Please take a look at our students who attended Andrew High School's 2016 Homecoming. The teachers wanted to take more pictures, but the students were dancing so much, we couldn't get them to stand still long enough to take one! We had so much fun.
Mrs. Nagy’s class started off the new school year concentrating on cause and effect, where they not only had great discussions and in-depth practice identifying the causes and effects of an event, but even used examples from their own lives to make the connection. Each student even wrote a short story that included causes with their reciprocating effects. After that mini unit, the focus switched to reading non-fictional articles from the book Reality Central: Readings in the Real World. This unit includes articles that center on heroes in the real world and in history. Mrs. Nagy has been challenging her students to read the article on their own before reading as a class, and annotating the article. Students have learned that annotating means interacting with the text by highlighting what they find important, interesting, and simply note worthy. Writing notes in the margins, both thoughts and questions, is also an important part of annotating, and even though it has been a challenge, the students have done extremely well with challenging themselves and applying their critical thinking and discussion skills. Parents, ask your son/daughter what it means to annotate, and see what they say!
Leo: “What I like about English is the different annotations we do. With annotating these articles on the world, it shows how much the world needs our help. It also expands our knowledge about different things.”
Caitlyn: “I have liked English because I was struggling with the difference between cause and effect. And, I have liked the unit on annotating because it helps me get better at taking notes on a reading.”
Mrs. Lavery’s class has been reading and learning about the Great Chicago Fire. We are reading Survivors, Fire: Chicago, 1871 which is about two friends who love to sneak out to watch the firefighters battle the many fires that had taken place that dry windy summer. The boys friendship begins to feel strained as Ryan is more adventurous than Nate is. Nate will be meet a wealthy girl named Julie whose very over protective mother never lets her leave the house, until that night when things take a terrible turn for the worse. Each chapter we read is accompanied by a vocabulary lesson using the LINCing strategy to “linc” a familiar word to the new word and definition. They also “linc” the two words together using a sentence and a picture. Additionally, the students have been completing comprehension activities each chapter that include: question/answer, character relationships, cause/ effect, and even some art activities to incorporate all learning modalities. We will begin charting and mapping the locations of the fire and where the characters are at in relation to what they are talking about in the story. Ask your child to tell you about Nate’s family. They can tell you what happened to his parents, who he is living with, and what kind of home his caregiver runs.
Zach : “I like the whole book because I like talking about fire and I love firefighters.”
Dylan: “This story is great, because it's about a true story about the Chicago Fire. So the events that happened in the story, it is based on the true story.”
English-Lindemulder & Granato-Wagner
Mrs. Lindemulder & Mrs. Granato-Wagner get to rock this English class together! This class of students has been actively learning about how our country became independent from Great Britain and the rule of the vindictive and grumpy King George III, with the book What is the Declaration of Independence. Each chapter is typically accompanied by a supplemental video to provide the students with a visual of what they are reading. Additionally, comprehension activities have included question/answer, hands on projects, such as taste testing tea, making 3-D main idea/detail pyramids, creating protest signs and doing a march against the King & Parliament. Students are being taught in a way to awaken all learning modalities such as, auditory, visual, and kinesthetic (hands on) to support recall and comprehension. Students are required to answer questions in complete sentences and they excitedly earn Behavior Bucks for following the 3B’s of CD. Parents, ask them about “taxation/taxing” and see what they have learned.
Tyler P: “English class is funny because we’re always doing something different.”
This week I received the South Suburban Special Recreation Association's fall magazine and wanted to share it with your children. It will be coming home with them today (09/15) or tomorrow (09/16). Even though the deadline for Fall Registration has passed, the guidelines state that you can still register (without guarantee of getting in the program) if you feel that an activity will benefit your child. It has a lot of offerings for students with disabilities including sports, art, social opportunities and more.
