With a virus causing people to stay at home, most people are spending more time with family. While I am getting to spend more time with my family, I’ve also used the time to create a few things to fill the time. Specifically, I’ve self-published two products to make the time a little more enjoyable.
The first product I mentioned before. It is a book that contains puns and jokes that use puns. The book, Punny or Not Book of Puns, is sure to make you groan, laugh, and otherwise be distracted from those around you. If you are a parent, then you can use a different pun each day on your kids to see if they think you are funny or not. In the area of being a Dad, punning the kids is one of the highlights because it can often result in smiles!
The second product is a book I created for my kids and me, but decided to share it on Amazon as well. This is a Dots and Boxes Game book. The book contains the grids used to play the game.
More importantly, the book contains a number of non-standard grids. These grids are in various shapes to make the game a little more interesting. Shapes range from an hourglass to a sailboat. There is a school house, a spider, a jet, a smiley, and even a flower. There other other shaped boards as well. All constructed to make the dots grid a little more fun to play! This book is available now on Amazon for less than $8!
Both of these products can provide distraction from pandemics. If there isn’t a pandemic happening, then they are also good for simple fun or interacting while waiting for food at a restaurant! In fact, these books are great fun regardless of what is happening around you!
This past week has been extremely busy with two new titles being published from my imprint, Yowza Publishing. Both are available today on Amazon.com in both print and ebook formats. I’m trying something different with these books, so both have also been released on Kindle Unlimited as well.
The first book released was another fun project, Punny or Not Book of Puns. If you follow me on Facebook, then you know I went through a period where I regularly posted puns memes on my Facebook. Additionally, I meet with a group of friends on a regular basis. One of their daughters regularly is tossing out puns to the group. All of this inspired me to see what it would take to pull together a book of puns. The result is not available on Amazon!
The second release this week is the book Small Sins. This book is very different. This book does not contain a lot of text. Rather, its primary focus is to present a list of sins along with a Bible related to each sin. The list is sure to spark controversy because of what is listed as a sin and possibly because of the verse used as justification.
This is a good thing. The reason to buy this book is to use it as a discussion piece. It’s perfect for Bible studies, Sunday School discussions, Church discussions, and even discussion among Christian friends. It’s a chance to build awareness of actions and determine to ponder the actions that could be (or are) not right to be doing as a Christian.
This book came about a long, long time ago, but is finally in print. I suggest you buy a copy and give it to your pastor to see what they think. See if they want to preach on some of the topics included.
It’s worth noting that I also published a book the middle of last month for my Mom called My Journey Through the Charismatic Renewal. This book is her story of life during the Jesus Movement. It’s an interesting read and will give you a little background about the world I grew up within.
Dr. Bourff, the superintendent of HSE Schools, sent out a message to parents about his impending proposal of two options for changing school start times. As his letter states, these changes could happen as soon as next year. The HSE School Board will be discussing this topic once again at the February 12th, 2020 board meeting and could take action at that time.
I’ve included the content of the superintendent’s message below. I’ve included a few other items of reference as well. These include:
Videos from the November, 2019 Community Q&A on Flipping Start times
Note that the first two videos were captured after the meeting had started using a cell phone. The three videos from the working session don’t have the best sound due to the heating system in the board room being so loud. These are provided, however, as reference so you can hear some of the discussion and feedback that has been happening.
I want to share an update with you
regarding the discussions around a proposed change to school start times.
For the past several months, at
the direction of the school board, our administrative team has been researching
and identifying outcomes of other neighboring school districts that moved to an
earlier start for elementary students and a later start for
secondary students.
In
addition to our research, since November 2019, we have also solicited feedback
from the school community in the following ways:
I want you
to know that a decision still has not been made by our school board. However,
the issue is slated for discussion and possible action at the February 12
meeting. Its
implementation could begin as soon as the 2020-2021 school year.
