day free trial. Paid memberships available for classrooms, buildings, districts, and even home use. Looking for common core alignment? There's a section that matches CCSS with videos on the website.
Google Lit Trips: Google Lit Trips is an innovative exploration of literature paired with Google Earth. Users download a file with links to locations in Google Earth. It is a fascinating way for students to visually explore the scenes, routes and locations in literature. Great recent updates have been made!
PLEASE CONTACT BRANDT ROSEN brosen@elced.org or (224)513-6455 FOR ANY QUESTIONS OR ISSUES
FACILITIES UPDATES
Keep watching here for updates!
Keep watching here for updates!
Education Association of Fox Lake News and Updates
Upcoming IEA Events:
- IEA Professional Development Conference 12/1-12/2 in Springfield Click Here to Register
Melissa Williams, President
Maureen DeVoss, Vice President for Certified Staff
Chris Brown, Vice President for Non-Certified Staff
Katy Gardner, Treasurer
Betty Cwiak, Secretary
Barb Brown, Region Representative
Matt Shannon, Stanton School Representative
Tiffany Tardio, Lotus School Representative
17-18 Payroll Schedule--UPDATED 10/22/17
Blue Cross Blue Shield:
Guardian:
Questions for thought as you read...
How do you plan for student engagement?
After reading this article, what are you already doing? What's one thing you can add?
Student Engagement: 5 Ways to Get and Keep Your Students’ Attention
Marzano Research Lab
Keeping students engaged is easy. Not!
Using unusual information to capture “situational interest” keeps students guessing.
It’s hot! But…the dog days of summer are almost gone. Did you know that the brightest star in the night sky was once believed to have caused the sultry heat of July and August?(Now, take a three-second pause).
Think back to your days in science class: Sirius is also called the “Dog Star.” Ancient Greeks thought this bright star, part of the constellation Canis Major, was the reason for the hot sultry days of summer and the reason for the flooding of the Nile River. Interesting. (Three-second pause).
Yes indeed! Students and adults are captivated by unusual information. Why? (Three-second pause)It triggers situational interest. Teachers who deliberately plan to trigger and maintain their student’s interest can increase situational interest in students.
Students who are interested learn more. Why? (You know what to do here!) They are better suited to attend to the instructional activities occurring in class. Research findings regarding engagement and student achievementshow an average gain of 27 to 31 percent.
To increase student engagement, take time to incorporate the following concepts, from Marzano’s Art and Science of Teaching, into your lessons:
1.High Energy
The same part of the brain that processes movement also processes learning. When planning lessons, find ways to incorporate movement. It doesn’t have to be dramatic—using three different colored highlighters to highlight different types of information is still movement. Allowing students to “vote with their feet,” by strategically placing answers around the room and having students walk and stand by their answers is a great way to add movement.
2.Missing information
Curiosity killed the cat, and it also increases student’s “appetitive” state. Academically focused puzzles and games whet the “mental appetite” and provide an element of anticipation. Incorporate academic games into your lessons. They are great previewing and reviewing activities for students.
3.Mild Controversy and Competition
Students enjoy problem-solving with their peers. When controversy is not too strong, it can enhance learning by adding excitement and fun into classroom activities. Incorporate structured debates and group competitions to enhance student achievement. Inconsequential competition can be PowerPoint-based “Jeopardy” and “Clue” games. Be mindful to ensure that all students are part of a “winning team.”
4.The Self-System
The self-system is the system that controls what we decide to attend to. Everything we find personally interesting and valuable. Take a general inventory of your students’ likes. Plan critical input experiences that reflect the learning goal, and things that give your students enjoyment, satisfaction, and pride.
5.Mild Pressure
Students are smart; they look for patterns in our behavior. Keep them guessing and also attentive. Students will raise their level of attention if there is a moderate chance they will be called on. Mild pressure can be generated during questioning. Don’t stop calling on students once someone has given the right answer, and get several points of view to sharpen students’ thinking.
Don’t forget to provide adequate wait time before calling on the next student. Allow at least three seconds before calling on the next student. Build a bit of anticipation and tension with the three-second-pause rule for students to respond to questions. Works every time!
If you read this far, now you can explain the “three second pause.” Have fun and enjoy.
Got tips and tricks for keeping students engaged? Share them with us in the comments section. Or pose us a question and we’ll be happy to answer.
For resources on lesson planning for student engagement, see Dr. Marzano’s book, The Highly Engaged Classroom.
Keeping students engaged is easy. Not!
