UPDATED:
Wednesday
​​May 12, 2021
1 PM

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

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

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

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.
3. The Gfuzzy show is off the air. 
​
​To be marked present:
Click the gaming pic for the journal.
​Journal Completed:
Alan Camila Giselle
Jenelle Ayden
Sebastian Rissa
Torres Guillermo
Marisol  Kimberly
Laura Eduardo 
Julissa Nathan
Jaime Imelda 
Isaac Sophie
Vincent Ricardo 

12:05 - 1:00:
Independent/Small Group/ELD

1:00 - 2:00:
Office hours for extra help.
​••••••​••••••​•••••••••••••​•••
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 "Hero" Narrative
MATH
We are practicing and measuring our progress on Khan Academy for grades 4, 6. and 7.
WORLD HISTORY
Khan World History
​Draw ancient Roman architecture.

Class of 2021!

Res Ipsa Loquitor

"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.

UDL is just student centered learning repackaged and marketed as “new”.  
Carl Rogers would be disappointed. However, since people in our district don’t read classic psychology, we have to embrace this as, “amazing” and “groundbreaking” so people can impress each other via social proof. If you need proof of this, just look below at the test score comparisons.

Our Current Situation:
6th grade drive through, Thursday, May 27,  3:30 - 5:30 p.m (Please pull up to the window.)
​6th grade zoom promotion: June 2, 5 p.m.
In August there will be a big surprise for all new 7th grade students!
CAASPP: Start and End date May 1 - May 28

ELPAC and Reading Comprehension : You will need to go to CC to finish your testing. You must call the school to make an appointment.
ELPAC LIST: SWITCH ON YOUR CAMERA!
Alan. Sebastian Noe Kimberly. Laura. Jaime Mia Imelda Isaac
Marcos. Alexis. Estevan Vincent Ricardo

This means 7 out of 10 students at CC can't read. The math means only 1 out of five understand basic multiplication.

SESSION ID:
​We continue CAASP TODAY, the ELA CAT and the PT
and the Math CAT and PT.
​
E = out. So, the energy inside you that puts you into motion is called.....

Video = something that you see. The root word, "vid" means "to see".

Therefore, if you can create something valuable inside you and show it to the world, then you have........

Clear the cache on Safari (in settings)
Camera must be on. ​Front camera
Close all other apps.
If you need your SSID (blue card number) please ask.

Agree to permission to access camera. Push "Front camera".
Camera check creates a little box
Click on the box and a checkmark appears
A box with a camera icon appears
Press the camera icon and you should see your camera in a box. (This is where one issue occurs.)
Next, do a "recording check"
Do a "Sound and video check"
Do a "Text to speech sound check".
Then press CONTINUE.
Allow airtest

Push "I cannot see myself" (Some students say this is not available.)
Goes to camera selection
Shows a black screen
Push "works"
Check the sound, enter the test, allow your front camera.

All Robot kits must be returned by Friday, May 15.
Please call the library at CC to arrange a drop off time.

People are resistant to change for these reasons:
1. Suspicion: They are suspicious of the person trying to influence them. (Too old, too young, different race or ethnicity.)
2. Suppression: A paradigm shift will leave them powerless. (Students can't teach the teachers.)
3. Tradition: We have always done it this way. Why should we change? (Neural pathways are insulated to the point where energy flows easily.)
4. Vision: Or lack thereof. (I don't see myself doing that. I've always had good results doing things this way, so why change?)
5. Perception: Contrary to the belief in their own efficacy. (I can't do that. It's too difficult.)

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."

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.

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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.


​Meeting ID: 868 6976 2220
Passcode: 599722