At the
Board’s request, I will be presenting the following two different options. Each
come with their own set of advantages and disadvantages, which I will discuss
further during our meeting.
OPTION 1
Start
times of high school and elementary students will be flipped, and we will
utilize a three-tier transportation schedule.
Elementary:
7:50 AM – 2:20 PM
Intermediate/Junior High: 8:20 AM –
3:20 PM
High School:
8:55 AM –
3:55 PM
Advantages
of Option 1 include:
Supports
adolescent sleep pattern research.
Provides consistent student day with no
need for early release.
Provides Professional Development time
for teachers and staff.
Three-tier transportation schedule
relieves demands of the drivers required to transport students and allows
for direct bussing for Student Choice at the high schools.
Disadvantages:
Will require some families to rethink
childcare for younger students and may impact parent and high school
student work schedules.
OPTION
2
We will
implement a three-tier transportation schedule with the following start times
listed below for 2020-21. Then, we would transition to Option 1 start times for
2021-22. This would give families an additional year
to make arrangements in their schedules to accommodate “flipped” start times.
High School:
7:30 AM –
2:30 PM
Intermediate/Junior High: 8:00 AM –
3:00 PM
Elementary:
9:00 AM – 3:30 PM
Advantages of
Option 2 are as follows:
Provides consistent student day with no
need for early release.
Provides Professional Development time
for teachers and staff.
Three-tier transportation schedule
relieves demands of the drivers required to transport students and allows
for direct bussing for Student Choice at the high schools.
Disadvantages:
Not supported by adolescent sleep pattern research.
Families may still need childcare for their intermediate and
junior high-level students.
Stair-step approach would cause families to deal with
changing start times two consecutive years.
I have
given you a lot of information to consider here. I wanted to share this update
to be fully transparent about the process and the possible path ahead.
I
understand the challenges of change and the adjustments that families and staff
members face. I encourage you to learn more about this possible upcoming school
board decision by reviewing the video
recordings of the previous board meetings and by checking the School Start Time Information
webpage.
I have
also attached a list of FAQs that may help answer some of your questions.
Thank you
for your continued support of our students, staff and schools.
One of the many things the Hamilton Southeastern Schools Foundation does for the HSE School district is provide grants to teacher and staff. This year has continued this service by funding 31 projects across 18 schools and the district. Specifically, the foundation funded 10 elementary school projects, 12 in the intermediate and junior high schools, 6 in the high schools, 1 in the academy and 2 for the district.
The themes for these projects range from areas of mental improvements such as mindfulness to technological areas such as Virtual Reality and to other areas such as culture, STEM, robotics, wellness, podcasting, and so much more.
The foundation presented a list of the projects to the school board that includes the teacher, school, topic, and number of students impacted. Because I couldn’t find an easy link to this document, I’m including what was posted on the School Board BoardDoc’s agenda below. It’s an impressive list of projects and a good reason to provide support to the Foundation!
FALL 2019 GRANT RECIPIENTS
Marcia Abraham (FCE) Mindful Music
Student Impact: 600
“Mindful Music” is a program to combine music and tactile
manipulatives to create mindfulness. Mindfulness is a tool that can be
used every day to reduce negative emotions and stress, help focus and
tune out distractions, Music has a powerful impact on our moods and
emotions. Tactile manipulatives decrease stress, increase focus and
concentration, and improve fine motor skills. The goal of combining both
of these into “Mindful Music” is to create tools for students to
regulate their emotions, manage their stress more effectively and
decrease anxiety.
Laurie Boykin (FCI): Innovative Sphero STEM Units
Student Impact: 900
The Sphero STEM challenge project will empower students to develop
scientific thinking through creative problem solving and authentic
collaboration. Spheros can be used to inspire creativity because they
can be used in seemingly endless ways, and students develop critical
21st century skills. The Sphero project is innovative because it starts
with specific engineering design challenges and progresses to
student-created challenges.
Lindsey Bradshaw (HIJH): Birds Galore!
