香港六合彩

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香港六合彩见到过的年纪最大的FANS是一位40多岁模样的中年大妈也是因为这个原因,香港六合彩在崇阳突然多了好多好姐妹、好朋友,其实个个都只是想要通过香港六合彩走后门和Sun说说话,约个会什么的,真是无聊死了!世界上就是这样的花痴少女太多,才让那些自以为是的猴子们猖狂的!晚上回到家,拿出习题簿,平时只要半个小时不到就能完全搞定的题目今天居然花了45分钟都还没有做完!金月夜李哲羽Sun香港六合彩三个的脸不停地在香港六合彩的脑子里转呀转呜哇!烦死了!香港六合彩把笔用力砸在书桌上,手机突然响了起来。喂?佑慧吗?原来是苏姬!嗯!苏姬,这么晚有事啊?佑慧,你今天怎么这么大的火气啊?啊?香港六合彩好啦好啦,佑慧,快来HAPPYHOUSE,香港六合彩等你哦!喂!香港六合彩的话还没说完,苏姬就挂断了电话,难道出了什么急事?!反正也没有心情再做习题,去放松一下也好。没有金月夜打工的HAPPYHOUSE里还是那么热闹,只是似乎少了不少女性顾客。佑慧,在这里!刚一走进去,就听见苏姬的声音,香港六合彩坐在一个比较安静的角落,朝香港六合彩挥挥手。怎么只有你一个人?晓影呢?谁知道?那小丫头这两天神出鬼没的!对了佑慧,恭喜你啊!恭喜香港六合彩什么啊?香港六合彩现在都要郁闷死了!莫名其妙地得罪了金月夜和李哲羽,好几天都没有跟香港六合彩说过话了你的人气这两天涨得很快耶!就快要超过金月夜了!苏姬兴奋地大叫起来。哦,是吗金月夜和李哲羽还在生气吗佑慧,佑慧!你有没有在听香港六合彩讲话啊!哦香港六合彩怎么脑子里总是想着香港六合彩两个呀,真是烦死了!不过,金月夜在香港六合彩明德可不得了了,那些女生迷香港六合彩简直迷疯了!最近还有人成立了什么‘金粉俱乐部’,而且参加的人居然还有很多!香港六合彩看那些女生真是脑袋秀逗了!金月夜一定还在生气,香港六合彩要不要解释呢?还有李哲羽唉,Sun真是把香港六合彩害惨了!佑慧!佑慧!啊?苏姬这个大嗓门,真是被香港六合彩吓死了,就不能淑女一点啊?!好啦好啦,香港六合彩不说这些事情啦佑慧,你最近是不是和李哲羽之间有什么误会啊?香港六合彩好像觉得香港六合彩俩都怪怪的!今天放学香港六合彩还看到香港六合彩一直跟在你身后好像想叫你,却最后还是向相反方向走了!想叫香港六合彩?却往相反的方向走了?!难道香港六合彩还在生香港六合彩的气吗?香港六合彩愁眉苦脸的看着苏姬,苏姬,李哲羽好像很讨厌香港六合彩,香港六合彩该怎么办?讨厌你?!苏佑慧,你在说什么?!苏姬眨着眼睛,疑惑都写在了脸上。香港六合彩也不知道该怎么说,可是李哲羽香港六合彩好像真的很讨厌香港六合彩拜托,苏佑慧,你长不长脑子啊?李哲羽会讨厌你?香港六合彩如果讨厌你,会为你做那么多事情吗?真不知道你怎么想的,就算你不喜欢李哲羽,也不用给自己找这种烂借口啊!不喜欢李哲羽?找借口?!苏姬到底在说什么佑慧,你是真傻还是装傻啊?难道你看不出来李哲羽对你不一样吗?你知不知道崇阳三子里,李哲羽对女生可是出了名的保持距离?还记不记得上次你去了记忆海?那晚的李哲羽你知道有多可怕吗?三点在车站售票处敲打门窗可却你却说香港六合彩讨厌你,香港六合彩苏姬虽然是你最好的朋友,都这次都不会帮你!苏佑慧,你真的很过分!扑通扑通扑通!!香港六合彩的心在胸口一阵狂跳!苏姬说的是真的吗

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香港六合彩

  1. 1. Eat, Exercise, Excel Anthony Elementary Leavenworth, Kansas USD 453
  2. 2. Anthony Elementary <ul><li>K through 5 th grade </li></ul><ul><li>Early Childhood Handicapped (3-5 year old) </li></ul><ul><li>4 year-old at-risk Pre-K </li></ul><ul><li>Emotionally Disturbed (K-5) </li></ul><ul><li>Enrollment 300 students </li></ul><ul><li>Urban school </li></ul><ul><li>83% Free/Reduced </li></ul><ul><li>63% Minority </li></ul>
  3. 3. Prior to EEE … <ul><li>High number of office referrals (4-10 daily) </li></ul><ul><li>Majority of referrals from cafeteria and recess </li></ul><ul><li>Rate of Violence near ‘Unsafe Schools’ level </li></ul><ul><li>Poor attendance– student and teacher </li></ul><ul><li>Poor student and teacher morale </li></ul><ul><li>Building climate filled with stress/tension </li></ul><ul><li>Character education, bully-proofing, incentive programs implemented with slight improvements but not lasting gains </li></ul><ul><li>Academic levels below state requirements for NCLB/AYP </li></ul><ul><li>Grade level planning almost non-existent </li></ul>
  4. 4. When opportunity knocks… <ul><li>Vitamin research conducted by Dr. Stephen Schoenthaler </li></ul><ul><li>Sunflower Foundation: Health Care for Kansans grant to Reduce the Prevalence of Obesity </li></ul>
  5. 5. Common Sense Goals… <ul><li>Reduce the number of office referrals </li></ul><ul><li>Eliminate cafeteria </li></ul><ul><li>Transform recess to reflect success of PE </li></ul><ul><li>Improve teacher/student relationships </li></ul><ul><li>Provide grade level teacher plan time </li></ul><ul><li>Improve nutrition by eliminating waste </li></ul><ul><li>Increase physical activity </li></ul><ul><li>Increase hydration and eliminate line standing </li></ul>
  6. 6. Program Components <ul><li>Structured Activity </li></ul><ul><li>RDA Multi-vitamin Supplements </li></ul><ul><li>Water Bottles </li></ul><ul><li>Increased P.E. Time </li></ul><ul><li>Lunch in Classroom </li></ul>
  7. 7. Structured Activity <ul><li>Replaces traditional recess </li></ul><ul><li>Guarantees forty-five minutes of daily exercise </li></ul><ul><li>Reduces discipline referrals </li></ul><ul><li>Increases sportsmanship and teamwork </li></ul><ul><li>Provides grade level plan time for teachers </li></ul>
