1 - INTRODUCTION - CSUN



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|(1) Navigating the Internet: A Uniform Resource Locator (URL) is the unique address which identifies a resource on the Internet for|

|routing purposes. Know how to interpret URLs. |

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|Use a "traceroute" program such as "WhatRoute" (Mac) or Neotrace (PC) to trace the route between your computer and and a website |

|outside of the United States. Include a screen shot showing a map and the text of the specific route taken when contacting the |

|website. Compare your findings with those of others in the class. Are websites always located in the country in which they are |

|registered? What does this show about the nature of Internet-based business and commerce? |

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|Compare the connection in the CSUN laboratory with your connection at home or school. What are the IP addresses of the computers |

|you are working with? What kind of connections are your working with (dial-up, DSL, cable, 100-Base TX (twisted-pair LAN), 100-Base|

|FX (fiber LAN), etc.)? Compare are your connection speeds. |

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|Most schools have developed Acceptable Use Policies (AUP) and have installed filters to keep student focused on education. Include |

|text (scan or download is easiest) of your school's AUP and a description of the filters in place. If a school AUP is not |

|available, provide a sample AUP, cite its source, and provide a link. If your are not working in a school, summarize how filters |

|work. |

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This is my computer at home. At home, I have high speed DSL and it works very much the same as what the school uses.

Internet filtering comes in two categories:

There is software available through your Internet provider that the parent can load onto the computer at home.

An Internet filter (also known as an Internet nanny) is a piece of software, controlled by some authority (such as government or parents), that filters by keyword or blocks by URL what a web browser will display, usually for the benefit of children. There may be a many criteria for which the filter works, pornography, alternative lifestyles (homosexuality, adultery), some religions (Paganism, Catholicism), and others.

The IT person can install a program for the teacher and school, which will help control what sites the students, can access while using the Internet.

|(2) Knowing your School: Teachers should have a good understanding of their school, students, and thc communities they represent. |

|Much statistical data can be gained using online resources. *TPE-tip You may wish to develop a case study of your school using this|

|and you personal observations to meet TPE 8. |

| |

|Develop a written profile of your school and students. Your profile should include the following: |

|School distinctives : Study your school website and discuss school history, distictives and goals. |

|Geography: Describe your campus and its community using satellite photos and maps. Using the photos, describe the nature of the |

|community (commercial, apartments, single family homes, industry, etc.) |

|Socioeconomic status: Include maps showing the socioeconomic status (SES) of the communities contributing students to your school. |

|Discuss two or more prominent SES characteristics of the school population. |

|School performance: Include test scores and the Academic Performance Index of your school. Discuss the academic climate of your |

|school, including test scores, API, change in scores, dropout rate, English learners, students requiring special education, etc. |

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The history of Van Nuys High School is a long and storied one. From Robert Redford to Abdul Jabar, Waterfield to Don Drysdale, and includes Marilyn Monroe and Natalie Wood.

History

*Van Nuys High School opened in 1914 as one of three high schools in the San Fernando Valley.

*it was serving a rural community

*Van Nuys High School was the high school of several famous people as noted above.

*it is the third oldest high school in the San Fernando Valley

*It is 1 of 56 high schools of the LAUSD

Today, 2006, Van Nuys High School is a multicultural high school.

*the majority of the school population comes from the neighborhood population

*it draws other students outside the neighborhood to attend three magnet schools:

math/science, performing arts, and medical magnets.

Other programs of emphasis:

Humanitas, Special Education, Perkins program, 9th Grade Academy

*the surrounding population of Van Nuys HS is 100,183 people living in a 7.92 square mile area

*largely residential and transient community

* high-density apartment buildings reflects a lower socio-economic status.

*Large immigrant population: 77% Hispanic in which 46% have resided here less than 5 years.

*VNHS is a title I school

*80%qualified for free lunch; 70% are economically disadvantaged

*3000 student population is:

13% Asian American

4% African American

4% Filipino

64% Hispanic/Latino

15% White Anglo

*English learners are 1/3 of the population

*Traditional schedule

• 2005-06 Accountability Progress Reporting (APR)