Student Impact: 12
This real-life experience will give our FAP students the knowledge of
what birds are around them, what they eat, and how they interact with
their environments. The key objective for this project is to provide our
FAP kids with a way to connect to the outdoors even when it’s cold out,
to participate in Citizen Science Projects with people all over the
world, and get to dissect something like their peers in the general
education program. This will enhance their student experience because we
see how much they like to build, take apart, observe, document, and
apply their learning.
Heather Butz (SCI): Let’s Go eVRywhere!
Student Impact: 50
Students will use Oculus Quest virtual reality devices to explore and
interact with places throughout the world and history. From the
Acropolis and Parthenon in Ancient Greece, to the Colosseum in Ancient
Rome to the construction of Notre Dame in Medieval Europe to touring
Anne Frank’s house during the Holocaust…the destinations and connections
are endless!
Janet Chandler (HSEHS): Civics Education/We The People
Student Impact: 61
Student experiential learning would be enhanced by this grant as it
goes to defray cost of programming in civic education. We the People is a
co-curricular program to encourage civil discourse and civic
engagement.
Lauren Doran (SCI): Connect Classroom to World
Student Impact: 110
This project leverages video conferencing technology to build global
partnerships to help students to build empathy, understand and
appreciate cultural diversity, and understand global issues. Global
connections with other classrooms allows students to connect with others
through shared literacy experiences and project-based learning.
Students can build relationships and find their place in the world by
traveling virtually anywhere on the globe without ever leaving our
classroom.
Maria Dorsel (HIJH): Learning-To Infinity and Beyond
Student Impact: 1200
The project is directly related to the science standards as they
relate to Space Science and STEM. Revolve around the sun and explore the
planets! Discover space history and important STEM concepts. Bring the
universe to students with this brightly colored map that illustrates the
inner and outer planets, a portion of the sun, orbital paths and a
timeline.
Erin Duros (DES): DES HUB
Student Impact: 375
A library should be the hub of a school where there are opportunities
and tools available to meet the needs of our diverse learners. The
space goes beyond checking out books and instead should be a place for
innovative change. These seven design studios within the library becomes
a gathering space for collaboration, innovation, and authentic learning
opportunities.
Jeff Fronius (FHS): Engineering Class Modernization
Student Impact: 400
This project incorporates four current technology robot brains and
associated controllers and sensors for teams of students to learn
through robotics. The learning will include programming for machine
control, control feedback loops, and kinematics. This new equipment will
help keep up with changes in technology and increased interest in
engineering classes at Fishers High School, which are at the highest
enrollment in the school’s history.
Johanna Gianforte (FHS): Making an Imprint on Society
Student Impact: 65
Printmaking is an innovative artform dating back to 105 A.D. with
modern applications used in many forms including amongst graphic design
companies. This new class will be a valuable resource to students hoping
to pursue a career in visual arts. These new gelli plates will help
with the instruction of monotype printmaking, one of the first more
introductory types of printmaking.
Madeline Hennessy (FJH/HIJH): A Natural Approach to French
Student Impact: 93
The CI classroom methods deepen student learning and open more doors
for our learners down the road by making the classroom a more fun and
engaging place. Through student voice and student choice, these students
will be prepared to enter the world as global citizens, developing
abilities that will prepare them to make connections with people around
the world.
Kristin Hicks and Finae Rent (CRE): CRE Sharing Bookshelves
Student Impact: 570
Through a Global Goals project, students collaborated to set up a
Little Free Library outside of CRE as well as some local neighborhoods.
These Little Free Libraries will house books that can be borrowed,
traded, owned or replaced by any children that want or need a new book
to read.
John Hochstetler (RSI): Drone On
Student Impact: 500
Students will learn coding with drones by creating a safe enclosed
environment using the 9 Square in the Air Game Equipment. Netting will
be added to the frame of the game and obstacles will be added to
increase the challenge level.
