New Addition to the Gymnasium!

Check out our new score board and screen in the gym! Awesome addition for our Soaring Eagles!

Lascaux Cave in France lesson

The first graders learned about the Lascaux Cave in France today. They learned and participated in drawing like prehistoric people. Check out their drawings here! Way to go guys! Find out more on the Lascaux Cave Here

Winter Concert videos and photos!

Did you miss the Winter Concert or want to watch it again? Fear not we have the videos up on GEO's YouTube Channel! Click Here To view the 4 videos! Great job students! You all are amazing singers and musicians!

Happy Holidays!

IMPORTANT information regarding the end of the semester!

 Click on the photo to enlarge!

EAGLE Program 2012-2013

The EAGLE program will be used consistently throughout the school to promote the behaviors and social skills that are valued at PPP.

So what does EAGLE stand for?

Enthusiasm – Students will approach work with a positive attitude, eager to do their personal best. Best efforts should be made to follow teacher/staff directions quickly and respectfully. Having a positive outlook will benefit the student as well as those around him.

Accountability – Students will be responsible for monitoring their own behavior. It is important for everyone to know and follow rules and procedures. Each student should keep track of your academic progress in each class. If you need help, ask for it. If you don’t know how you are doing, ask.

Generosity – Students will give of their time, talents, and efforts to help others. Each student will make an effort to improve themselves, the school, and the community on a daily basis and through special service projects.

Leadership – Students will cooperate with others and work in small and large groups. Students should express ideas and take ownership within group activities. Each student should contribute to the outcome of a group project or idea. Students in grades 6-12 will take more leadership roles, beginning with the WingBuddies program and culminating with a service project led by the student before they graduate. Other specific leadership opportunities will include Student Council and the Ambassadors.

Excellence – Students will strive always for their personal best. They will take pride in their work and the work of others. Students should be attentive in the classroom, participate constantly, and behave in an appropriate manner for each situation.

 

2012-2013 School Highlights

New for 2012/2013 School Year   Grades K-8: ·         Core Knowledge sequenced interdisciplinary curriculum for K-8 ·         Leadership and Positive Behavior Support program ·         Service Learning ·         One-to-one technology with iPads and netbooks ·         Collaborative, differential, individualized instruction New for Grades 9-12: ·         College preparation with a Science, Technology, Engineering and Math (STEM) focus ·         Free college credits while in high school ·         Project Lead the Way® engineering program ·         High school electives include 3D Animation and Game Design, Computer Graphic Design and a choice of four different on-line foreign languages ·         Credit recovery through E20/20 ·         One-to-one technology with netbooks ·         Collegiate-model Blended instruction Coming Soon: ·         Weight and fitness room ·         Workshop for Engineering and 3D Art ·         Parent and Community Resource Center ·         New music classrooms ·         Library

2010 Governor’s Distinguished Improvement Award for high school.

A Must Read!

We know we're a few days late on Website Wednesday, but we sure are excited about this week's topic. We don't want anyone to miss out. This week it's all about Language Arts. Check out these exciting sites!


Catch the Spelling
http://www.manythings.org/cts/
Has a huge collection of spelling games. Game have falling letters, you catch with a paddle, much like the popular arcade game Breakout. Select from word categories (birds, kitchen, body parts), difficulty, level of hints provided, or grade level. (Dolch site words for kindergarten through third grade.)

Lexical FreeNet
http://www.lexfn.com/
Type in any two words and look for synonyms, antonyms, rhymes, anagrams and more. There's even an option to find words in the database with similar spellings.

WritingFix
http://www.writingfix.com/
Writing Fix has hundreds of ideas for teaching writing. Their site supports resources and ideas from K-12th grade.

Language Arts for Middle School and High School
http://www.internet4classrooms.com/lang_mid.htm
This site has a plethora of sites to help with citing sources, grammar exercises, Homonyms and Homophones, and soooo much more.

Wordle
Wordle.net
Wordle allows you and your students to make “word clouds.” Use it for vocabulary, spelling, writing, and more. One of the ways I’ve seen Wordle used is by copying and pasting a speech by a Democratic President and a Republican President and comparing. Great tool for all ages!