  8. 8. FAQ for Structured Activity <ul><li>Q. Why the change in name? Why not call it recess? </li></ul><ul><li>A. Recess had a negative connotation with staff and students. Providing a new name allowed new expectations and a smoother transition. </li></ul><ul><li>Q. Why 3 activities? </li></ul><ul><li>A. Three activities provide for smaller, more manageable groups that ensures all students participate and offers students variety. </li></ul>
  9. 9. FAQ for Structured Activity <ul><li>Q. Who plans the activities? </li></ul><ul><li>A. The PE teacher plans the activities and supervises the SA aides. </li></ul><ul><li>Q. Are there SA plans available? </li></ul><ul><li>A. Yes. A sample is in appendix A. They can be emailed to you upon request. </li></ul>
  10. 10. FAQ for Structured Activity <ul><li>Q. Do you allow SA to be used as a consequence for improper behavior? </li></ul><ul><li>A. No. Teachers are not allowed to keep students from attending SA. </li></ul><ul><li>Q. Can students choose not to participate in SA? What happens if improper behavior is not used at SA? </li></ul><ul><li>A. Students can opt out of SA, but are then required to ‘walk the line around the playground’ as physical activity is still a requirement. </li></ul>
  11. 11. FAQ for Structured Activity <ul><li>Q. Who do you hire? </li></ul><ul><li>A. Traditionally, parents of our students are hired as SA aides. </li></ul><ul><li>Q. How many structured activity aides are required? </li></ul><ul><li>A. Three would be needed for schools with a population of 250 to 350. </li></ul>
  12. 12. FAQ for Structured Activity <ul><li>Q. Does SA require additional equipment? </li></ul><ul><li>A. The initial cost of equipment was approximately $1,000. </li></ul>
  13. 13. RDA Multi-vitamin Supplements <ul><li>Provides minerals and nutrients needed for proper brain functioning </li></ul><ul><li>Reduces illness-related absenteeism </li></ul><ul><li>Helps counteract poor nutritional diets/habits </li></ul><ul><li>Parental consent required </li></ul>
  14. 14. FAQ for RDA Vitamin <ul><li>Q. When do parents sign consent? </li></ul><ul><li>A. Parents sign consent when they enroll their child. The EEE program is explained at that time as well. </li></ul><ul><li>Q. Can I obtain a copy of the consent form for Anthony Elementary? </li></ul><ul><li>A. The consent form is located in appendix B. </li></ul>
  15. 15. FAQ for RDA Vitamin <ul><li>Q. Where do you obtain the vitamins and at what cost? </li></ul><ul><li>A. We purchase the vitamins from Isochem. Inquiries can be made to Jerry Schlesser: [email_address] The cost is $.12 per vitamin. </li></ul><ul><li>Q. Do students take vitamins home? </li></ul><ul><li>A. To limit any liability we do not send vitamins home with students to take on weekends. </li></ul>
  16. 16. FAQ for RDA Vitamin <ul><li>Q. What percentage of students take the vitamin at school? </li></ul><ul><li>A. Anthony currently has about a 70% participation rate. </li></ul><ul><li>Q. What if a parent changes their mind? </li></ul><ul><li>A. Parents can add or withdraw their child from the vitamin program at any time by providing the request in writing. </li></ul>
  17. 17. FAQ for RDA VITAMIN <ul><li>Q. How are the vitamins distributed? </li></ul><ul><li>A. Two methods are used based on student age and teacher preference. </li></ul><ul><li>*Teachers of younger students have one bottle and dispense them to the students with parental consent. </li></ul><ul><li>*Teachers of older students write the student name on the vitamin bottle and students get their own vitamin. </li></ul>
  18. 18. Water Bottles <ul><li>Increased hydration throughout the day to combat mid-day lower energy level </li></ul><ul><li>Decreased need for trips to water fountain-increased learning time </li></ul><ul><li>Eliminates students standing in line </li></ul>
  19. 19. FAQ for Water Bottles <ul><li>Q. What is the cost of the water bottles? </li></ul><ul><li>A. Our cost, with printing, is approx. $1.00 per bottle. Water bottles could also be added to the school supply list. </li></ul><ul><li>Q. Who is responsible for cleaning the water bottles? </li></ul><ul><li>A. The teacher sends them to the cafeteria and they are placed in the dishwasher. Student names are printed in permanent marker for easy identification. </li></ul>
