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Fun Chart
Introduction For Fun Chart Version 2.51
Purpose:
The purpose of the Fun Chart and the Success Journal is to help presidents to learn more in less time in a fun, exciting, and challenging way by taking ownership of his/her life and personal learning experience.
Four Week Easy-Start Program:
The system can seem a little intimating to individuals when they first get started, especially adults. By properly implementing the four-week easy-start program, the whole process will be easier and should take only one to two hours a week to implement. We often compare becoming familiar with the system to riding a bike; when you first get started, it seems like you will never be able to do it, but once you get it, it's easy.
Ingredients To Success:
1. A president who would like to improve in any number of areas
2. Instruction materials
3. Weekly Fun Charts for full year
4. A 52-week tracking system
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Detailed Instruction
Initially, it may seem that the entire system is somewhat complicated and overwhelming. Once learned, it is extremely easy to implement. It will only take a few minutes each hour for a president to implement.
Once the president understands and has experience using the full system, he/she will have the ability to implement it with little direction from teachers or parents. This will save the teacher and parents a great deal of time and enhance the learning experience.
The four-week "Easy-Start" system will help a president become fully operational using the Fun Charts over a four-week period of time. If it is taking a great deal of time to implement, please talk to your certified consultant for additional training and assistance as it should take very little time to implement.
Detailed Easy-Start Outline:
Week #1:
A. Fill in name and week #.
B. Fill in each subject and what you would like to achieve for this review period.
C. Complete what you would like to achieve in each subject for this week.
Week #2:
--- Complete steps A-C again.
D. Fill in specific assignment in each box for each topic for each day.
Week #3
--- Complete steps A-D again.
E. Fill out symbol section.
F. Complete the tracking of time for each box within the day.
Week #4
--- Complete steps A-F again.
G. At end of the week, score your attitude, actions, assignments, achievement, and totals.
H. Complete totals at the bottom of page.
Week #5 (and following)
--- Complete steps A-H again.
--- Start completing Success Journal on reverse side.
--- Transfer all totals to 52-week tracking chart.
Ongoing
Daily
--- Complete the Fun Chart on an hourly basis.
Weekly
--- Plan the next week.
--- Complete the Success Journal.
--- Score all Fun Charts for the week.
--- Transfer all scoring from Fun Charts and graph to 52-week chart.
Completion:
With a little direction, the president should be able to complete the Fun Chart without help. He/She should set goals of what to achieve in each subject and should score him-/herself. The teacher should review the chart when it's initially set up. If the president's scoring of the chart is incongruent with the teacher's, then the teacher needs to discuss scoring with the president.
The president and teacher should agree on the standards, and then the president should continue to maintain the Fun Chart. The Fun Chart is the president's, and the president needs to maintain ownership of it. It is designed to assist an individual in every area of life. It can be used for school, sports, hobbies, chores, interests, goals, or any area in which an individual would like assistance.
Parental Involvement:
It is highly recommended that parents be involved in the Fun Chart. It is designed for the busiest of parents as it only takes five minutes to review the entire chart. This provides a great way for the parent to be actively involved in the child's life, even on busy days.
The system is visual; it only takes a minimal amount of time to see the president's progress in a particular activity or subject, attitude, instruction, action, and achievement. Presidents, teachers, and parents will know at a glance where strengths and weaknesses lie. Because the chart can be filled out and reviewed quickly, time is available to assist the president with suggestions and ideas for improvement.
Learning Team Involvement:
It is recommended that each president have a total of four individuals on his/her learning team, which optimally should include their teacher and parent(s). Other team members may be grandparents, siblings, friends, fellow presidents, or other adults.
Because a president's plan only takes a few minutes each week to review, almost anyone who has an interest in the student can be a part of his/her learning team. The team format provides the president with multiple perspectives and lends additional support, maximizing the learning experience. It also provides support and reinforcement for teachers and parents.
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Definitions
The following are generally recommended definitions for each of the four symbols. Learning environments differ and presidents have distinct needs; if you find that you need to adjust the system to enhance the overall learning environment for the president, that is acceptable and encouraged.
Attitude:
The disposition, demeanor, temperament, and overall spirit in which the president completes the actions and assignments should be assessed.
Fair: Did not take initiative. May or may not have complained.
Good: Needed some assistance but had a good attitude.
Great: Took initiative, had great attitude and excitement for learning.
Instruction:
The instruction usually represents what is being done to teach the president a new fact, principle, concept, or thought. This may be done by the teacher or by the student working independently.
Did nothing: Had a bad attitude, did not focus, and/or was not respectful.
