1. Students Who are they? What do they need? What do they do?

2.  What makes a “good” school?  If you were getting ready to move, how do you know what to look for to ensure you get your kids in the “right” school?  What do YOU think?  Consider the text book (Ch. 2 – p. 50-54)

3.  Marzano – 5 Levels 1. Safe & Orderly environment 2. Effective Instruction in every classroom 3. Guaranteed & viable curriculum 4. Standardized reporting of student progress 5. System to ensure mastery

4.  9 Characteristics of High Performing Schools 1. Clear & shared focus 2. High standards & expectations 3. Effective school leadership 4. High levels of collaboration & communication 5. Aligned curriculum & assessment 6. Frequent monitoring of teaching & learning 7. Focused professional learning 8. Supportive learning environment 9. High levels of parent & community involvement

5.  Compare the Marzano information, the 9 Characteristics of High Performing Schools to the textbook section, What is a Good School? (p. 50-54)  2 small groups – share your conclusions  Be prepared to justify your responses  Take NOTES!!!

6.  Keep your notes out from the last activity and whatever notes you have from the last class or the reading.  Put away all other materials.  Quiz over Chapter 2  You may use your notes.  If you didn’t take notes, so sorry!  30 minutes  When you are finished:  Take a break (quietly)  Go to an open computer and take the Multiple Intelligence test (link on class wiki or below) http://www.literacyworks.org/mi/intro/index.html http://vickibhcc.wikispaces.com

7.  Round-Robin Brainstorming session on sources of diversity that impact teaching and learning  How does this type of diversity impact teaching and learning?  School response  School requirements (laws)

8.  What is the difference between ethnicity and race?  How does ethnicity affect learning or school?  What are the school issues regarding race?  What are school issues regarding culture? Multicultural

9.  English Language Learners (ELL)  Learning Styles – how do you learn best?  Multiple Intelligences (quiz results)  Learning Disabilities – range and scope (p. 74)  Learning Delays: Pre-School  Gifted/Talented – enrichment/acceleration ELL

10.  IDEA (Individuals with Disabilities Education Act)  Impacts how we deal with disabilities in schools  Details specific requirements in terms of education  Do NOT have to be SPED to have a “504” plan  6 principles – P. 75  ADA (Americans with Disabilities Act)  Used in all aspects of life outside of education to ensure fair treatment of people with disabilities

11. The Need for ControlThe Need to Belong  Why are choices important?  Glasser’s Choice Theory  How do we give students choices?  What happens when one doesn’t feel in control or have power?  Adolescent subcultures  What do they look like in schools?  What labels do we give them?  What makes each group unique?  Membership – why & how?

13. Chapter 4: Recognizing Risk Factors & Responding

14.  Child not living with 2 parents  Head of the household is a HS dropout  Family income below poverty line  Child is living with parent(s) who don’t have steady, full-time employment  Family is receiving welfare benefits  Child has no health insurance  Concerns:  Problems tend to cluster  Compounding Effect: The more at-risk factors the less likely students will succeed.  Student is at greater risk of academic issues or failure

15.  Look at the previous list – where can you see the effects of poverty?  How does poverty lead to “compounding” of at-risk factors?

16.  Bullying is a conscious, willful, and deliberate hostile activity intended to harm, induce fear through the threat of further aggression, and create terror (cited in Coloroso, 2003, 13 ).

17.  Imbalance of power. The bully can be older, bigger, stronger, more verbally adept, higher up on the social ladder, of a different race, or of the opposite sex.  Intent to harm. The bully means to inflict emotional and/or physical pain, expects the action to hurt, and takes pleasure in witnessing the hurt.  Threat of further aggression: Both the bully and the bullied know that the bullying can and probably will occur again.  Terror: Bullying is systematic violence used to intimidate and maintain dominance

19.  Bullying does not include  normal childhood behaviors such as sibling rivalry  one-on-one fighting of siblings or peers with competing claims.  acts of impulsive aggression — in other words, aggression that is spontaneous, indiscriminate striking out, with no intended target. (cited in Coloroso, 2003, 39)

20.  http://bullyingfacts.info/ http://bullyingfacts.info/ Explore this site – look for Bullying Laws as it pertains to school in Kansas Types of Bullying and their definitions Effects of Bullying

21.  Why?  Who is affected?  What can we do? Read & Discuss Kids Health Handout

22.  Week 2 Reflection due 9/23/13 via email  No Class next week (9/25/13)  Conduct 1 st Classroom observation  Use 7 C’s of Effective Teaching as your guide  Observation Reflection due via email Sept. 30 th  Quiz over Ch. 3, 4, 6 on Oct. 2 – open notes What do we do at school  Look over/read Ch. 5 & 7 for next class discussion – What do we do at school?  School Board meeting/interview – Make a plan.