  20. 20. FAQ for Water Bottles <ul><li>Q. Do you have any problems with students spilling water or misusing them? </li></ul><ul><li>A. Rarely is there ever a problem as the consequence for misuse is the removal of that student’s water bottle for the remainder of the day. </li></ul><ul><li>Q. Who fills the water bottles each day? </li></ul><ul><li>A. Students fill them at the beginning of each day and refill them as needed throughout the day. </li></ul>
  21. 21. Increased P.E. Time <ul><li>Three, thirty-minute P.E. periods per week </li></ul><ul><li>Focus on aerobic exercise and fitness </li></ul><ul><li>Physical activity average time is more than 60 minutes per school day. </li></ul>
  22. 22. FAQ for PE <ul><li>Q. How do you schedule teacher planning times? </li></ul><ul><li>A. A copy of a teacher plan schedule is attached in appendix C. </li></ul>
  23. 23. Lunch in Classroom <ul><li>Delivered to classrooms </li></ul><ul><li>Promotes better nutrition/less waste </li></ul><ul><li>Provides time to teach nutrition information </li></ul><ul><li>Eliminates cafeteria noise and inappropriate behavior </li></ul><ul><li>Builds student/teacher relationships </li></ul><ul><li>Promotes table manners </li></ul><ul><li>Appropriate meal conversation </li></ul><ul><li>Teacher lunch provided to promote teacher eating the same food the students eat (modeling) </li></ul>
  24. 24. FAQ for Lunch <ul><li>Q. Teacher Negotiated Agreement issues!!! </li></ul><ul><li>A. The Teacher 30 minute Duty Free Lunch time is exchanged for a different 30 minute time during the day. EEE also provides more plan time than the required agreement for the LNEA. Plan time per week is as follows: </li></ul><ul><li>PE 90 </li></ul><ul><li>Art 60 </li></ul><ul><li>Music 60 </li></ul><ul><li>SA 225 </li></ul><ul><li>Total 435 </li></ul><ul><li>Minus duty free time - 150 </li></ul><ul><li>Total teacher plan time 285 minutes </li></ul><ul><li>LNEA required time - 215 </li></ul><ul><li>Additional plan time 70 minutes </li></ul>
  25. 25. FAQ for Lunch <ul><li>Q. Where did you obtain nutrition curriculum? </li></ul><ul><li>A. The Leavenworth County Extension provides a nutrition in-service at the beginning of each school year and supplies the curriculum. </li></ul><ul><li>Q. Do teachers stand at the chalkboard when providing nutrition information? </li></ul><ul><li>A. No. Teachers talk about the foods the children are served for lunch and what their nutritional value is. </li></ul>
  26. 26. FAQ for Lunch <ul><li>Q. How are meals served? </li></ul><ul><li>A. Food is prepared at an off-site location and transported to Anthony. Lunches are boxed individually and placed in carts. Students pick up the carts and transport them to the classroom. Teachers distribute the lunches to students. </li></ul>
  27. 27. FAQ for Lunch <ul><li>Q. How is lunch count taken each day? </li></ul><ul><li>A. Teachers take the lunch count each morning using the form in appendix D. The form is laminated and a vis-à-vis marker is used to record the information. This is then sent to the cafeteria and returned with the cart at lunch time so teachers can distribute the correct lunch to each student. The form is then wiped clean for use the next day. </li></ul>
  28. 28. FAQ for Lunch <ul><li>Q. How do you meet the ‘point of service’ regulation for student lunches? </li></ul><ul><li>A. Student lunch cards are sent with the cart. Teachers sort the tickets and paperclip those who ate lunch. These are sent back to the cafeteria for entry into the computer. </li></ul>