I know that most of our students are excited to join after school activities, but we also know that our CD Students need extra support to understand social rules and relationships, that is typically not offered at a local park district or Andrew After School Activity. SSSRA provides wonderful experiences for our students, with the added needed support and care. In addition, part of your child's transition plan is to explore interests and strength areas. Joining a club, with the needed level of supports, would help them form focused and appropriate goals for future success.
I typically don't receive the magazines until after the registration deadline, but you can always go online to see the opportunities and stay in touch with SSSRA opportunities at: http://www.sssra.org/
Finally, this month, keep an eye out for the CD Program's staff supported after school activity: Bowling Club. We will stay after school for an hour and travel to Orland Bowl to bowl 6 times first semester and 6 times second semester. The cost is between $3-5 per game. More details to come!
Below is information regarding an opportunity to see Temple Grandin, a successful person with and advocate for Autism. Many of the CD staff have followed Temple's work and have seen her speak in public. It is a wonderful experience. The coordinator suggested that people attend the 3PM event and to park at the Enchanted Castle across the street. This event is expected to be quite popular, especially the 7PM presentation.
~Abby Kellermann, CD Social Worker
Here is the info:
This free program which will be presented on Wednesday, September 21st, at 3:00p.m. and repeated at 7:00p.m. at Glenbard East High School, 1014 S Main St. in Lombard is open to the public and requires no registration. Students are encouraged to attend.
The Glenbard Parent Series: (GPS) Navigating Healthy Families, will present Temple Grandin in a special event, Different Not Less: Different Kinds of Minds. Grandin comes to GPS to offer information, inspiration, and hope at presentations on Wednesday, Sept 21.
When one person learns that others may think and see the world differently, that insight can help the two of them work more effectively because different skills-sets can then complement each other. Some people are visual picture thinkers, others are pattern/math thinkers, and still others think mainly in words. Learn how these different kinds of minds can collaborate. Learn the extraordinary potential of people on the autism spectrum and how parents and educators can help those with autism, Asperger’s syndrome, and ADHD tap into their hidden abilities and unique strengths.
Temple Grandin, PhD is one of the most accomplished and well-known adults with autism in the world. Grandin has enjoyed numerous recognitions by the media, and her fascinating life with all its challenges and successes, was brought to the screen in an award winning film. Dr. Grandindidn't talk until she was three and a half years old, communicating her frustration instead by screaming and humming. In 1950, she was diagnosed with autism and her parents were told she should be institutionalized. Grandin developed her talents into a successful career as a livestock-handling equipment designer, one of very few in the world. She is an internationally acclaimed speaker on autism and has also written numerous books on autism and the humane treatment of animals. Time magazine named Dr. Grandin as one of the “100 Most Influential People in the World”.
Please plan to arrive early as seating is limited.
GPS is generously sponsored by the Cebrin Goodman Center, Cooperative Association for Special Education (CASE), College of DuPage, DuPage Medical Group, Emmy Gaffey Foundation and the Trust Company of Illinois.
For information regarding GPS programs, visit facebook.com/glenbardparentseries
The CD Program discussed the events of September 11th with the students on Friday. The discussion is presented in an educational, honest, but sensitive manner. Andrew H.S. has a video that will be shown to all of the second period Advisory classes on Monday, Sept. 12th. The CD program will also show this video. If you would like to see it, please go to the following https://www.youtube.com/watch?v=VReYpdNBxDM .
Have your son/daughter show their Andrew Pride and Patriotism!
“Once a T-Bolt, Always a T-Bolt” patriotic shirts are on sale now! Let's wear them on Friday, Sept 9th leading into the 15-year reflection of 9/11.
These are performance style black short sleeve shirts with logo on the front. Shirts are $15 and are limited in sizes and quantities.
If you want your son/daughter to purchase one, have them bring in $15 cash. Also, please talk to your son/daughter about the size they are. A great strategy is to have them look in their closet at their other shirts.
You may email your case manager, so that they are aware and can support, if needed.