Myfakewall.com
myfakewall.com
Ever wonder what Benjamin Franklin’s Facebook page might look like? Ever wonder who he might have friended? What about Scout in To Kill a Mockingbird? What would her Facebook page look like? Well why don’t you or your students create a fake Facebook wall with myfakewall.com. It’s simple and free. Check it out!

Seeking Full-Time Custodian

PIKES PEAK PREP charter school, located near downtown Colorado Springs, is looking for a full-time School Custodian.

Job Objective:  The Pikes Peak Prep School Custodian is responsible for the physical condition of our school, including keeping facilities clean, orderly, stocked and repaired. The School Custodian will also provide technical expertise and manual skill in the inspection, servicing, and maintenance of the buildings, grounds, equipment, furnishings and systems.

Work Schedule: Monday – Friday from 9:00 a.m. – 6:00 p.m. (some days may require flexible scheduling)

Minimum Qualifications:

· School or related building custodial or maintenance experience.

· Meets all mandated health screening requirements (e.g., negative tuberculosis test, etc.).

· A record free of criminal violations that would prohibit public school employment.

· Ability to perform the physical activities necessary to this position.

· Embodies high ethical standards and integrity and accepts responsibility for decisions and conduct.

· Complies with drug-free workplace rules, school policies, and administrative guidelines/procedures.

· Ability to comply with environmental, health, and safety laws/regulations, building codes, and ADA accessibility guidelines.

 · Desire to work in a school setting as a positive member of an educational team that includes students, staff, parents and community members.

· Ability to occasionally work a flexible schedule to support special school events.

Desired Qualifications:

. Skill/experience in maintenance/repair procedures (e.g., mechanical, electrical, plumbing, carpentry, masonry, etc.).

· Skill/experience in building systems (e.g., HVAC, fire suppression, security, communication, etc.).

· Valid driver’s license. Meets all prerequisite and ongoing qualifications to be covered by the district’s insurance carrier.

Duties and Responsibilities:

· Heavy cleaning duties, such as washing walls and windows, shampooing rugs, cleaning floors, removing rubbish and performing routine maintenance activities.

· Replenishes stock in bathrooms, cleaning restrooms, gathering and emptying trash, sweeping, mopping, vacuuming, monitoring building safety and security and dusting.

· Moves heavy furniture to reach corners, cracks and crevices of covered parts of the room. They may have to clean equipment, such as computers and tables.

· Performs maintenance duties. Installs equipment. Repairs structures, windows, doors, equipment, and furnishings. Takes the initiative to perform routine responsibilities independently.

· Keeps school administration informed about ongoing building maintenance activities and emerging issues.

· Advances the school’s professional image.

· Maintains open/effective communications.

· Uses problem-solving techniques to tactfully address and resolve questions/concerns.

· Assists as needed to facilitate community participation in school activities.

· Anticipates and replenishes consumable supplies to avoid work schedule interruptions. Helps with the receipt of deliveries. Inspects packages. Verifies quantities. Complies with safety and environmental regulations. Ensures that supplies are labeled and stored safely.

· Cleans, moves, and arranges furnishings, supplies, and equipment as directed.

· Performs repairs. Avoids disrupting building activities except during emergencies. Consults with school administration to schedule major repairs and ensure compliance with building codes and ADA accessibility standards.

· Deals with unexpected situations (e.g., accidents, equipment failure, etc.). Follows approved safety procedures to clean up injuries involving chemicals, solvents, blood, body fluids and/or body tissues. Participates in occupational safety and health training programs, as directed.

· Monitors, regulates and inspects equipment as directed. Helps prepare equipment for annual inspections, maintenance activities, and/or shutdown.

· Maintains playground areas and equipment as directed.

· Assists with snow removal operations as directed.

· Performs routine preventive maintenance activities (e.g., lubricates moving parts, replaces filters, cleans equipment, adjusts/replaces belts, changes oil, prepares items for storage, etc.).