Worked on: Approached learning with a fair or good level of excitement.
Completed: Showed excitement for learning and worked diligently.
Application:
The application (assignments or homework) is what the president will do to practice what he/she has learned (i.e., the instruction).
Worked on: Did not complete application.
Completed: Completed application but struggled with time, focus, or attentiveness.
On Time: Completed application in appropriate time, stayed focused.
Achievement:
The achievement includes the desired results that the president would like to see in a given subject.
Fair: Tried but did not accomplish goal.
Good: Learned what was to be learned.
Great: Learned more than what was to be learned.
1. Complete the following steps on Friday for the upcoming week:
A. Fill in name and week #.
B. Fill in the subject or responsibility and what you would like to achieve in that subject.
C. Fill in specific application/assignment in each box for each topic for each day.
D.
Complete the following at the end of each subject/responsibility:
A. Fill out symbols and time.
B. At end of the week, score attitude, instruction, application, achievement, and totals.
Complete at the end of each week:
A. Score each topic.
B. Score each of four areas for each topic.
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Parent's/Teacher's Responsibilities
Friday review for upcoming week
We recommend that the teacher take ten minutes at the end of each week to review the previous week's Fun Chart as well as next week's achievement section. If the president properly identifies measurable goals and theoretical outcomes for each subject, provide positive reinforcement. If the president has not identified goals or desired outcomes, ask questions to help the president independently identify more acceptable goals and outcomes for each subject.
Daily review
Reviewing the Fun Chart (3-5 minutes a day) will motivate the president to keep up with the system by providing oversight and accountability. The teacher will be looking for positive things to reinforce in the president, areas of struggle that need some immediate assistance, and congruency with the teacher's perceptions of progress. Is the president's overall perspective (scoring for each major category) accurate, or does there need to be an alignment between your expectations and his/hers?
Weekly review
Look for major areas where your leadership and direction will make the largest difference in the president's education with the least amount of effort on everyone's part. It can be helpful to remember that the president did not get to where he/she is overnight and probably will not change overnight. This is not a "quick-fix" system but one that will quickly assist teachers in keeping tabs on the president and knowing exactly where they can assist him/her most effectively with the time they are able to give. A quick review of the 52-week Fun Chart graph will also identify trends.
Monthly review
It is recommended that a teacher, parent, or other team member take twenty to thirty minutes to review the entire month and then give direction for the next month. Reviewing the 52-week Fun Chart graph will provide a snapshot of the big picture, the overall progress the president is making.
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Weekly Detail Instructions
Week #1
A. Fill in name and week #.
The president should write his/her name and the week number (of the 52 weeks in the year) on the upper portion of the chart.
B. Fill in the subject or responsibility and what you would like to achieve in that subject.
Fill in the subject (e.g., math, science, English) for each Fun Chart page. A president can have more than one Fun Chart, but it is recommended that he/she start out with one and, as he/she becomes proficient with that chart, add another.
The responsibilities could be chores, sports, special activities, or anything the president, parent, and teacher would like to measure.
C. Complete what you would like to achieve in each subject or responsibility for the week.
There is some flexibility in this area of the Fun Chart. It is recommended that this area be utilized to identify in a measurable way what topic or area of responsibility the president would like to improve upon this week.
The more measurable the goals are, the more direction a president will have in that particular area. Proper identification and measurement of this area will provide the basis on which the president will perform each and every week. Keeping it as simple as possible is extremely valuable and will usually provide the best results.
Try to avoid entries that are hard to measure (such as "improve in math" or "spend more time reading"). It would be better to say, "Achieve 90% on Friday's test," or, "Spend 90 minutes reading and pass comprehension test with at least an 85%."
Week #2
Each week's goals will build on what was learned the previous week. If you get behind, that's OK; each president should go at his/her own pace. It is not important how quickly you complete the startup phase of the Fun Chart system but rather that you understand what you are doing. When an individual understands the system, it becomes easier to learn and oversee the entire learning process.
Complete steps A-C again for this week and then complete step D.
D. Fill in specific assignment(s) in each box for each topic for each day.
The president should then do his/her best to complete the daily assignments for each subject or responsibility so weekly goals can be achieved. It may take time for the president to become proficient, but he/she then will learn much faster and "buy in" to the overall personal ownership of the plan.
It is important to try to keep this as simple as possible for the president as well as the teacher. Make assignments specific (e.g., "3 pages," "lessons 2 and 3," "1 hour of computer work," "one module," etc.).
The teacher should review goals in detail after the president selects a specific assignment. This segment works best if it is completed on Friday for the following week.