Jennifer Jacks (SCE): Get Your Mind Ready
Student Impact: 678
The Mind Yeti program is designed to help children practice
mindfulness. Mindfulness, a subset of social-emotional skills currently
being taught through the Second Steps program, helps improve student
attention, perspective taking and empathy, increase sharing and
including others, and helps decrease aggression and signs of depression.
Utilizing Mind Yeti for all students K-4 at SCE will lead students and
staff through sessions which are designed to help children practice
mindfulness.
Johanna Kitchell (RJH): Going the Distance with Healthy Hawks
Student Impact: 85
This project will add a way for students who don’t otherwise have a
phone or smartwatch app to actually track their running distance and
empower them to take more control of their training. Adding these
pedometers also provides opportunities for student equity and access in
training.
Sara Larkins, Brittany Sugg, Erin Mohr (FES): You Belong Here Buddy Bench
Student Impact: 7,913
This project will create, design, and build buddy benches for any HSE
elementary school that currently doesn’t have one. A buddy bench is a
place you go when you need a friend at recess. If a peer sees someone on
the buddy bench, they might come and ask that student to play. This
will encourage everyone to feel welcome and like they belong!
Amy McDuffee (SCE): Microscopes for iPads
Student Impact: 650
These mini microscopes that attach to iPads will help students
observe flowers and leaves in the SCE garden with a detailed viewpoint
and take pictures of these observations. Students can learn a lot from
being able to see the intricate details of a natural object when viewed
under magnification. The microscopes will do much to influence their
view of the world they cannot see with the naked eye and combine science
and art with mindful observation.
Amy Murch (Conner Prairie Teacher-in-Residence): Classroom Connections for Adventures on the Prairie
Student Impact: 1,700
This project will help extend the learning experiences of all fourth
grade HSE students created while at Conner Prairie travel back to the
classrooms. These kits will encourage students to ignite a curiosity and
wonder prior to visiting Conner Prairie and the outdoor classroom.
Students from all over the district will be able to connect, reflect,
challenge and spark a natural connection with fellow 4th grade students.
Todd Niswander (CRE): Rigamajig Workshop
Student Impact: 600
Rigamajig Workshop is a large-scale wooden building kit for
open-ended cooperative play and exploration. Rigamajig encourages
curiosity and cognitive thinking through play utilizing wooden planks,
nuts and bolts. Students will be creators, using their imagination, to
build structures and simple machines from the Rigamajig materials.
Through collaboration, students will practice and develop problem
solving, communication, teamwork, and adaptability.
Kayla Pippenger (FCI): Traveling the World to Create Cultural Awareness
Student Impact: 167
Humanities class interweaves reading, writing workshops, social
emotional learning, and social studies. Virtual reality headsets will
allow interactive movement and allow for students to view places and
things all over the world in 3D, enhancing cultural understanding,
global awareness, and historical awareness in our classrooms. These
headsets also allow teachers new ways to present works of literature and
related topics.
Jennifer Regelski (HSEHS): Integrated Chemistry and Physics on Mars-a PBL Approach
Student Impact: 140
Students will work in collaborative teams in a project-based learning
environment. The students will be tasked with setting up a colony on
Mars and will need to use problem-solving and critical thinking skills
to complete various tasks and challenges centered around the physics and
chemistry standards that are traditionally taught in Integrated
Chemistry and Physics.
Bob Rice (HSE Energy Manager): Renewable Energy Interactive Display
Student Impact: 22,000
Kids and adults can light up a model of the electric grid using
hydropower, wind, and solar generation. This interactive mobile power
lab will potentially put renewable power generation into the hands of
all 22,000 students of Hamilton Southeastern.
Students will rally together to build their own robots from scratch.
The students will design, build with recycled materials, and completely
wire and code their own unique robot. Using this inquiry driven process,
students will develop real world skills, as well as deepen their
understanding of academic content.
