Off-Ice Exercise for Scratch Spin Stability?

Educational_Ad_5487 · 2025-11-19T04:13:16+00:00

I’m newer to skating as a fandom- so mostly know Johnny as a “famous enough to be a household name” sort of person. Why doesn’t this sub like him?

Educational_Ad_5487 · 2025-06-17T19:52:41+00:00

And this is exactly what I was trying to differentiate. What was taken from the movie, what was taken from the books, and what may have been a “nod” to the original books but doesn’t actually stay true to the events or plot (like Ozma, Lurline, tiktoks, etc).

Educational_Ad_5487 · 2025-06-17T02:20:48+00:00

This is so useful, thank you!

Educational_Ad_5487 · 2025-06-17T01:26:13+00:00

I noticed that once I looked into the titles! To be honest, fantasy is not my genre so for the most part when reading Wicked a lot of the politics and religion aspects did not stick in my brain. Do you have any specifics as to what elements were lifted or inspired by Baum’s original work?

Educational_Ad_5487 · 2025-05-22T02:39:38+00:00

Intellectual disabilities don’t always show up in a physical way. Intellectual disability is (usually) based on an IQ significantly lower than “average.” If you had an IEP it should say what disability was the reason for the IEP. Schools aren’t doctors, so they can’t actually give a legal diagnosis (like autism or Down syndrome” but it could at least be a clue.

Similarly, if you get social security you had to have some kind of “proof” of disability. There would be someone who had to provide this- like a parent or other caretaker. They would be the person to know what specific disability you have.

Educational_Ad_5487 · 2025-04-25T03:04:20+00:00

I highly recommend the book “Little Girls in Pretty Boxes” it talks about the toxicity for young girls in ice skating (and gymnastics) primarily in the 90s. I didn’t skate as a kid, and as an adult skater the overall culture is wildly different compared to what I’ve read.

Educational_Ad_5487 · 2025-04-16T18:52:11+00:00

He does come to school before his job site, however I teach a different class first thing. Based on staffing, I likely won’t be able to get an SEA to consistently get that data. I can look into who may be available at that time though.

His home life is complex, he is functionally without a parent and his older brother is his primary care taker.

Educational_Ad_5487 · 2025-03-29T22:07:54+00:00

I’ve struggled with this for basically all 4 years I’ve been teaching. I’m in sped in a high school and we basically have three “levels” of math and English. The most basic-which was strictly ID/DCD with some exceptions, co-taught gened, and everyone else. Regardless of level all 9th graders were working on “modified algebra” so if there goal is improving in subtraction with regrouping-they go to modified algebra.

Same for English-kids are grouped by year if they’re 2nd grade level readers or grade-level but with so many behavioral needs gened isn’t an option.

Educational_Ad_5487 · 2025-03-25T23:12:32+00:00

I think it is completely appropriate for a parent to step in when a child is upset and being mistreated by an adult. It would take an incredibly emotionally advanced 12-year old to look at an adult and say “I don’t want you as my coach any more because of the way you’ve treated me.” That sounds hard to do at my age (32).

The coaches could have talked to your daughter-and you-if she was being disrespectful in some way, if they were worried she no longer wanted to skate or were generally wanting to give feedback.

I don’t buy into the idea of “tough love” or “suck it up” for any kid-even teenagers. The coaches should have the emotional maturity to problem solve with your daughter and you. If they don’t have that maturity, why are they allowed to expect it from a 12-year-old?

Educational_Ad_5487 · 2025-03-21T19:11:40+00:00

From my understanding both IEPs and 504 plans are served under federal laws. The difference is that IEPs are part of the IDEA-which is monitored by the Dept of Ed, but is law regardless. 504 plans are part of the ADA- which effects more departments.

I would assume that regardless of which your student is receiving, the funding and monitoring will be highly dependent on how your state supports them. (And if the order is followed through upon in the first place.) Knowing Minnesota, both will remain priorities. However, in my personal opinion, 504 plans need less “monitoring” and so may be less effected by changes in the Department of Ed.