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| |School Report - API Growth and Targets Met |California Department of Education |

| |2006 Academic Performance Index (API) Growth Report |Policy and Evaluation Division |

| | |Revised: November 9, 2006 |

|This school is currently changing data which may result in a change in their report. |

|  |  |2006 API Growth Links: |

|School:  |Van Nuys Senior High | |

| | | |

| | | |

| | | |

| | |(An LEA is a school district or county office of |

| | |education.) |

|LEA:  |Los Angeles Unified | |

|County:  |Los Angeles | |

|CDS Code:  |19-64733-1938968 | |

|School Type:  |High | |

|  |  | |

|Direct Funded Charter School:  No | |

• 2005-06 APR

• 2005-06 State API

• 2006 Federal AYP and PI

• Summary

• Glossary

• 2005 Base

• Guide

• 2006 Growth

• Guide

• AYP

• PI

• Guide

• State Accountability: Academic Performance Index (API)

Top of Form

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|Number of |  |API |  |Met Growth Target |

|Students | | | | |

|included in| | | | |

|the 2006 | | | | |

|API Growth | | | | |

| | |2006 Growth |

|  |2006 |  |2005 |  |Click on the median value heading to link to the list of 2005 API Base similar schools. This |

| | | | | |list contains schools which were selected specifically for the reported school for the 2005 API |

| | | | | |Base report. |

|  |Growth |  |Base | | |

|  |  |647 |  |638 |  | |

|  | |

|  | |

|  | |

|Subgroups | | | |Subgroup API |  |

| |Number of Students Included in |

|Ethnic/Racial |2006 API |

|District |Los Angeles Unified |

|School |Van Nuys Senior High |

|CDS Code |19 64733 1938968 |

|Low Grade |9 |

|High Grade |12 |

|Web site |  |

|School Email |  |

|Phone Number |(818) 781-2371 |

|Fax Number |(818) 781-5181 |

|Charter |No |

|School Address |6535 Cedros Ave. |

| |Van Nuys, CA 91411-1506 |

| |Yahoo Map |

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|(3) College Advisement: Secondary teachers often have the opportunity to advise students on decisions pertaining to college. In |

|many environments, teachers are the only individuals students know who have been to college. |

| |

|Describe a real or hypothetical student (interests, family SES, personality) who is interested in pursuing a career in a field |

|related to what you teach. Recommend a major and 4-year college and explain the rationale for your recommendation using information|

|found on college websites. Provide active links to the colleges, and quote relevant information. |

| |

|Provide a paragraph of advice to the parents of this student regarding financing college. Consider their financial and family |

|situation. |

Michelle, 24 yrs old, is finishing her liberal arts studies at Pierce Community College. She is interested in the special education teaching profession. She has heard from many friends at Pierce that the State of California often finances students who want to become teachers, especially in Special Education. Michelle knows very little about Special Education but she does like working with children. She often thought of becoming a teacher but was not sure what subject or which age group would be the best for her.

Michelle wants to stay in the immediate area of her home and part-time job. She lives near California State University, Northridge (CSUN). I have recommended to Michelle to seek the advisement of Special Education advisors at CSUN. CSUN has a very large program in Special Education. It offers the teaching credential in various specialties within Special Education. CSUN offers orientation sessions to prospective students of education. Michelle can obtain important information about the four-year program, teaching credential, and master’s program in Special Education.

I have also given Michelle the following websites to do more research in other universities in Southern California where she can obtain Bachelor and Special Education

Program courses.





Special Education Other Colleges and Universities

|Special Education Other Colleges and Universities. |

|special-education--other-colleges.html - 85k - Cached - Similar pages |

To the Parents of Michelle,

I understand Michelle lives with you and will continue to live with you while she continues her education for a four-year degree and a Special Education teaching credential. Michelle will be attending a university for many years and financing her education may become a hardship. However, the good news is that there are state and local sponsored programs that may finance Michelle’s baccalaureate education if she becomes an intern of a public school while pursuing her education. There are also state and local programs that may finance her education while attending a university for her teaching credential. See the following link for financing programs or for obtaining financial aid from the university of her choice.

Los Angeles Unified School District/credentialed teachers programs:



California teaching credential/ finance programs

New College of California

|New College of California Teacher Credential Program Frequently Asked Questions ... Students need to demonstrate both |

|financial need and high potential for ... |

|newcollege.edu/admissions/faq_teachered.cfm - 43k - Cached - Similar pages |

Financial Aid for college bound students:



|(4) Professional Growth: Teachers should model "life-long learning" by attending workshops, reading journals, and participating in |

|professional organizations.*TPE-tip You may wish to research professional organizations and employment opportunities and include |

|plans for professional involvement and career development as part of your Individual Induction Plan required for TPE 13. |

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|Describe a professional conference (related to your field) you may benefit from attending. Describe the purpose and scope of the |

|professional organization sponsoring the conference and provide a synopsis of the conference and one or more selected workshops or |

|presentations you would like to attend. Include a link to the professional organization and to the specific conference. |

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NCTE is an organization just for Special education teachers. They have conferences and workshops.