  29. 29. FAQ for Lunch <ul><li>Q. Isn’t there a lot of mess in the classroom? </li></ul><ul><li>A. The number of spills are few compared to the cafeteria. In the classroom when a spill occurs students are asked to clean up their own mess. The custodians are called to help clean up larger spills. Children also know that where they are eating will be their workspace for the remainder of the day and they prefer it to be clean. </li></ul>
  30. 30. FAQ for Lunch <ul><li>Q. How do you handle trash removal after lunch? </li></ul><ul><li>A. Large trash barrels on rollers are placed in the hallway at lunch time. The barrels are then rolled into the classroom for students to dispose of their trash and then the barrel is placed back in the hallway for the next classroom. </li></ul>
  31. 31. FAQ for Lunch <ul><li>Q. How long do teachers allow for lunch? </li></ul><ul><li>A. There is no set time for the length of the lunch period. This is determined by the teacher. Some days may take longer than others due to what is served that day. Teachers also ask that when students finish eating they talk quietly or read a book. This allows for a smooth transition from lunch to learning! </li></ul>
  32. 32. Results <ul><li>Academics </li></ul><ul><li>Social </li></ul><ul><li>Physical Fitness </li></ul><ul><li>Parental Involvement </li></ul><ul><li>Community Support </li></ul><ul><li>School Environment </li></ul>
  33. 40. Social <ul><li>Office referrals decreased 95% from previous year </li></ul><ul><li>No Special Education referrals for behavior issues </li></ul><ul><li>Kansas Annual Report Data </li></ul><ul><ul><li>Number of OSS: </li></ul></ul><ul><ul><li>02/03 = 52 03/04 = 13 </li></ul></ul><ul><ul><li>Number of ISS due to physical violence: </li></ul></ul><ul><ul><ul><li>02/03 = 34 03/04 = 1 </li></ul></ul></ul>
  34. 41. School Environment <ul><li>Calm and inviting atmosphere </li></ul><ul><li>Assemblies </li></ul><ul><li>Substitutes are now available </li></ul><ul><li>University of Saint Mary </li></ul>
  35. 42. FAQ for School Environment <ul><li>Q. What data do you have to support the change in school climate? </li></ul><ul><li>A. Teacher turnover fell from 5-7 per year to 1 </li></ul><ul><li>A. Teacher/staff morale is much higher and is reflected in the survey in appendix E. The student survey is in appendix F. </li></ul>
  36. 43. Physical Fitness <ul><li>The Presidential and National Fitness requirements were the measured standard with the following results: </li></ul><ul><ul><li>02/03 Presidential 0 National 3 </li></ul></ul><ul><ul><li>03/04 Presidential 7 National 33 </li></ul></ul><ul><ul><li>04/05 Presidential 5 National 47 </li></ul></ul><ul><ul><li>05/06 Presidential 6 National 53 </li></ul></ul>
  37. 44. Parental Involvement <ul><li>Parent/Teacher conference attendance rate: </li></ul><ul><ul><li>’ 02/’03 Fall - 69% Spring - 63% </li></ul></ul><ul><ul><li>’ 03/’04 Fall - 85% Spring - 85% </li></ul></ul><ul><ul><li>’ 04/’05 Fall - 82% Spring - 80% </li></ul></ul><ul><ul><li>‘ 05/’06 Fall - 84% Spring - 80% </li></ul></ul><ul><li>PIE (Parents Involved in Education) reactivated for the first time in more than 10 years </li></ul><ul><li>Increased attendance at school concerts/activities </li></ul>
  38. 45. Community Support <ul><li>Increased volunteerism </li></ul><ul><li>Presbyterian Church sponsorship </li></ul><ul><li>Donations for bus service </li></ul><ul><li>Positive letters sent to Leavenworth Board of Education </li></ul>
  39. 46. Awards/Recognition <ul><li>Governor Sebelius visited Anthony in May of 2005 </li></ul><ul><li>Principal awarded the “Crystal Apple Award” 2005 </li></ul><ul><li>“ Healthy Kansans, Healthy Schools” award 2005/2006 </li></ul><ul><li>Math scores qualified the Anthony for “Building Standard of Excellence” 2004/2005 and 2005/2006 </li></ul><ul><li>Awarded the “Challenge Award of Recognition” by the Confidence in Kansas Public Education Task Force placing Anthony Elementary in the top 6% of schools in our state’s district </li></ul>
