So not learning is the plan?

UPDATED:
Friday
​March 5
3:30 PM

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.
2 The Journal TRI 3!
3. The Gfuzzy Show is off the air.


CV Repertory Theater

Khan Academy 7th Grade Reading
LEXIA
​••••••​••••••​•••••••••••••​•••
SCIENCE
San Andreas Frault​
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.

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.

Class of 2021!

The Current Situation:
CAASP PREP:
        Clear the cache on Safari (in settings)
        Close all other apps.

NOW:
We practiced the CAASP Math test.
Writing Assignment: The Narrative. 
​Your autobiography. 
​Shapes on the coordinate plane.

Next Week:
Wednesday, March 10 will be a minimum day.

FRIDAY, MARCH 12@ 1PM
ELA Support Zoom Meeting. 
https://cvusd-us.zoom.us/j/83801221097?pwd=L0ZRSFdCcWdqYlBma0ZFbkU5QmJIdz09
Meeting ID: 838 0122 1097
Passcode: 972881

​March 29 
Academic Olympics. No medals for under 50 Khan.
​March 30
CC Day

The Plan:
CAASP Clear cookies and cache for testing.

Work with the teacher and each other to complete the work.
ROBOT SHOW Tuesday March 23. Create a video of your robot.

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6th GRADE SUMMARY PROJECTS (Group or Individual)

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ELPAC LISTENING TEST STARTS NOW

ELPAC LIST:
Alan Sebastian Noe Kimberly Laura Jaime Mia Imelda Isaac Marcos Alexis Estevan Vincent Ricardo

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.