“Conferences, Events, and Workshops List

The United States Department of Education-Educational Resources Information Center (ERIC) tracks national and international conferences as they relate to education. The National Association of Special Education Teachers (NASET) checks with ERIC and other sources on a weekly basis to be sure all of its members have access to the latest conferences available. All conferences are listed in order by date.  (Updated September 30th, 2006). “

2006

December, 2006

DPI 7th World Assembly - "Asserting Our Rights, Celebrating Our Achievements and Building Our Future: Towards A Society For All"

Dates: December 1 - 4, 2006

Location: Johannesburg, South Africa

Sponsor: Disabled Peoples' International (DPI)

Contact: Disabled Peoples' International

Disabled People South Africa (DPSA)

1 Church Street, Room 705

Dumbarton House

Cape Town, South Africa 8000

Telephone: (021)422-0357

Fax: (021)422-0389

Email: summit@

Web:

Abstract: Every four years, DPI holds a World Assembly, where all of DPI's members gather, together with governments, academics and others. Participants meet to discuss and share information about critical issues affecting disabled individuals and their communities, make recommendations, and assess models of empowerment and exchanged ideas. Two thousand delegates are expected to attend this event, representing each of DPI's National Assemblies, of which over 100 are from the developingn world, including Latin America, Asia-Pacific, the Middle East, Africa, the Caribbean, and Eastern Europe. DPI has set gender equity and the participation of underrepresented disability groups as a priority, including youth and indigenous peoples as delegates and workshop and panel presenters. Some of the issues that will be covered are: Human Rights, Self-determined Living, Bioethics, Education, Participation, Access, International Development, Sharing the Knowledge, and Local Capacity Building.

National Youth Development Symposium: Engage, Educate, Employ Youth!

Date: December 4-7, 2006

Location: Chicago, IL (Symposium)

Abstract: The 7th Annual National Youth Development Symposium, presented by the National Association of Workforce Development Professionals, aims to provide best practices and program guidance to workforce development professionals who serve youth. Workshop topics will include: engaging youth with their future, young men with their communities, and the hardest-to-serve youth with programs that can help them; educating youth to meet the new demands of the 21st-century workplace (technology, teamwork, literacy and numeracy, online learning, career academies, alternative education, internships, online learning); and employing youth in good jobs with opportunities to learn and advance by satisfying the business needs of employers.



National Inclusive Schools Week

Date: December 4-8, 2006

Location: Nationwide (Observance)

Abstract: The 6th Annual National Inclusive Schools Week, sponsored by the Urban Special Education Leadership Collaborative and the Education Development Center, Inc., will be celebrated in classrooms, schools, and communities throughout the country. The Week recognizes the nation’s progress in and promotes action toward increasing the capacity of schools and communities to provide a quality education to an increasingly diverse student population, especially students with disabilities. The goal of the Week is to help schools and communities across the nation make sustainable changes in the system to better support the principles of inclusive education.



Youth Service Institute: Building the Movement

Date: December 5-7, 2006

Location: New Orleans, LA (Institute)

Abstract: This institute, presented by Youth Service America and funded by the U.S. Office of Juvenile Justice and Delinquency Prevention, will focus on expanding the impact of the youth service movement in communities, schools, corporations, and governments and is designed to strengthen existing programs while providing innovative ways to engage youth as community assets. Participants will gain tools and strategies to expand their organizations’ impacts through workshops that illustrate the strength and power of the youth service movement. Registration deadline: November 16, 2006.

  

4th National Symposium on Dispute Resolution in Special Education

Date:  December 7-9, 2006

Location:  Washington, DC

Abstract:  CADRE's bi-annual national conference providing participants with the latest information on how to improve practices across the expanding dispute resolution continuum, advanced conflict management skills, knowledge critical to the effective resolution of special education disputes, and a better understanding of the effective management and coordination of dispute resolution systems. A request for proposals will be issued in March and a full agenda will be available in early summer.