  40. 47. FAQ for EEE <ul><li>Q. What makes EEE work? </li></ul><ul><li>A. EEE works because it is based on doing what is best for the whole child. It is a holistic approach to educating students. We try to meet the needs of the child’s body, mind, and soul. The body is better prepared to learn due to improved nutrition and hydration. The mind is better prepared to learn due to the physical exercise. The soul is better prepared for learning because students feel safe and have built positive relationships with fellow students and their teacher. </li></ul>
  41. 48. FAQ for EEE <ul><li>Q. How did you convince teachers to buy into EEE? </li></ul><ul><li>A. Education! </li></ul><ul><li>*Teachers were provided with information showing the connection between improved nutrition and learning. </li></ul><ul><li>*Studies showing a correlation between vitamins and improved behavior. </li></ul><ul><li>*The need to keep the body hydrated throughout the day to eliminate drowsiness in the afternoons. </li></ul><ul><li>* Sharing research that shows a correlation between exercise and increased memory. </li></ul><ul><li>* Reading Ruby Payne’s book, A Framework for Understanding Poverty , that states relationships are extremely important for children living in poverty. </li></ul>
  42. 49. FAQ for EEE <ul><li>Q. Which component of EEE is the most important? </li></ul><ul><li>A. I believe every component of EEE is the most important as each one meets a specific student need for optimal learning and improved social behavior. </li></ul>
  43. 50. FAQ for EEE <ul><li>Q. Did you make any changes in the curriculum? </li></ul><ul><li>A. No. Our basic curriculum is still the same. The difference is that teacher grade level plan time improved instruction and increased student on-task time has improved the amount of content we are able to cover. </li></ul>
  44. 51. FAQ for EEE <ul><li>Q. Did you make changes to the school lunch menu? </li></ul><ul><li>A. The only change to the menu was the elimination of the high sugared cereals for breakfast and only serving 1% white milk. </li></ul><ul><li>Q. How much does EEE cost? </li></ul><ul><li>A. The cost of the program is outlined in appendix F. </li></ul>
  45. 52. FAQ for EEE <ul><li>Q. Why should educators be concerned about student health issues and obesity? Is that not the responsibility of the parents? </li></ul><ul><li>A. Obese children and youth are stigmatized, and subject to negative stereotyping and discrimination by their peer (Schwartz and Puhl, 2003; Strauss and Pollack, 2003). This sort of treatment is hypothesized to produce adverse emotional consequences such as low self-esteem, negative body image, and depressive symptoms (Strauss et al., 1985). </li></ul>
  46. 53. FAQ for EEE <ul><li>A. Overweight children and youth with decreased levels of self-esteem reported increased rates of loneliness, sadness, and nervousness (Strauss, 2001). </li></ul><ul><li>A. The health effects associated with overweight are: Asthma, Diabetes (Type 2), Hypertension, Orthopedic complications (bowing and overgrowth of leg bones and hip pain and decreased movement), Sleep apnea, and Psychosocial effects. </li></ul>
  47. 54. FAQ for EEE <ul><li>A. Children with health related issues are absent more than those who are healthy. </li></ul><ul><li>A. Children who are overweight by age 11 are more likely to be overweight adults. </li></ul><ul><li>A. Minority and Low-SES students have an increased risk of becoming overweight. </li></ul>
  48. 55. BMI Data 2005-2006
  49. 56. BMI Data <ul><li>Of those ‘overweight’, 37.3% had lower BMI in the spring. </li></ul><ul><li>Of those ‘overweight’, 15.7% went from ‘overweight’ to the ‘at-risk’ category. </li></ul>
  50. 57. Eat, Exercise, Excel Video Documentary Available at: www.brightspot.org or www.lvksch.org/ans Contact information: Janine Kempker [email_address] 913-684-1500 913-481-3909
  51. 58. Eat, Exercise, Excel Anthony Elementary Achieving Standard of Excellence

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