Week #3
Complete steps A-D again for this week, and then complete steps E and F.
E. After specific assignments are complete, fill out symbols.
See above definitions for the meaning behind each symbol.
F. Complete daily tracking of time for each box.
At the bottom of each box, mark the start and finish time for each subject. This provides a visual format for the president to see where he/she is investing time and what he/she learns in the amount of time invested.
At the end of each hour for each subject, the president can score him-/herself. Once a president becomes familiar with the scoring, it only will take about ten seconds to add up the scores.
The system allows for two additional points per subject that a president can earn each hour. Awarding of bonus points is up to the teacher, but it is recommended that the president take responsibility for them as he/she takes control of daily plan maintenance. The bonus points can be given for extra effort, extra proficiency in a particular area, or whatever the teacher or president determines to be important in reaching the president's full potential.
Week #4
Complete steps A-F again for this week, and then complete steps G and H.
G. At end of the week, score attitude, action, assignment, achievement, and totals.
H. Complete weekly totals.
It is easiest to complete the daily points and hourly totals each day. If this is not done on a daily basis, complete and review the totals at the end of each week. If there are five subjects or responsibilities on the page, it is easy for the president to "grade" him-/herself as there are fifty possible points: Double the points he/she receives to determine the total percentage for the day.
Add up the total points earned and the total points possible to determine the overall weekly percentage achieved for the whole page.
On the top of the page, write down the overall percentage for each of the four major areas of focus for the president. This will provide a better understanding of where the president is strong and where he/she can improve.
Important Note: It is not absolutely necessary to complete all weekly totals. The more the president completes, the more he/she will understand his/her progress. The more the president and teacher use the system, the more benefit they will achieve from implementation.
Week #5
--- Complete steps A-H again for this week.
--- Start filling out Success Journal on reverse side.
--- Transfer all totals to 52-week tracking chart.
Ongoing
Daily
--- Complete the Fun Chart on an hourly basis.
Weekly
--- Plan the next week
--- Complete the Success Journal
--- Score all Fun Charts for the week
--- Bring all scoring from Fun Charts and graph to 52-week charts
Daily (if the president is receiving compensation for using the system)
One effective way to reward the president is to compensate him/her daily for completion of the following actions.
1. Complete all scoring and totals for the day.
2. Review weekly adjective/quality and write daily about one concept or idea from each subject that will help him/her to move closer to demonstrating that quality.
3. Complete records of time spent working on all subjects, activities, and other specific areas the teacher has assigned on the Fun Chart.
4. Obtain teacher's sign-off showing agreement with his/her scoring.
At the end of each week, the president should take that week's score on the Fun Chart and transfer it to the 52-week chart. To find the weekly score, the president should look at the end of the column in the lower right-hand side for each subject or activity. Example: Math, 56%. The 56% represents the total score achieved for effort in math for that week.
The president should then find the appropriate week on the 52-week chart and shade in the percentage for each of the subjects or activities that he/she completed.
After a few weeks, the president, parent, and teacher will have the ability to identify quickly the overall trend for each area. This information will help the president to understand the following factors:
1. Where his/her strengths are
2. Where his/her weaknesses are
3. What the overall trend is for each subject or activity
4. If there are predictable cycles over a period of time
5. If his/her actions are making a difference in his/her overall performance
6. If his/her performance levels are congruent with the perceptions of parents and teachers
7. If the overall percentages on the Fun Chart are congruent with his/her overall grades
8. His/her overall weekly score for attitude, instruction, application, and achievement
Fun Chart - Section Four
Toll-free fax number: (888)230-2301
Name: ____________________________ ID#:___________ ___/___/_____
Please rate the following on a scale of 1 to 10, with 10 being the best. If an area does not receive a 10, please give one suggestion on how that area can become a 10.
A. Written instructions for this section.
1 2 3 4 5 6 7 8 9 10
B. Ease of understanding.
1 2 3 4 5 6 7 8 9 10
C. Ease of implementation.
1 2 3 4 5 6 7 8 9 10
D. Comprehensibility of the Easy-Start outline.
1 2 3 4 5 6 7 8 9 10
E. Comprehensiveness of this section.
1 2 3 4 5 6 7 8 9 10
F. Number of worksheets within the book.
[ ]-Too many, [ ]-Just right, [ ]-Too few
How many would you like to have? _____
G. What other tools would you like to see in this section?
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
1. What other areas would you like to see covered in this section?
2. What one area do you like most about this section?
3. What suggestion would you make for improving this section?
4. List one area in your life that you believe will improve because of this section.
5. What area of challenge within your life was not addressed within this section?
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