Contact:  CADRE  Philip Moses

Phone: 541-686-5060

Email: pmoses@

Website: cadre

|(5) Employment: Most schools and districts advertise job openings on the Internet. Teachers should use such resources not only to |

|find employment for themselves, but also to attract others to their schools and thus build strong departments. |

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|Find a job announcement for a teaching position for which you are qualified. Include a screen capture of the advertisement. |

|Describe the school and community using information found on the Internet. Cite your resources. |

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|(6) Multi-media resources: Numerous educational videos, sound clips, and animations are available on the Internet. Teachers should |

|be able to find appropriate multimedia resources, and link to or download such files. |

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|Identify an audio resource appropriate to teaching your subject (music, speech, animal sound, poem, newscast, etc.). Download the |

|file and embed it in your portfolio, or provide an active link to it. Cite the source and describe how and why you will use it in |

|instruction. |

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|Identify a video or animation appropriate to teaching your subject. Download the file and embed it in your portfolio, or provide an|

|active link to it. If you provide a link, also include screen captures of key sections of the video or animation. Cite the source |

|and describe how and why you will use it in instruction. |

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U. S. Department of Education audio and video clips regarding special education.



The audience for this site are teachers, administrators, parents, and students. This site has many audio and video clips for instruction and presentations regarding different issues in special education. I will use this site to provide a visual and audio presentation to different groups learning about special education issues. Very important to me are sites in Spanish that can be used for presentations to parents of our students. This site has Spanish language audio and video clips.

|(7) Interactive/Linked Unit Plan : Many application programs (including word processors, presentation managers and spreadsheets) |

|allow users to hyperlink to local (e.g. movies, animations, presentations, text) and remote files. This can greatly facilitate the |

|development and use of a unit plan. *TPE-tip You may wish to incorporate this material into a unit plan for TPE1. |

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|Develop a unit plan (or augment an existing plan) for the subject you teach, incorporating as many resources as possible developed |

|in this class. |

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|Incorporate two or more good third-party lesson plans for teaching your subject. Cite the author and URL of the resources, and |

|include screen captures of the relevant parts of the lessons. |

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|Include links in you unit plan to at least five relevant external internet resources. Use a search engine with Boolean search |

|features to locate web sites relevant to your subject. Embed the URLs for at least 5 excellent sites (or local files) that are |

|related to a lesson you will provide. |

| |

|Provide links to other relevant documents or resources you have developed. |



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Subjects: Reading, Writing

Instructional Level: Fourth-Eighth Grade

Skills: Researching facts from Internet sites, recording facts, citing research sources

Time: 45-60 minutes

Materials: Pencils/pens, worksheets, paper, computers with Internet access, Internet filters, encyclopedias

Objectives: Students will use non-fiction resources to research facts. Students will record facts they find as part of the research and record the sources they used to find their facts.

Introduction: This lesson is designed to give students practice at researching facts, particularly using the Internet. The students will find facts on people who are and were featured on United States coins and bills and also record what sources they used in conducting their research.

Procedure: Students will be given worksheets to begin the lesson. The worksheets will include the instructions for the project: The task is to find and record three (3) facts on people featured on United States coins and bills. The facts will be recorded on another sheet or two of paper. They may use encyclopedias, non-fiction books, and Internet sites as part of the research. The students must record what resources they used during the project.

Internet sites that can be used include:

U.S. Bureau of Engraving and Printing:

U.S. Treasury:

U.S. Mint:

White House:

America's Library:

Wikipedia:

Yahoo:

Google:

The students will choose six of the following figures found on current coins and bills to research from this list:

Abraham Lincoln: Penny and $5 Dollar Bill

Thomas Jefferson: Nickel and $2 Dollar Bill

Franklin D. Roosevelt: Dime

George Washington: Quarter and $1 Dollar Bill

John Kennedy: Half-Dollar

Sacajawea: Golden Dollar

Alexander Hamilton: $10 Dollar Bill

Andrew Jackson: $20 Dollar Bill

Ulysses Grant: $50 Dollar Bill

Benjamin Franklin: $100 Dollar Bill

The students will also choose two of the following figures found on coins and bills out of circulation to research from this list:

Dwight Eisenhower: Silver Dollar

Susan B. Anthony: Dollar Coin

William McKinley: $500 Dollar Bill

Grover Cleveland: $1,000 Dollar Bill

James Madison: $5,000 Dollar Bill

Salmon Chase: $10,000 Dollar Bill

Woodrow Wilson: $100,000 Dollar Bill

Closure/Modifications: Students will hand in their completed research sheets after the lesson is concluded. The number of figures and facts that are to be researched can be altered to reflect the grade level of the students and the amount of time available in a class session. Modifications for students who have special needs include: allowing the use of a scribe to record facts, allowing students to work in teams, enlarging the worksheets, allowing for students to record facts in an electronic format, and reducing the number of people to be researched and/or facts that a student must record.

Assessment: The research sheets will be collected and judged on these factors: Were a sufficient number of figures researched? Were a sufficient number of facts recorded? Did the students correctly record where they found their facts?

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