Nigga what the fuck? (what the fuck?) Homie I made you rich, paid your rent (damn right) Biting the hand that was feeding you This shit don't make any sense Nigga what the fuck? (what the fuck?) You know this is that real shit How you gon' forget who built this, huh? I'm the one who made the company all the millions Now you got problems to deal with Man, this is tough luck, see a couple weeks ago we was buds And the crew that was killing shit was us Till you turned on me homie, that's fucked up I ain't keeping this shit on the hush, hush On my chest I just carry too much stuff I done had it, enough is enough bruh Plus I needed something to get my buzz up You done fucked with the wrong dude Ain't no telling what Hopsin is gon' do, creepin' up on you Quit your sleeping, I told you "This is a mutha'fuckin' journey we finna go through" If I ain't have so much to lose I swear to God I probably beat up and choke you Nigga this that raw shit That organic flow you probably see up in Whole Foods Shiver me timbers, something's fishy 'bout you Mr.
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The PLC Process and collective inquiry into best practices, focus on student learning, and consistent work through campus collaborative teams has provided the pathway to continued success at Carter Lomax Middle School.ġ. We are one of only two campuses in the nation to receive the RISE Award from Summit Learning for our leadership and exemplary execution of Personalized Learning. TEA has recognized our work for the past four years with Carter Lomax Middle School receiving 5 of the 6 star distinctions. Throughout it all, our success is evident through the distinctions Carter Lomax Middle School has acquired. Because of our firm belief and commitment to the PLC process we were able to seamlessly adapt to the new learning format that our campus was forced to adopt due to the pandemic. With our staff and students working together through a focused cycle of growing and learning, our mission and vision for the campus is in our reach for success. The extra class period plus morning office hours, gives our students the ability to strengthen their self-directed learning cycle by creating, implementing and reflecting on their SMART goals. The master schedule also includes enrichment time (Reads/Solves class periods), to provide time for the teacher and student to further work on “win” or “grow” activities. With norms established in the meetings and every team member having a role to play, the time is intentional and focused on student learning. To ensure time for this process, our master schedule was crafted so content and grade-level teams have daily-embedded time to collaborate. We all, including students, use the cycle to grow our habits of success which keeps our collaborative teams focused on learning for all. Our learning cycle can be as big as using state testing data or as small as a content project. Finally, we take time to look at the next set of data and reflect on our process. While implementing the plan we document our steps to show evidence of what we have learned as we monitor each student’s learning. This plan may include collaborating with other campuses, researching an instructional strategy to present at a professional development session for the staff or bringing in a district coach for assistance. From our SMART goal, we then develop a plan to achieve this goal. Our “win” focuses on the extension and enrichment of the student’s learning and our “grow” focuses on closing the gap. With our wins or areas to grow, we set a SMART goal. Our collaborative teams (campus team, content teams and departments), begin by diving into the data to celebrate our wins and focus on our areas to grow. We are successful by utilizing the self-directed learning cycle we teach and use with our students. We have tailored our plans to establish and improve all areas of our campus that are meaningful, relevant and engaging for all stakeholders.Īt Carter Lomax Middle School, it is our mission and commitment to learning for all that drives our culture of continuous improvement. Every step and every year, we have used the cycle to reflect, focus, plan, execute and repeat. Through the past eight years, we have continued our journey with our campus PLC and grown so much. This was the start to our cultural shift. Throughout the first year we dedicated time during faculty meetings, staff development training and team meetings to dive deeper into the three big ideas and shifts in the fundamental purpose of our work. A foundation was built the first year with a focus on the goal or outcome of our campus becoming a PLC, developing elements of the PLC process, and implementing the three big ideas related to developing collaborative teams and common vocabulary across the campus. That August the process that intrigued us, was introduced to our staff with the theme, “Building School Culture Where Learning Thrives”. Our PLC story began during the summer of 2013 with a group of dedicated team members that were intrigued by the PLC process. People compare The Villages to the carefree life of a college student. It’s clear that the relentless positivity of the Villages takes its toll on residents, but it’s also a glimpse into an idealized version of America, and the fantasy at its core. Following these people through months of their lives, the film at times feels like a dreamscape, like a journey through their mental and emotional landscapes, rather than just an observational film. Some Kind of Heaven follows several subjects: Reggie, who is experimenting with psychedelics, and his long-suffering wife, Anne Barbara, who is looking for love after her husband died and Dennis, who is living out of a van while looking for a wealthier woman with whom he might strike up a relationship. (Darren Aronofsky signed on as executive producer.) Equal parts dark comedy, loving character study, and suburban melodrama, it’s visually startling, funny, and moving. He ended up crafting the documentary Some Kind of Heaven, a stunning directorial debut and the kind of work that far more experienced directors would be proud to have made. Lance Oppenheim was 22 when he first visited the Villages, hoping to make a college thesis film about the place. And those people live at the Villages, too. They may be lonely, or ill, or feel adrift in a world that is very thoroughly designed, but seemingly not for them. For some, it feels like a dream: a positive and peaceful place to retire and be among like-minded people, all of whom want to kick back, have fun, and live a happy life.īut as with any planned community - like a college, for instance - there are plenty of people who can’t, for whatever reason, buy into the fantasy. Shops, restaurants, and a public square modeled after an idealized version of an American small town main street give the Villages a Disney-esque air. As of 2019, the Villages had more than 120,000 residents, as well as a long list of clubs for them to join and activities to participate in: synchronized swimming, golf cart “drill team,” theater, religion, cocktail parties. It’s America’s largest retirement community, a sprawling, gated complex straddling three counties in Florida about 70 miles north of Orlando, and well known for its role in Donald Trump’s 2016 presidential win. And as in other John Hughes teen movies, adults are universally clueless and out-of-touch at best - or worse, as in the case of the middle-aged male high school teacher taken in by the manipulative seductive touching and flirtation of an attractive female student.The Villages seems like a place right out of a movie. There's very little diversity in the cast: The only black characters are members of the permanent detention-room crowd. Parents should also be aware that there are some "types" in the movie (like "punk," "rich girl," and "tomboy"), but that the movie goes past clichés to treat them as people. Part of the plot is the threat of one character planning to beat up another, but he's thwarted and no violence occurs. There are some teenagers that smoke, with consequences, and some references to drinking, although no characters become drunk. There's some mild locker room semi-nudity (girls in camisoles and underwear). This film contains a fair amount of cursing, including "f-k" and "s-t." A tomboy gets referred to as a lesbian in a pejorative manner. Parents need to know that Some Kind of Wonderful is a 1987 teen drama written by John Hughes.
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