Using unusual information to capture “situational interest” keeps students guessing.
It’s hot! But…the dog days of summer are almost gone. Did you know that the brightest star in the night sky was once believed to have caused the sultry heat of July and August?(Now, take a three-second pause).
Think back to your days in science class: Sirius is also called the “Dog Star.” Ancient Greeks thought this bright star, part of the constellation Canis Major, was the reason for the hot sultry days of summer and the reason for the flooding of the Nile River. Interesting. (Three-second pause).
Yes indeed! Students and adults are captivated by unusual information. Why? (Three-second pause)It triggers situational interest. Teachers who deliberately plan to trigger and maintain their student’s interest can increase situational interest in students.
Students who are interested learn more. Why? (You know what to do here!) They are better suited to attend to the instructional activities occurring in class. Research findings regarding engagement and student achievementshow an average gain of 27 to 31 percent.
To increase student engagement, take time to incorporate the following concepts, from Marzano’s Art and Science of Teaching, into your lessons:
1.High Energy
The same part of the brain that processes movement also processes learning. When planning lessons, find ways to incorporate movement. It doesn’t have to be dramatic—using three different colored highlighters to highlight different types of information is still movement. Allowing students to “vote with their feet,” by strategically placing answers around the room and having students walk and stand by their answers is a great way to add movement.
The same part of the brain that processes movement also processes learning. When planning lessons, find ways to incorporate movement. It doesn’t have to be dramatic—using three different colored highlighters to highlight different types of information is still movement. Allowing students to “vote with their feet,” by strategically placing answers around the room and having students walk and stand by their answers is a great way to add movement.
2.Missing information
Curiosity killed the cat, and it also increases student’s “appetitive” state. Academically focused puzzles and games whet the “mental appetite” and provide an element of anticipation. Incorporate academic games into your lessons. They are great previewing and reviewing activities for students.
Curiosity killed the cat, and it also increases student’s “appetitive” state. Academically focused puzzles and games whet the “mental appetite” and provide an element of anticipation. Incorporate academic games into your lessons. They are great previewing and reviewing activities for students.
3.Mild Controversy and Competition
Students enjoy problem-solving with their peers. When controversy is not too strong, it can enhance learning by adding excitement and fun into classroom activities. Incorporate structured debates and group competitions to enhance student achievement. Inconsequential competition can be PowerPoint-based “Jeopardy” and “Clue” games. Be mindful to ensure that all students are part of a “winning team.”
Students enjoy problem-solving with their peers. When controversy is not too strong, it can enhance learning by adding excitement and fun into classroom activities. Incorporate structured debates and group competitions to enhance student achievement. Inconsequential competition can be PowerPoint-based “Jeopardy” and “Clue” games. Be mindful to ensure that all students are part of a “winning team.”
4.The Self-System
The self-system is the system that controls what we decide to attend to. Everything we find personally interesting and valuable. Take a general inventory of your students’ likes. Plan critical input experiences that reflect the learning goal, and things that give your students enjoyment, satisfaction, and pride.
The self-system is the system that controls what we decide to attend to. Everything we find personally interesting and valuable. Take a general inventory of your students’ likes. Plan critical input experiences that reflect the learning goal, and things that give your students enjoyment, satisfaction, and pride.
5.Mild Pressure
Students are smart; they look for patterns in our behavior. Keep them guessing and also attentive. Students will raise their level of attention if there is a moderate chance they will be called on. Mild pressure can be generated during questioning. Don’t stop calling on students once someone has given the right answer, and get several points of view to sharpen students’ thinking.
Students are smart; they look for patterns in our behavior. Keep them guessing and also attentive. Students will raise their level of attention if there is a moderate chance they will be called on. Mild pressure can be generated during questioning. Don’t stop calling on students once someone has given the right answer, and get several points of view to sharpen students’ thinking.
Don’t forget to provide adequate wait time before calling on the next student. Allow at least three seconds before calling on the next student. Build a bit of anticipation and tension with the three-second-pause rule for students to respond to questions. Works every time!
If you read this far, now you can explain the “three second pause.” Have fun and enjoy.
Got tips and tricks for keeping students engaged? Share them with us in the comments section. Or pose us a question and we’ll be happy to answer.
For resources on lesson planning for student engagement, see Dr. Marzano’s book, The Highly Engaged Classroom.
November 21--Board of Education Meeting at Lotus at 7:00 PM
I saw this last week and thought it was AWESOME...hope this makes you smile!
Let's have a great week, D114 Team! Thanks for all you do!
Heather
