So not learning is the plan?

UPDATED:
Tuesday
April 13, 2021
2:10 PM

Google Certificates

QUICK LINKS:
Library
760 848 1708
​Michael.Arcieri@cvusd.us
For assignments, use:
CoachArcieri@gmail.com

iPAD REPAIRS/DISTRICT WORK ORDER

Know your iPad model

CLASSROOM:​
Khan Academy Code for 2021: QADQBSEA​

​https://quizlet.com/live

STUDENT PORTAL FOR I/O
Student Portal
​
Looking for Something to Read?
BITS NOVELS

Open Rapid
Typed In the teachers email then after
I put my email without the cvusd at the end and my
​1800 then I started.

Download RAPID from CVUSD catalog.
Use teacher email
Log in with CLEVER
If it takes you Microsoft, enter your new password.
if that doesn't work, use your 1800 number.
​Sign in.
​Take the RAPID TEST

Code.org
QTBMJZ

VAPA will be on Tuesdays from 10:00 to 10:30 with Ms. Adalpe in Google classroom. Code 2iuwpj7

https://portal.assessment.ioeducation.com/

It is very important that every family completes the survey that will be posted on our website www.cvusd.us or it can be found at https://bit.ly/CVPSSR directly.

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HEALTH AND NUTRITION:
Best Breakfast Meals
​How The Brain Learns Best

How to use Clever for Khan Accounts.

START: ✅
1. 8 hours of sleep. Real food for breakfast. Try rolled oats.
​2. The Journal.
3. The Gfuzzy Show is off the air.

Argumentative PT 225524

CSFIRST

​Khan Academy 7th Grade Reading
LEXIA
​••••••​••••••​•••••••••••••​•••
SCIENCE
ELA
We are reading Junior Great Books Grade level 6 and 7.
We are measuring our progress with Khan Academy Reading Comprehension Series.
WRITING
1. We interviewed a published author to learn about the writing process.
2. We are writing our narrative for our times.
3. We are working on our Argumentative Essay Performance Task.
MATH
We are practicing and measuring our progress on Khan Academy.
WORLD HISTORY
Khan World History
​Draw ancient Roman architecture.

Class of 2021!

 According to psychologist Erik Erikson: "Children cannot be fooled by empty praise and condescending encouragement. They may have to accept artificial bolstering of their self-esteem in lieu of something better, but what I call their accruing ego identity gains real strength only from wholehearted and consistent recognition of real accomplishment, that is, achievement that has meaning in their culture."

ACADEMIC OLYMPICS FOR END OF THE YEAR:
No medals for under 50% on Khan. Now is the time to begin the habit of 30 minutes a day. If you are stuck, if you need help, please share a Google doc with me.

Our Current Situation:

​Monday, April 19 @ 1
Garcia, Kimberly
Perez-Machuca, Isaac
Olivares, Mia
Garcia Gonzalez, Laura
Moreno, Jaime
De La Torre, Sebastian
Olivas-Rodriguez, Imelda

Zoom meeting information
Meeting ID: 838 0122 1097
Passcode: 972881

Students trying to access EADMS from home:

1. Make sure they are using the correct web address: https://portal.assessment.ioeducation.com/ (NOT the EADMS App) using Safari or Chrome.

2. Make sure they are signing in using the Google Tab at the bottom not “Sign In” BEFORE they put in their Email address/Password in Steps 3-5.
​
3. Make sure they’re using their CVUSD email as their Username in Steps 3 & 4, and their NEW password that was sent to their home (NOT their 1800#) on Step 5.

PICK UP YOUR NEW IPAD:
Marcos Noe Jada

​CAASP PREP:
Clear the cache on Safari (in settings)
Close all other apps.
If you need your SSID (blue card number) please ask.

ELPAC and Reading Comprehension
ELPAC LIST: SWITCH ON YOUR CAMERA!
• Alan
• Sebastian
• Noe
• Kimberly
• Laura
• Jaime
• Mia
• Imelda
• Isaac
• Marcos
• Alexis
• Estevan
• Vincent
​• Ricardo
Practice for the CAASP Math and ELA tests.
Writing Assignment: The Narrative.
Level up on Khan for end of year Medals.
Finish LEXIA

The Plan:
CAASP Clear cookies and cache for testing.

6th GRADE SUMMARY PROJECTS (Group or Individual)

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MEDIA RELEASE FORMS NEEDED:
ALAN, A CAMILA, B JENELLE, B AYDEN, C GUILLERMO, F NOE, FLORES
LAURA, G JULISSA, L. ALYSSA, M ISAAC, P JADA, R SOPHIE, S

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Factors affecting self-efficacy. Bandura identifies four factors affecting self-efficacy.

1. Experience, or "enactive attainment" – The experience of mastery is the most important factor determining a person's self-efficacy. Success raises self-efficacy, while failure lowers it. According to psychologist Erik Erikson: "Children cannot be fooled by empty praise and condescending encouragement. They may have to accept artificial bolstering of their self-esteem in lieu of something better, but what I call their accruing ego identity gains real strength only from wholehearted and consistent recognition of real accomplishment, that is, achievement that has meaning in their culture."
2. Modeling, or "vicarious experience" – Modeling is experienced as, "If they can do it, I can do it as well". When we see someone succeeding, our own self-efficacy increases; where we see people failing, our self-efficacy decreases. This process is most effectual when we see ourselves as similar to the model. Although not as influential as direct experience, modeling is particularly useful for people who are particularly unsure of themselves.
3. Social persuasion – Social persuasion generally manifests as direct encouragement or discouragement from another person. Discouragement is generally more effective at decreasing a person's self-efficacy than encouragement is at increasing it.
4. Physiological factors – In stressful situations, people commonly exhibit signs of distress: shakes, aches and pains, fatigue, fear, nausea, etc. Perceptions of these responses in oneself can markedly alter self-efficacy. Getting 'butterflies in the stomach' before public speaking will be interpreted by someone with low self-efficacy as a sign of inability, thus decreasing self-efficacy further, where high self-efficacy would lead to interpreting such physiological signs as normal and unrelated to ability. It is one's belief in the implications of physiological response that alters self-efficacy, rather than the physiological response itself.

"Attributing failure to a lack of ability is a defining feature of a helpless response (which includes lowered expectations, negative affect, lowered persistence, and decreased performance). Attributing failure to one's effort or strategy is a defining feature of a mastery-oriented response (which includes high expectations, positive affect, persistence, and stable and improved performance)."  Diener and Dweck, 1978; Dweck 1975.