· Documents all injuries that require treatment.

· Picks-up and delivers equipment, materials, and other supplies as directed.

· Checks daily schedule and coordinates preparation and clean-up activities for building events.

· Assists other staff as needed to deal with unexpected or urgent situations.

· Monitors building conditions. Reports suspected problems and/or unsafe conditions (e.g., unusual odors, discolorations, noises, leaks, etc.).

· Anticipates and prepares for fire, health, and safety inspections. Monitors safety equipment (e.g., electrical, lighting, alarm systems, etc.) as directed. Maintains clear routes for emergency egress.

· Takes appropriate action to protect school property. Ensures that assigned buildings and job sites are secured at the end of the day. Responds to emergencies as needed.

· Helps uphold security procedures. Assists rental groups as directed. Directs visitors to the office.

· Reports discipline problems, vandalism, graffiti, equipment malfunctions, and other concerns.

· Takes precautions to ensure safety. Watches for conduct/situations that may indicate a problem. Works with staff to manage or eliminate risk factors.

· Prepares/maintains accurate records. Submits required paperwork on time.

· Maintains the confidentiality of privileged information.

· Reports suspected child abuse and/or neglect to civil authorities as required by law.

· Participates in staff meetings and professional growth opportunities as directed.

· Strives to develop rapport and serve as a positive role model for others.

· Helps students understand and embrace ethical conduct and democratic values.

· Maintains a professional appearance. Wears work attire appropriate for the position.

· Demonstrates professionalism and contributes to a positive work/learning environment.

· Effectively uses active listening, observation, reading, verbal, nonverbal, and writing skills.

· Maintains an acceptable attendance record and is punctual.

· Reacts productively to interruptions and changing conditions.

· Works efficiently with limited supervision. Prioritizes tasks to meet deadlines.

· Performs other specific job-related duties as directed.

Working Safety is essential to job performance. Employees must exercise caution and comply with conditions, standard safety regulations and district procedures when involved in the following situations:

· Balancing, bending, climbing, crouching, kneeling, reaching, and/or standing.

· Exposure to adverse weather conditions and temperature extremes.

· Exposure to air-borne particulates, chemical irritants, combustible materials, electrical hazards, equipment vibrations, noises, and odors. Exposure to wet and/or slippery surfaces.

· Exposure to blood-borne pathogens and communicable diseases.

· Interactions with aggressive, disruptive, and/or unruly individuals.

· Lifting, carrying, and moving work-related supplies/equipment.

· Operating and/or riding in a vehicle.

· Performing tasks that require strenuous physical exertion.

· Traveling to meetings and work assignments.

· Working at various heights, in confined spaces, and/or in variable/diminished lighting.

· Working in proximity to moving mechanical parts.

Two ways to apply for this position:

1.  Reply to this posting with a resume and/or or letter of interest listing past experience and qualifications.

2.  Apply in person at 525 E. Costilla Street, Colorado Springs, CO 80903.

Pikes Peak Prep is an equal opportunity employer. This job description identifies general responsibilities and is not intended to be a complete list of all duties performed. This document is subject to change in response to student demographics, staffing factors, funding variables, modified operating procedures, program/curriculum changes, and unforeseen events.

APPLICATION DEADLINE: MONDAY, SEPTEMBER 10, 2012.

Celebrating Pikes Peak Prep

Students Helping Students

 

 

Ms. Groves’ 4^th grade class enjoys mentoring time and spelling practice with their high school “wing buddies.” What a cool example of students helping students!

Tech Tip Tuesday 9/4/12

 Don’t you just hate it when you call the doctor and his remedy is, “just take an aspirin?”

… or when you get to the mechanic and the suddenly car quits making that funny noise?

… or you call IT and they say, “Did you check the power button?”