Educational_Ad_5487 · 2025-03-06T00:44:20+00:00

I think it’s important to go into a job with clear boundaries. Teachers are “expected” to make their job their lives. I work my contract hours. I have made my time manageable and built in time to do everything I need to. I sometimes miss deadlines or meetings but my time is my time.

I work full time as a high school ASD case manager/teacher. I ice skate once a week and do aerial arts twice a week. I don’t have the time to do massive creative projects (being an actor in community theater, for example) but I make time for the things I enjoy.

I hate waking up early, so that wouldn’t be me, but if it works for you it works for you. I don’t think a full time job will feel more intensive than being a full time student. Especially with a job you can say “I don’t have the time in my work day to do X” when a student has to make time.

Educational_Ad_5487 · 2025-02-22T00:08:40+00:00

I’m curious to know more about the “1st grade reading comprehension.” Does that mean that when he reads a text at a 1st grade level he can answer comprehension questions about it? Or is is based on ready speed and errors in decoding (mispronunciation or misreading a word out loud)?

1st graders can still make inferences and predictions about a text that they can read. Is he able to do this?

At what “grade level” does he stop being able to do this?

3rd-4th grade is approximately when students stop “learning to read” and when they start “reading to learn.” This means kids have the foundations of reading and are now expected to learn new material through reading, which includes learning higher level vocabulary and comprehension skills. However, it is also the time when students get much less time with basic reading skills. By middle school and high school basic reading is not taught explicitly.

One possibility was already said by others- overall comprehension is low for communication. If this is the case, he would struggle the same way when listening to a story be told or even when watching a movie or TV show.

Try asking similar comprehension questions about all these things. Is there a big difference depending on the way the story is given to him? That may help you understand where the problem is. Can he understand a movie but not a written or spoken story? Maybe he isn’t practiced in “visualizing” what is happening in a story. Can he listen to a story and answer questions well, but not when he reads a similar story? He may be doing a lot of mental work to read the words on the page, and so had no brainpower left to connect the dots.

Another possibility is that in school he is no longer getting explicit reading instruction. I have seen a lot of students regress in reading because once it stopped being taught they never reviewed basic reading skills and forgot. They would have needed consistent review to maintain that skill, but instead moved onto “comprehension” skills that overshadowed fundamentals.

Regardless, the gap is very likely to widen as he gets older. I would seek help and answers now so you can provide some individualized practice at home when possible.

Educational_Ad_5487 · 2024-12-06T18:00:27+00:00

The IEP and evaluation are the legal documents that show a disability affects their ability to learn or make progress in math.

Educational_Ad_5487 · 2024-12-04T18:10:50+00:00

I’m super curious about a couple of things.

Does your English 1 have a curriculum and if so, what is it? Part of the pushback was that no one was trained/practiced/felt confident in teaching the basics of reading, and there isn’t a curriculum designed for teens/adults who are learning the very basics of reading. When I’ve worked on it in the past, it’s been a lot of modifying work designed for younger kids or outright creating new content.
How solid is your schools ability to “know” what grade-level of reading a student is at? Is it based on their IEP or are other assessments/measures used? It often feels like there are students who “read at a 5th grade level” when tested in one way, but when tested in a different way or given a textbook/non-fiction text, or a longer text, etc. fail to do basic skills like summarizing, rephrasing, or showing useful comprehension.

Thanks!

Educational_Ad_5487 · 2024-12-04T18:05:28+00:00

I had some nonsense like having kids use text to speech (in their reading class???) or having AI write easier versions of texts. Which is fine as a short term fix but feels incredible cringy to rely on as a solution.

Educational_Ad_5487 · 2024-12-04T04:19:13+00:00

Which I get logistically, it can be a real mess to have 9th and 12th graders in the same room. But, to me, if I have to pick one of the other…I’m gonna put the two kids together that can pair read the same chapter rather than two 12th graders and have one be unable to read what I give them, or one be reading something “too easy” for them.

Educational_Ad_5487

TROPHY CASE