Amanda Scott (HFA): The Academy Wellness Education Program
Student Impact: 135
Substance and vaping use is a growing problem among students. Through
this class, students will learn more about common substances being
used, healthy coping mechanisms, and ways to help both themselves and
those around them.
Leah Ann Self (HSEHS): Create, Enhance, and Innovate with Cricut
Student Impact: 150
Cricut use is limitless and will help enhance student learning by
creating projects and posters for the classroom as well as for group
assignments within Fashion and Textiles courses. Students will be able
to see their innovations on the computer become reality as they learn
how to manufacture and enhance their designs.
Kelly Steiner (FES): Building Community Through Sensory Opportunities
Student Impact: 416
This project promotes authentic play, inquiry, collaborative and
problem-solving opportunities aligned with HSE21 through a sand
exploration table. With the power of a child’s imagination the sand
table can be an archeological dig, a bakery, an art studio, and an
experiment on friction at the same time.
Robyn Stout (SCI): Robotics for ALL Students!
Student Impact: 945
The STEM curriculum provided by Vex-IQ can be weaved into many of the
curriculum areas but not limited to language arts, math, science, and
computer science. Robots and arenas will support whole class activities
as well as the robotics team.
Emily Stout (RSI): RSI Podcasting Cart
Student Impact: 1,000
Podcasting stations will be available for students to script, create
and record their own podcasts based on current curricular needs and
eventually moving on to student created podcasts based on interests.
Jessica Sullivan (FCI): Finding Coherence: Connecting Heart, Mind, and Emotions
Student Impact: 30
Using the Smart Brain Wise Heart™ program in conjunction with the
advanced emWave® technology, students will be able to actually see how
their body is responding in both moments of stress and calm. This
curriculum will allow staff members to provide a targeted intervention
to students who have high needs in areas such as emotional
dysregulation, impulse control, or anxiety.
Sarah Tappendorf (SES): Environment as a Third Teacher: Let Me Explore the World Outside
Student Impact: 56
This field study and provocation kit will allow students to use the
environment outside the classroom walls as a third teacher, giving them
an authentic opportunity to engage and explore nature. Students with all
types of learning styles will be able to share their findings via
note-taking, sketching, researching, and presentations.
Benjamin Wyss (FHS): Wireless Stylus
Student Impact: 1,500
The student experience will be enhanced through the efficiency of the
teacher going through the lesson with this stylus. Due to the increase
in efficiency, teachers will have more time during class to help
students that may need extra attention at the conclusion of the lesson.
How do you grow a garden in Fishers, Indiana when you don’t have space or don’t want to use a chunk of your yard? You do it at a city park instead.
In my book, Spot the Difference in Fishers, Indiana: City Parks Edition, one of the parks shown is Cyntheanne Park on the Eastern side of Fishers. This park has one unique feature, the Community Gardent Program (CGP), which is to allow community members to garden. Residents of Fishers can reserve a garden plot for a summer. There is a cost of $30 to reserve either a 10-foot by 10-foot conventional or organic plot. There are also a few four-foot by nine-foot raised gardens that can be reserved.
Gardening spots can be reserved online at https://www.playfishers.com/193/Community-Garden . There is a fee for the 2020 summer season of $30 that will allow you access to your plot starting April 18. The city has a limited number of plots available, so you’ll want to reserve early to ensure you get access!
Conventional – 26 plots
Organic – 16 plots
Raised – 11 plots
While the city website indicates the gardens are open year-round, an email from the parks department indicates the gardens open on April 18th. Either way, they are available on a first come, first served basis.
Cyntheanne Park is located at 12383 Cyntheanne Road, just south of 126th Street. In addition to the gardens, it also includes a number of multi-purpose athletic fields, a play area, a natural area, a 1 mile paved trial plus a natural-area grass trail, a seating plaza, playgrounds for ages 2-12, picnic tables, restrooms, pickle-ball courts, and more.