Well, it happens to the best of us! Here are some simple troubleshooting tips to try BEFORE you call your friendly IT Department:

The Problem	The FIX
Deleted a file	Open Recycle Bin-right-click-restore
Can’t exit a program	Alt+F4
Can’t find a program	Type “WORD” (or program’s name you need into the Search bar found under the Windows Button in the lower right hand corner of your task bar.
Keyboard doesn’t work	Plug cord into back of the computer and then reboot machine
Mouse doesn’t work	Plug cord into back of the computer and then reboot machine
Start button is gone	Push Windows button on keyboard
No Sound	Un mute, turn volume up, plug headphones in Reboot
Can’t find a file	Start button-search for file name by using search bar.
Menu command grayed out	Push escape 3 times
What’s today’s date?	Hove mouse over clock in the lower right hand side of menu
Taskbar Gone	Push Window button-drag border up to expose
Taskbar was moved	Drag it to the bottom of screen
Desktop icons messed up	Right click on screen-arrange icons.
Icons on Desktop too small	Highlight and hit Ctrl+ to enlarge
Computer frozen	Reboot (it’s the Microsoft thing to do!)
Erased text in a document	Ctrl+Z
Tool bar missing in Internet Explorer	Push F11 key
Internet window too small	Ctrl+to enlarge; Ctrl-to decrease size
Shift key doesn’t work	Push cap lock to disengage
When I type, it types over the words	Push the ‘insert’ button
The document says ‘read only’	Just click on file-save as and name it a new name.

Let's Talk Numbers!

GEO Foundation's Director of Instructional Technology has a "Website Wednesday" with educational sites for students, teachers and parents. This Wednesday's topic, MATH!

Brain Nook: http://www.brainnook.com/

Great little site that works on Math and English skills.  Student’s work through different series of scenarios that they have to resolve by answering mathematics and language arts questions.  Great for students under 5^th grade!

Learn your Tables: http://www.learnyourtables.co.uk/

Great site for students to learn and develop multiplication skills.

Ten Marks: http://www.tenmarks.com/tmother/free

Ten Marks provides educators with an online forum in which they can assign mathematics practice problems to students and track their students' progress. If a student gets stuck on a problem he or she can open a tutorial to help him or her through the problem. 

Yummy Math: http://www.yummymath.com/

GREAT website for sharing mathematics problems and scenarios based on things happening in the world today.  For example, today’s problem has to do with a Hurricane! 

Conceptua: http://www.conceptuamath.com/fractions.html

Provides interactive visual mathematic lessons for teachers when teaching fractions. 

Math TV: http://www.mathtv.com/videos_by_topic

provides an extensive collection of high quality mathematics tutorials.

Have a safe holiday weekend!!!!

-LeaAnn, Director of Instructional Technology, GEO Foundation

Free Spirit Shirt- Deadline August 31st

Advantages of Block Scheduling



Advantages of Block Scheduling

Much effort has gone into the study of block scheduling and its extensive impact on student learning. Researchers have conducted interviews with students, teachers, administrators, parents, and educators. They have administered surveys, both to collect data on individuals' perceptions, and to uncover the hard facts about block scheduling. As part of the inquiry process, researchers in the field have collected stories of real experiences; these help illustrate the change process that occurs as schools move toward block scheduling. There are both pros and cons to block scheduling according to the findings of these researchers. Some of the major advantages researchers have noted are the following:

IMPROVED TEACHING AND LEARNING

With longer blocks, teachers have more time to complete lesson plans and to examine and re-evaluate

practices. More class time is available to develop key concepts, incorporate creativity into instruction, and try a variety of classroom activities that address different learning styles. Longer time blocks allow for in-depth study, such as individual student projects, peer collaboration, and one-on-one work between teachers and students (O'Neil, 1995; Eineder & Bishop, 1997).

ABILITY TO FOCUS ATTENTION

The "less is more" philosophy espouses that students better understand and retain material when they have an opportunity to apply information to various contexts rather than merely cramming the facts (Rettig & Canady, 1996). With block scheduling, students and teachers are able to focus on fewer subjects, and to explore them in greater depth. Both teachers and students assert that this exploration allows them to become engrossed in the subject matter rather than moving rapidly through material. With a standard 4x4 block program, teachers have only three to four classes to teach in a given semester, greatly reducing the number of students with whom they meet regularly.

FRAGMENTATION REDUCED

With block scheduling, instructional time is not fragmented by frequent transitions between classes. Fewer distinct classes means less time spent on classroom management activities, such as calling attendance and organizing and focusing the class. In addition, there are fewer opportunities for students to arrive late to class (Rettig & Canady, 1996).

INDIVIDUALIZED PACING

The 4x4 schedule allows advanced students to move through material at a more rapid rate, and they are able to finish sequential language classes, such as SpanishI and II, within one academic year. Some schools allow students to use this to their advantage and graduate early. The 4x4 schedule also provides the opportunity for failing students to retake a class without falling behind their grade level (Woronowicz, 1996).

MORE COURSE OFFERINGS

Students actually take more courses in a standard 4x4 plan because they enroll in at least eight classes per year instead of six or seven (Rettig & Canady, 1996).

STRONGER INTERPERSONAL RELATIONSHIPS

The number of daily classes for which students and teachers must adjust and prepare is decreased, allowing students to develop the deeper interpersonal relationships that are integral to academic success (Rettig & Canady, 1996; Eineder & Bishop, 1997). Teachers get to know students more personally which enables them to adapt lessons to the interests of their students. This extensive personal interaction between teacher and student, frequently touted as the highest motivation for student learning, is strengthened through block scheduling (Center for Applied Research and Educational Improvement, 1995).

TEACHER COLLABORATION

Collaboration between teachers is possible because block scheduling gives them longer time periods in

which they can exchange ideas and strategies, hold meetings with each other, and work on staff development (Rettig & Canady, 1996).

ACHIEVEMENT LEVELS INCREASE

The results show that students' grades improve overall. There are fewer failed classes, a higher number of students on the honor roll, an increase in students' grade point averages, and fewer failing marks. Statistics reveal that fewer at-risk students drop out of a school with block scheduling. With a 4x4 model, students can have a fresh start at midyear or reenter school at the beginning of the second semester (O'Neil, 1995; Eineder & Bishop, 1997).

ATTITUDES AND COMPREHENSION IMPROVE

Surveys indicate that teachers' and students' attitudes about their school improve. Students state that they get more done in class and learn more because they are better able to focus their attention on their studies. Teachers appreciate the inclusion of projects and activities that facilitate both learning and interpersonal communication. Classes address material in more depth, and teachers feel students are better able to comprehend and retain concepts learned in a block period (O'Neil, 1995; Eineder & Bishop, 1997).

STANDARDIZED TEST SCORES MAINTAINED

Though data are limited, statistics available indicate that block scheduling does not negatively affect standardized test scores. (Rettig & Canady, 1996; Center for Applied Research and Educational Improvement, 1995).

PACE OF SCHOOL RELAXES

Longer passing periods between classes can slow down the pace of a school by providing the chance for students to get books from the library, use the restroom, and talk with their friends (O'Neil, 1995).

IMPROVEMENT IN DISCIPLINE

Most schools which introduce block schedules find that discipline problems on campus decrease, possibly because students are more challenged in class and are better known by their teachers. Decreasing the number of passing periods reduces opportunities for disruption. In addition, teachers of block classes feel more capable of handling behavior problems because they have adequate time to address these issues in class and have a stronger rapport with their students (O'Neil, 1995; Eineder & Bishop, 1997).

ADDITIONAL FUNDING UNNECESSARY

Generally, block scheduling can be used in a school without spending any new money. However, block scheduling should be accompanied by staff development if its benefits are to be fully realized (Rettig & Canady, 1996).

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Brown University | Regional Lab Network | U.S. Dept. of Education THE NORTHEAST AND ISLANDS REGIONAL EDUCATIONAL LABORATORY at BROWN UNIVERSITY 222 Richmond Street, Suite 300, Providence, RI 02903-4226 401/274-9548 | 800/521-9550 | FAX: 401/421-7650 | TTY: 800/745-5555 info@lab.brown.edu This page was last modified on 11/30/02 23:01:37.